Goals/objectives of VET are described for the medium and long terms, and linked to European and Sustainable Development Goals taking into account environmental sustainability considerations.
Implementation plans are established in co‑operation with social partners, VET providers and other relevant stakeholders at the different levels.
A methodology of evaluation has been devised, covering internal and external evaluation.
Procedures, mechanisms and instruments for undertaking reviews are defined and used to improve the quality of provision at all levels.
Social partners and all other relevant stakeholders participate in setting VET goals and objectives at the different levels.
Implementation plans include consideration of the resources required, the capacity of the users and the tools and guidelines needed for support.
Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described.
Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly.
Targets are established and monitored through specific indicators (success criteria).
Guidelines and standards have been devised for implementation at different levels. These guidelines and standards include assessment, validation and certification of qualifications.
The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector
Information on the outcomes of evaluation is made publicly available.
Mechanisms and procedures have been established to identify the training needs of the labour market and society.
Implementation plans include specific support towards training of trainers including digital skills and environmental sustainability.
Systems are subject to self-evaluation, internal and external review, as appropriate.
An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/ regional data protection requirements.
VET providers’ responsibilities in the implementation process are explicitly described and made transparent.
Early warning systems are implemented.
Standards and guidelines for recognition, validation and certification of competences of individuals have been defined.
A national and/or regional quality assurance framework has been devised and includes guidelines and quality standards at VET- provider level to promote continuous improvement and self-regulation.
Performance indicators are applied.
VET qualifications are described using learning outcomes.
Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement. Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics.
Mechanisms are established for the quality assurance of the design, assessment and review of qualifications.
VET programmes are designed to allow flexible learning pathways and to respond quickly to changing labour market needs.
