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The underlying premise of the Inventory follows from the goal of monitoring and characterizing the development of [national qualifications frameworks] NQFs as implemented by member states. The Inventory involves both a mapping of global qualification reforms and thematic chapters that discuss key trends and policy issues emerging from qualifications framework reforms and development. This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of 86 countries and seven regional qualifications frameworks (RQFs). The Inventory acts as an observatory of progress and achievement of NQF goals through country case studies. Specifically, the case studies look at the main policy objectives, stakeholder involvement, the framework adopted for implementation, the focus on learning outcomes and the use of level descriptors. They also consider the ways in which the validation of non-formal learning is considered (if any), and how these link to the NQF. The case studies finish with important lessons and future plans.

Excerpts from publication.

Chapters in this volume are: Chapter 1: Between communication and transformation: the impact of European national qualifications frameworks; Chapter 2: Links between NQFs and validation of non-formal and informal learning; Chapter 3: NQF links with informal sector skills development; Chapter 4: NQFs and reforming qualifications; Chapter 5: Changing legal and institutional arrangements as a consequence of qualifications systems reforms; and Chapter 6: Developing world reference levels of learning outcomes: potential and challenges. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic has led to deep shocks and scars to the economy and societies throughout the world. To mitigate and address these shocks and scars, as well as the wider impacts of the pandemic, many countries put in place recovery plans that may now be threatened by Russia's war of aggression against Ukraine, the associated rises in energy prices and cost of living, and its consequences on the global economy. At the same time, countries are also mobilising to reduce greenhouse gas emissions and widespread environmental degradation, working to adjust to the diffusion of new digital technologies (including generative artificial intelligence systems), and putting in place strategies to reduce the economic and societal effects related to increased poverty and shares of marginalised population.

Overall, countries look increasingly vulnerable, with risks of profound economic and societal upheavals. In this context, skills development and lifelong learning play a fundamental role, now more than ever before. Skills are essential to ensure that individuals and societies are able to navigate and integrate into a rapidly changing world of work. Learning from the past three years is critical to strengthen the resilience of lifelong learning systems to future and ongoing shocks.

This brief focuses on the resilience of skill systems, which is key to promote resilient labour markets and societies. It reviews what policy responses can promote labour market integration and skills development, with a view to build resilient systems. It draws lessons from recent episodes of economic downturn, for example the COVID-19 pandemic - an economic crisis for which both shock and recovery are currently observable - as well as the cost-of-living crisis, that many countries have recently experienced as a consequence of rising prices, in particular for energy.

The brief first summarises evidence on the effect of COVID-19 and the cost-of-living crisis on labour markets and skills over 2020-2023, flagging their most important lessons. It then proceeds to describe a set of policies that have recently been implemented around the world to foster skill resilient systems in the face of external shocks - such as the pandemic crisis or the energy crisis, by classifying them in policies to enhance absorption, adaptation, and anticipation.

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While smart specialisation is primarily about the economics of specialisation, vocational education and training (VET) and skills are the engine that drive smart specialisation. The [European Training Foundation] ETF's methodological approach on skills for smart specialisation anchors the implementation of smart specialisation strategies in a realistic supply of relevant skills - in particular at medium and high levels. It opens up discussions about skilling, upskilling, reskilling and career development support in the context of the twin digital and green transitions. It offers a concrete tool to connect vocational education and training through productivity-enhancing skills to the drive for innovation, growth and competitiveness. The ETF's skills for smart specialisation approach builds pathways for focused VET excellence to flexibly supply relevant human capital and workforce retraining for the private sector for higher productivity and quality jobs.

To develop a valid and usable toolkit, the methodology, tools and approaches have been tested to ensure their appropriateness to the requirements of implementing smart specialisation strategies. The testing was first implemented in 2019 in Montenegro in the tourism and energy sectors, which were identified as priorities in the national smart specialisation strategy. In 2020, the testing was expanded to the Republic of Moldova, where the preliminary mapping had identified energy (focus on renewable energy) and food processing as potential priorities for smart specialisation. Finally, in 2021–2022, the methodology was enriched and applied at regional level in Ukraine, in two pilot regions: Rivne and Kharkiv. The lessons learnt are summarised in this toolkit, which contains more than a set of research methods - it also embraces the theoretical and contextual perspectives underlying the analysis, along with a justification for using the chosen approach and tools, and comments from partners.

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Micro-credentials are an emerging phenomenon all over the world. They are seen as instrumental in supporting upskilling and reskilling in response to transformations in labour markets. New technologies and the green and digital transition are changing skills demand, and for such a transition, people will need to keep up-to-date and ensure their training is more adapted to individual needs. Training courses are increasingly becoming shorter and more targeted. They may be offered by a variety of providers, including providers outside the formal education system. How do we ensure that the results of such short training courses are portable, that all learning achievements can be recognised to allow learners to mix and match their school and work experiences and to move flexibly between different sectors of education? Microcredentials can be part of the solution.

The paper covers: What are micro-credentials? Why are micro-credentials important? How can micro-credentials interact with other tools in education and training? What are the implications of their uptake for lifelong learning policies?

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Underlining the importance of human capital investments, this report contributes to a more comprehensive analysis of the interrelations between education, training and competitiveness in Egypt that informs the proposed options for reform and the improvement of the current situation. A joint initiative between the [Egyptian National Competiveness Council] ENCC, the [Technical and Vocational Education and Training] TVET Reform Programme and the European Training Foundation (ETF), this report aims to further explore the specific correlation between human capital development and economic competitiveness. An in-depth analysis of the impact of the education, training and labour market efficiency on Egypt's economic competitiveness is central to this, utilising indicators from the Global Competitiveness Report. This report also assesses the current status of education, training and labour market efficiency, as well as recent and ongoing reforms in these fields. In addition, it investigates and highlights the experience of reform measures taken in countries that have successfully enhanced their economic competitiveness. Finally, this report provides specific policy and operational recommendations to various Egyptian education and training stakeholders on how to improve competitiveness.

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This report is part of the series called 'Qualifications and training methods'. Volume 3 looks at the question of how relevant vocational education and training standards are to the needs of employment in the labour market. Information is presented in two parts that present the results of two studies commissioned by the European Training Foundation (ETF). These two studies approach the issue from slightly different perspectives. Part 1 is based upon 'The impact of labour market information on vocational education and training standards'. This project tracked changes in important economic indicators. It provides case studies and finishes with a number of typical examples of how vocational training systems have responded in order to meet the challenges of new economic demands. The annex to part 1 gives an example of a flexible vocational education and training standard designed to meet changing labour market needs. Part 2 is based upon 'Identifying labour market requirements'. It is the outcome of a project established by the ETF to identify and develop methodologies for occupational standards in Estonia, Latvia, Lithuania, Poland and Slovenia. Part 2 spells out the purpose of collecting and analysing economic and labour market data so that education and training can remain relevant to the needs of the labour market and the wider economy. Annexes to part 2 include case studies of labour market analyses in Estonia, Lithuania and Slovenia. The entry for volume 1 of this series can be found at TD/INT 56.22 and volume 2 can be found at TD/TNC 62.624. Show less

This report belongs to a series of country analyses developed by the European Training Foundation (ETF) at the end of 2005 for all countries in the Mediterranean region, Eastern Europe and Central Asia. It contains an overview of the country's social and economical contexts, an analysis of the educational system and a short review of the main initiatives in education and training carried out by international donors in the country. Analyses of national policies and recent donor activities in Kazakhstan indicate that assistance in developing labour market-oriented education and training in the context of lifelong learning, complemented by support to skills development for reducing unemployment and poverty at the local level, is a potential area for effective donor investment. Whenever justified, such as in [human resource development] HRD and labour market policies, or in developing frameworks for competences and qualifications, it will be important to promote regional cooperation with other Central Asian countries.

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The series of reports is indexed from TD/TNC 84.362 to TD/TNC 84.375. Show less

This paper provides an outline of the strategic framework for vocational training of the unemployed and job-seekers within an employment strategy established by the Transitional Department of Labour and Social Welfare in Kosovo. This training strategy, covering the period 2002-2003, has the core aim of 'capacity building' of vocational training services whilst ensuring training provision to meet the immediate needs of the unemployed. The strategy involves six core areas: (1) establishing a network of adult training centres; (2) building partnerships with non-statutory training providers; (3) providing staff development for vocational services employees; (4) introducing a vocational guidance service; (5) promoting equity in skills development; and (6) including social partners in vocational training developments. Show less

The European Union (EU) European Training Foundation (ETF) Frame Skills for the Future initiative, implemented in 2013 and 2014, has supported the development of comprehensive long-term visions for skills development for 2020, and the planning of comprehensive human resource development (HRD) policies in Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia and Turkey (the [South East Europe and Turkey] SEET countries). This guide provides practical and detailed guidance and support for adapting and implementing foresight methodology to develop a mid-term vision for human resource development (HRD) with a focus on skills. It is envisaged that the results will contribute significantly to the development of the reform strategies of [European Union] EU enlargement countries, in particular for HRD and skills. Show less

This report investigates the status of vocational education and training (VET) in Tajikistan. The main assumption is that a productive VET system is necessary to enable local people to take over from qualified Russian workers and professionals who left the country after the fall of the Soviet Union. In Tajikistan, the VET system does not offer the relevant and up-to-date training necessary for a 21st century state. In any case, many Tajiks are not encouraged and do not perceive VET as providing pathways to viable occupations. It is suggested that VET in Tajikistan should have three objectives: (1) maintain the 'poverty alleviation context' so people can gain basic skills to support livelihoods; (2) enable young people and adults to enter and create positions in the labour market; and (3) enhance people's qualifications and lifelong learning skills. An overarching national qualifications scheme is also required, involving all stakeholders - the state, social partners, teachers and trainers, researchers and developers, students and their parents. Recommendations include: moving from institution-based to qualification-based programs; establishing a better integration between theoretical and practical subjects; attracting highly skilled teachers and trainers; developing open pathways so students are less likely to 'dropout'; investing in capacity building; diversifying funding sources; creating a legislative context for VET; and constructing appropriate governance frameworks. Show less