At a consultation meeting with social partners organised by the Greek national organisation for the certification of qualifications and vocational guidance (EOPPEP), Cedefop’s Head of Area Enhanced Cooperation in VET and lifelong learning Mara Brugia told participants that the Centre has worked with the Greek Education Ministry since 2008 to develop the Hellenic qualifications framework (HQF) and has contributed decisively to the progress achieved.
As national qualifications in Europe move closer to operation, policy integration becomes a key challenge.
Vocational education in a lifelong perspective and the VET systems in Germany and Austria were the themes of two interventions made by Cedefop Deputy Director Christian Lettmayr at the Global HR Forum 2013 in Seoul, South Korea (5-7 November).
Trust is key to improving permeability between vocational education and training (VET) and higher education, and quality assurance is essential to achieve this, Cedefop Director James Calleja has told a conference on quality assurance in VET and higher education in Brussels (22 and 23 October).
Common research and policy issues as well as the renewal of the memorandum of understanding between the two organisations were at the heart of the President of the Korean Research Institute for Vocational Education and Training (KRIVET) Young-bum Park’s visit to Cedefop on 9 July. Both organisations do research in very similar fields and many of their researchers have exchanged visits over the years. Cedefop Acting Director Christian Lettmayr and Head of Area RPA Pascaline Descy discussed future cooperation with Mr Park.
Cedefop’s fourth annual report on developments in National Qualification Frameworks (NQFs) in Europe confirms that these frameworks are considered a key way of making qualifications easier to understand and compare within and between countries. It has also found that such frameworks are increasingly used to encourage changes in education and training.
This Cedefop research paper, addressing 32 countries participating in Education and Training 2020, discusses different curriculum policies focusing on learning outcomes and examines the implications these have on teaching and learners’ assessment in initial VET. Conclusions propose key policy messages for effective curriculum design processes and curriculum delivery that may benefit learners.
Attention has clearly focused on helping young people remain in, and return to, education and training through work-based learning routes. Building on their joint work in the last decade, countries have advanced in setting up qualifications frameworks and devising approaches to assure quality in VET, but much work is still in the planning stage.