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The development of qualifications frameworks has been a major international trend in reforming national education and training systems since the late 1990s. The initiative first started among English-speaking developed countries. Since the late 1990s such frameworks have also been adopted by non-English-speaking and developing countries. In March 2005, following work undertaken by the European Commission, the European Union Heads of Government requested the development of a European Qualifications Framework for Lifelong Learning. It is planned that the countries within the European Union, and other states, align their national frameworks of qualifications with the European Qualifications Framework by 2012. The Republic of Macedonia joined the process and from May 2009 started with designing and implementation of a national qualifications framework.

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In recent years, the US has been experiencing a shift in technical and professional education. Industry, education and government stakeholders are redefining their partnerships and working together to create competency-based, industry-driven education at the local, state, and national levels. These form the fundamental principles of a paradigm shift in education needed to combine and enhance innovative educational approaches from different research fields, as well as best-practice models from other countries. This paradigm shift presents a challenge, as education and public sectors are typically not familiar with matured (project) management principles, and often follow the 'Garbage Can-Model' (Cohen, 1964), while, simultaneously, industry experts lack experience and knowledge about the academic and public world. But both have to answer questions like: How can [project management] PM measure progress in an educational project? Which PM methods are most/least helpful?

Using a case study approach to the research, this paper will analyse several highly visible and innovative stakeholder partnerships that are breaking traditional curriculum and assessment models. Using industry subject matter experts, the Michigan Advanced Technician Training (MAT2) program [has] developed a competency-based curriculum that incorporates a sophisticated methodology of assessments using the industry-driven [developing a curriculum] DACUM approach as the foundation. The new model requires a sophisticated methodology for tracking learning analytics including performance, completion rates, and learning gaps. This paper will propose a solution.

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In light of current and future challenges in the European Union (EU), there have been prescribed specific priorities for education and training systems (ETS), to be attained by a set of European tools through flexible and quality assurance schemes. The purpose of the present study was to identify priorities for the Greek ETS, in line with a European convergence education policy in the context of 'Europe 2020' strategy. A qualitative study was conducted with a sample of senior executives in Northern Greece, with the aim to explore their views on the practical implications of EU priorities for the Greek ETS. Data of the semistructured interviews underwent a three-level qualitative analysis, identifying reform priorities for education and training in Greece. Moreover, findings highlighted that existing structures in the Greek context hamper implementation of substantial structural reforms. Practical implications of the study pertain to the distance need to be covered so as to harmonise with European mandates. However, only subjective suggestions of the interviewees were recorded, calling for further research in order to enable development of a comprehensive reform framework.

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The objective of this paper is to discuss the framework and the conceptual model in the development of an E-portfolio system for Malaysia Skills Certificate (MSC). The framework and conceptual model presented in this paper are based on readings and literature review undertaken by evaluating and re-arranging the facts from the previous studies. There are five concepts to be discussed: (a) element of MSC E-portfolio, (b) model of MSC E-portfolio, (c) system development life cycle (SDLC) model, (d) open source software Mahoodle, and (e) virtual learning space (VLS). In the vocational education system of Malaysia, the portfolio is used as a document to evaluate the level of students' knowledge and achievement, where it still uses paper based portfolio. Paper based portfolio is static and limited in sharing information with others. Process management, evaluation and updating materials are also difficult. It is hoped that this framework and conceptual model will contribute towards the development of an appropriate an E-portfolio system to be applied in the vocational education system of Malaysia.

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Teachers have multiple roles to perform nowadays. To fulfil their roles professionally, teachers need to be competent in their responsibilities towards their students inside and outside the classroom. One important teacher role inside and outside the classroom is to provide guidance and counselling to students. This paper has two aims. First, it discusses the importance of guidance and counselling training for teachers. The second aim of this paper is to investigate guidance and counselling training needs for teachers through students taking an innovative guidance and counselling component in a pre-service undergraduate teacher preparation program. This course component has been tried out with four cohorts of English Language Studies and English Language Teaching double-honours degree students. Using qualitative analysis of students' responses in a personal reflection activity in the latest cohort, the present study found that students have various training needs, and perceived strengths and impeding issues in relation to carrying out the guidance and counselling role at school. The paper ends with discussions on directions for future teacher training and research.

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E-learning education has become a reality that transcends the educational environment. This research focused on continuous education of working people for whom e-learning offers many advantages given the characteristics of this group. The tutoring process is key when introducing improvements and contributing to the progress of this educational experience. The research here presented was intended to analyze the functions performed by teletutors in carrying out their educational function, highlighting e-learning tutoring styles. The methodology employed was qualitative, and in-depth interviews with tutors of 29 online courses were conducted. The data were gathered within the framework of a program of continuous training courses for autonomous workers from small and medium-sized companies.

The analyses performed allowed for in-depth study of the dimensions and functions performed by tutors in the educational activity. The Atlas.ti software was used for qualitative analysis that allowed for the construction of several category systems relating to a series of comprehensive theoretical frameworks. Several flow charts were drawn for each one of these theoretical frameworks that allowed for a better understanding of the relationships between the categories and dimensions of each tutor participating in the study. It was also possible to establish tutor typologies according to their roles and functions, the resources used in tutoring and the features that characterize students that participate in e-learning.

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There have been few studies conducted on the problems facing the higher education system in Libya. Recent research has shown that there is a significant disparity in higher education levels. Research focused on the problem shows that the disparity can be blamed on changes of systems and policies in the country, as well as the rapid growth in the number of learning institutions. University colleges have spread across Libya and there is a ban on the use of foreign languages in Libyan education. This article aims to present a comprehensive insight into Libya’s higher education system and how policy and administration backed by political nuances have caused the current situation. The methodology used in the research includes a literature review, policy document content analysis, and analysis of quality assurance policies.

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Previous researches on employability skills conducted nationally and internationally, found that many technical graduates lacked employability skills. This article reports on the study of employability skills that graduates of manufacturing students should acquire to be [sustainably] employed in manufacturing industries. The study investigates the importance of employability skills as perceived by employers from manufacturing industries. The findings of the study showed that employers place great importance [on] communication skills, problem solving skills, team work skills and personal qualities. Graduates also need to emphasis leadership skill, entrepreneurial skill, technological skill and information skills.

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Information, access to information, and communication technologies leading to rapid and profound changes in economic and social life make lifelong learning a must for everyone, and mostly adults. In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian, so-called Village Institutions in the 1940s, Open Education at Anadolu University, etc. Adult education varies all over the world. However, it has some universal goals such as managing the individual's life, self-sufficiency, learning by doing and practising. In the philosophy of adult education lies making the adults contemporary, secular and responsible citizens who quest, think, comment and try to make life easier and happier. Lifelong learning, together with the European Union Harmonization Laws, is a term widely used today in Turkey, though it was actually adopted in the history of the Republic of Turkey from the first day of national development and applied in our educational history.

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Discussions at a European level aimed at policies of economic and social cohesion, especially those aimed at smart, sustainable and inclusive growth (Europe 2020 Strategy), provide universities an increasingly important role in achieving the link between the professional training of people and the requirements of the labor market. Given these priorities, the paper shows that efforts should be focused on education accountability, encouraging innovation and improving employment and training policies to meet labor market flexicurity. Also, a greater capacity for research, development and innovation in all sectors of the economy, combined with a good use of resources will improve competitiveness and boost new job creation. In this article is undertaken a comparative analysis of areas where action must be taken and how to be operated, pointing out some differences and performances recorded in the European Union, through the relevant indicators on employment, education and innovation, as part of the system of indicators of life quality. Providing labor market flexicurity requires major changes in the Romanian educational system, including strategies for lifelong learning, determined by the implementation of new [information technology] IT and communication technologies in all sectors. The role of educational institutions is changing, education became an integral part of the process of globalization and an economic source that can sustain a relatively long-term competitive advantage, as long as they always provide an 'update' of the information already processed by an individual.

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