Since the start of the implementation of the Flemish qualifications framework in 2011, over 500 professional qualifications have been developed. They form the basis for recognised vocational education, training, and recognition of acquired competences (RAC) pathways, providing a widely supported and unambiguous frame of reference for lifelong learning.
The Confederation of Portuguese farmers (CAP) carried out a study to identify the necessary key competences and skills for the development of the agricultural sector, and create new, or critically review and update existing, qualifications standards in the national qualifications catalogue (CNQ).
Linking the curriculum to the national register of qualifications (NSK) is one of the key activities set out by the education strategy 2030+. The aim is to offer learners who drop out of their three- or four-year IVET programme a possibility to gain vocational qualifications and thereby to enable their re-entry in education at a later stage.
The Norwegian National qualifications framework (NKR) was adopted in 2011 and referenced to the European qualifications framework (EQF) in 2014. The NKR is currently being reviewed, focusing on the differences from the European qualifications frameworks and on the placement of higher VET qualifications.
The Guidelines for the interoperability of entitling bodies of the National system of certification of competences’ were adopted in Italy according to a decree issued by the Ministry of Labour and Social Policies on 5 January 2021, in agreement with the Ministries of Education, of University and Research, of Public Administration and of Economy and Finance.
Skills to advance is a national Further Education and Training (FET) initiative that was established to meet the challenges of rapid technological advances and the changing work environment. It was developed in response to the evolving skills and training needs of employees and industry. It seeks to address specific skills needs of target groups by supporting the development of soft and digital skills and responding to the future of work while driving effective regional development.
The national qualifications framework (NQF) has not only led to more transparency in the qualifications landscape, but has also triggered several discussions on education policy in Austria. One of them concerns higher vocational education and training (HVET), which is to be made more visible by creating a separate education segment.
A collaborative work of Cedefop, UNESCO, ETF and UNESCO’s Institute for Lifelong learning, the Global inventory of national and regional qualifications frameworks captures and analyses global trends in qualifications frameworks.
Cooperation on qualifications and quality frameworks is a global priority. To address the importance of quality improvement at this level, the Regional Cooperation in Technical and Vocational Education and Training (RECOTVET) organised the 10th Regional Policy Dialogue on TVET, on 14 and 15 November, in Yangon, Myanmar.
The Asia-Europe Meeting (ASEM) is an informal meeting between states in the two continents. Cedefop, ETF, UNESCO and UNESCO’s Institute for Lifelong learning co-drafted the 4th edition of the global Inventory of national and regional qualifications framework and presented findings at the 7th ASEM education ministers' meeting, in Bucharest on 14 May.