Conference/peer learning activity on the impact of NQFs

Do national qualifications frameworks (NQFs) make a difference – how to measure and evaluate impact of NQFs? NQF developments in Europe have been rapid.  Latest developments attest to the growing attention qualifications frameworks have been receiving from policy-makers and practitioners. The purpose of the event is to stimulate an open and critical reflection on the…


2nd policy learning forum on defining and writing learning outcomes for VET qualifications

Cedefop’s 2nd “Policy Learning Forum on defining and writing of learning outcomes for VET qualifications” will be held at Cedefop’s premises in Thessaloniki, Greece, on 13 and 14 October 2016. Building on the positive outcomes of the first PLF organised in 2015, our aim is to strengthen the exchange of experiences related to the writing…

Image_EQF_Headlines_Qualifications systems

Qualifications Systems

The ETF has been working with partner countries on the reform of qualifications systems for many years, focusing on occupational and training standards, competence-based assessment, and since 2005, on NQFs and improving vocational qualifications. In particular, the ETF supports partner countries in exploring how they can adapt and apply the EQF to their national circumstances.…


European Credit System for Vocational Education and Training (ECVET) implementation in Spain

European Credit System for Vocational Education and Training (ECVET) implementation in Spain The aim of the European credit system for vocational education and training (ECVET) is to allow individuals to gain a full vocational education and training (VET) qualification, or to update/upgrade their VET qualifications in a flexible way, by use of credits. ECVET requires…


Strategies for Assessing Learning Outcomes

Strategies for Assessing Learning Outcomes In general the strategies used to do the assessment are largely addressed in how to conduct the assessment and are one key component in the planning process. Overall the strategies are classified as direct (where actual student behavior is measured or assessed) or indirect. Indirect measures include things like surveys,…