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Qualification frameworks

Slug
qualification-frameworks
Identifier
651

European qualifications framework

European qualifications framework

Type:
Document
Content Type:
European qualifications framework
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Identifier
skpOSource
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other-sources
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
19 May 2020
Open
edmsp1_261025.pdf
Initial vocational education and training: focus on qualifications at levels 3 and 4. This study examines the initial vocational education and training (IVET) qualifications linked in the national context to the European qualifications framework (EQF) levels 3 and 4. EQF is a common reference framework of eight levels of learning outcomes that serve as a translation grid between national qualifications systems. Its main objective is to improve transparency and comparability of qualifications within and across countries participating in EQF implementation.

This study has an explorative character and considers what kind of IVET qualifications are linked to EQF levels 3 and 4 (via national qualifications frameworks); what their purposes and currencies are; how they are levelled; and more generally how EQF levels 3 and 4 are used in the countries included in the study.
Subject Tags:

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Virtual conference: New qualifications and competencies in TVET

Virtual conference: New qualifications and competencies in TVET

Kind:
Event
Start Date:
01 Jun 2020
End Date:
30 May 2025
Event Location:
Online
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
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international-organizations
Topics:

Training quality and relevance

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Identifier
skpTrainQR
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training-quality-and-relevance
Knowledge Products:

This virtual conference will discuss the identification and implementation of new qualifications and competencies in curricula and training regulations. The outcomes of this virtual conference will also contribute to an ongoing Trends Mapping Study on New Qualifications and Competencies, which will be published in 2020.

To learn more and to register click on the link provided below.

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Virtual conference: New qualifications and competencies in TVET
Subject Tags:

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:
Economic groups:
--

Global Inventory of Regional and National Qualifications Frameworks 2019, Volume I

Global Inventory of Regional and National Qualifications Frameworks 2019, Volume I

Type:
Document
Content Type:
Global Inventory of Regional and National Qualifications Frameworks 2019, Volume I
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
22 Jul 2019
Open
edmsp1_245426.pdf
Volume I: Thematic Chapters A national qualifications framework (NQF) is an instrument used to classify a country’s qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders.

The Global Inventory of Regional and National Qualifications frameworks 2019, Volume I: Thematic chapters comprises six thematic chapters, charting developments in national and regional qualifications frameworks worldwide. It shows the extent to which countries see NQFs as instruments for reforming their qualifications systems to improve transparency, relevance and quality, as well as widening access and opening up pathways to learning opportunities.

This fourth edition (the first three editions appeared in 2013, 2015 and 2017) of the Global Inventory of Regional and National Qualifications Frameworks arrives at a crucial moment in the relatively short history of qualifications frameworks as tools within the wider reforms of education and training systems. Numbers of frameworks, national and regional, remain stable, while implementation of most frameworks has deepened and widened since 2017. At the same time, frameworks are evolving in a context of ever-faster technological, social and economic change. Much of this change has a direct bearing on the purposes and function of frameworks, notably the search for systems which compare skills and qualifications internationally, the emergence of digital credentials, and the development of methods and tools to recognise the skills of migrants and refugees, especially where those skills are undocumented or not formally certificated.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

Migration policy

Slug
migration-policy
Identifier
309

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Recognition of prior learning

Slug
recognition-of-prior-learning
Identifier
675
Regions:

Marco Nacional de Cualificaciones de Panamá. Estructura básica.

Marco Nacional de Cualificaciones de Panamá. Estructura básica.

Type:
Document
Content Type:
Marco Nacional de Cualificaciones de Panamá. Estructura básica.
Language:

Spanish

Slug
spanish
Identifier
skpEsp
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier
skpILO
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ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
19 Jul 2019
Open
edmsp1_245227.pdf

En desarrollo de las acciones definidas por la Alta Comisión de la Política Pública de Empleo sobre las ocupaciones técnicas y profesionales para el establecimiento de un Marco Nacional de Cualificaciones- MNC, el Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional-OIT/CINTERFOR y el Banco de Desarrollo de América Latina-CAF han venido apoyando la definición de una ruta para el establecimiento del MNC para Panamá, que establezca los niveles y certificaciones educativas para los trabajadores panameños.

Este documento consta de siete apartados. El primero, retoma el concepto del marco de cualificaciones, en el segundo se revisan sus atributos y en el tercero se presentan los elementos que dan cuenta de su estructura. En el cuarto se recogen algunos hitos en la historia de los marcos de cualificaciones, se comparan algunos por sus niveles así como por los descriptores que adoptan. En el quinto apartado se mencionan algunos de los antecedentes que se identificaron en el análisis del entorno de Panamá al iniciar el proceso de construcción del MNC. El sexto apartado contiene la propuesta para el Marco de Cualificaciones de Panamá, resultado del proceso de construcción orientado por la cooperación técnica de OIT/CINTERFOR y CAF con la República de Panamá, y resultado de la validación por parte de los diversos actores que conforman la Comisión del MNC, creada por la Alta Comisión de la Política Pública de Empleo. Este apartado incluye los objetivos del MNC panameño, los principios, alcance y niveles del MNC de Panamá. Asimismo, se relaciona los descriptores y la matriz del MNC. Finalmente, se incluye un glosario básico de principales conceptos utilizados a lo largo del documento.

Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Americas

Region Image
Countries and territories:

Migrant Workers' Skills Portability in Africa at Regional Economic Community and Continental Level

Migrant Workers' Skills Portability in Africa at Regional Economic Community and Continental Level

Type:
Document
Content Type:
Migrant Workers' Skills Portability in Africa at Regional Economic Community and Continental Level
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier
skpILO
Slug
ilo
Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017. 

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

Identifier
skpMigWor
Slug
migrant-workers
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
16 Apr 2019
Open
edmsp1_240224.pdf
Guidance towards an African qualifications framework? The report focuses on regional arrangements for skills portability, on conceptual issues and reflects on the feasibility of any international qualifications frameworks, whether regional or continental. It therefore provides some policy pointers and looks to address the conceptual and practical needs of policy makers and of any other stakeholders that may be interested in elaborating and thus establishing mutual recognition mechanisms.
Subject Tags:

Migrant workers

Slug
migrant-workers
Identifier
681

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:

Africa

Region Image

Avanzando hacia los Marcos Nacionales de Cualificaciones: la experiencia de Chile y República Dominicana

Avanzando hacia los Marcos Nacionales de Cualificaciones: la experiencia de Chile y República Dominicana

Type:
Document
Content Type:
Avanzando hacia los Marcos Nacionales de Cualificaciones: la experiencia de Chile y República Dominicana
Language:

Spanish

Slug
spanish
Identifier
skpEsp
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice. 

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Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
12 Mar 2019
Open
edmsp1_236825.pdf

Panorama de la formación Nº 12

En 2010, OIT/Cinterfor presentó en la región el documento “Herramientas básicas para el diseño e implementación de marcos de cualificaciones: guía de trabajo” (Billorou, N; Vargas, F., 2010). Desde entonces, progresivamente a nivel global y de un modo más lento a escala regional, se han venido multiplicando las experiencias de países, instituciones o sectores de actividad económica que diseñan e implementan este tipo de herramientas.

Actualmente, por los menos cinco países de la región latinoamericana y caribeña están avanzando en la implementación de un marco nacional de cualificaciones - MNC. También se registran experiencias a nivel sectorial e incluso institucional. En esta ocasión, OIT/Cinterfor hace una primera entrega de breves resúmenes nacionales para las experiencias de Chile y República Dominicana.

Subject Tags:

Public private partnerships

Slug
public-private-partnerships
Identifier
138

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:

Americas

Region Image
Countries and territories:

Making learning visible: Representing skills, competencies and qualifications

Making learning visible: Representing skills, competencies and qualifications

Type:
Document
Content Type:
Making learning visible: Representing skills, competencies and qualifications
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Lifelong learning

Thumbnail

There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier
skpAIM
Slug
promotional-material
Publication Date:
30 Oct 2018
Open
edmsp1_226831.pdf
This discussion paper is a direct outflow from the Shanghai Consensus and the Incheon declaration attention to lifelong learning and to recognising and valuing learning outcomes within and across countries. This discussion paper concerns recent trends and major challenges in developing effective and trustworthy representation of skills, competencies and qualifications. It starts with the recognition that today’s learning opportunities are limitless, borderless and immediate. It proposes a vision to reach a common international approach where all aspects of a person’s learning is electronically documented, authenticated and can be accessed at anytime and anywhere, shared and amended by the owner or by an authorised party.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Recognition of prior learning

Slug
recognition-of-prior-learning
Identifier
675

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:

Getting Organised for Better Qualifications: A Toolkit

Getting Organised for Better Qualifications: A Toolkit

Type:
Document
Content Type:
Getting Organised for Better Qualifications: A Toolkit
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Lifelong learning

Thumbnail

There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work.  Concise syntheses of experience from the international organizations.

Thumbnail
Identifier
skpPolOp
Slug
policy-and-strategy

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
11 Apr 2018
Open
edmsp1_212027.pdf
Most of the ETF’s 29 partner countries have national qualifications frameworks (NQFs) but these mainly exist only on paper or are only partially implemented. This toolkit examines why countries are blocked and proposes solutions to speed up implementation. We go wider than the NQFs themselves. It is not about NQFs per se, but about qualification systems. To tackle problems in implementing an NQF requires us to address the four key elements in a qualification system: laws, stakeholders, institutions and quality assurance. So our focus is on the qualification system reform and making it work.
Subject Tags:

Policy convergence

Slug
policy-convergence
Identifier
674

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:

Getting organised for better qualifications: A toolkit

Getting organised for better qualifications: A toolkit

Type:
Document
Content Type:
Getting organised for better qualifications: A toolkit
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Skills policies and strategies

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Skills and employment policies should be viewed together.  The full value of one policy set is realized when it supports the objectives of the other.  For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

Identifier
skpPolConv
Slug
skills-policies-and-strategies
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
10 Jul 2017
Open
wcmstest4_191294.pdf
Most of the ETF’s 29 partner countries have national qualifications frameworks (NQFs) but these mainly exist only on paper or are only partially implemented. This toolkit examines why countries are blocked and proposes solutions to speed up implementation. We go wider than the NQFs themselves. It is not about NQFs per se, but about qualification systems. To tackle problems in implementing an NQF requires us to address the four key elements in a qualification system: laws, stakeholders, institutions and quality assurance. So our focus is on the qualification system reform and making it work.

Subject Tags:

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:

Briefing note: Qualifications frameworks in Europe

Briefing note: Qualifications frameworks in Europe

Type:
Document
Content Type:
Briefing note: Qualifications frameworks in Europe
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Lifelong learning

Thumbnail

There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work.  Concise syntheses of experience from the international organizations.

Thumbnail
Identifier
skpPolOp
Slug
policy-and-strategy
Publication Date:
02 Feb 2018
Open
edmsp1_208221.pdf
Developments 2016 The European qualifications framework (EQF): Status

By December 2016, the following countries had linked their national qualifications frameworks to the EQF: Austria, Belgium (Flanders and Wallonia), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany, Greece, Hungary Iceland, Ireland, Italy, Latvia, Lichtenstein, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia, Sweden, Switzerland and the United Kingdom (England, Scotland and Wales). Three additional countries (Cyprus, Slovakia and Romania) are currently discussing their referencing reports with the EQF advisory group. The remaining countries are expected to follow in 2017-18, which means that the first stage of EQF referencing is nearly finished. Completion of this first stage will be followed by regular updates in the event of major changes by the countries, which shows that EQF implementation is a continuing process. Estonia and Malta presented updates in 2015, starting this phase: for Malta, this was the fourth update since 2009.
Subject Tags:

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:
Subscribe to Qualification frameworks