Publish at May 30 2011 Updated January 28 2026
A 2009 recommendation from the European Council and Parliament calls for the introduction of quality assurance in vocational education and training (VET) in member countries. In line with this recommendation,EQAVET, a tool for implementing quality assurance, has been put online. It proposes a four-phase cyclical approach to the process.
The process begins with planning. This involves defining clear, measurable objectives in terms of policies, procedures, tasks and human resources. Phase 2, the implementation phase, leads to the establishment of procedures to achieve the objectives defined in the previous phase.
Evaluation comes third, and involves designing mechanisms for assessing the results obtained through data collection. Finally, the fourth and last phase is review. Here, procedures are developed with a view to achieving the targeted objectives. At the end of the process, stakeholders gather feedback and submit it for discussion and analysis, so as to develop procedures for change.
For each of the above-mentioned phases, the EQAVET tool provides descriptors that enable the quality assurance system to be examined and progress measured. Six descriptors are provided for phase 1, the planning phase. Each descriptor corresponds to a set of questions to be answered by the institutions involved in implementing quality assurance.
By way of example, the first planning descriptor concerns medium- and long-term goals and objectives, linked to the goals defined at European level. The question asked is:"Could you describe your system as a framework where stakeholders, including employers and social partners, have a clear view of the objectives to be achieved by vocational training? Or are they confused and lack clarity in this area?"
The EQAVET toolbox contains examples of how each phase is managed in different European countries. These are well-documented case studies from which to draw inspiration.
EQAVET proposes a series of ten quality indicators covering the three priority areas of VET policy and practice at European level, notably employability, matching supply and demand for skills and qualifications, and inclusive access to VET.
These indicators are not mandatory and should not be used as benchmarks, as they are not recognized as "standards" that could form a basis for comparison between member states. Their use can, however, provide a good starting point on the road to quality assurance by focusing on the inputs-outputs-outcomes of vocational training and the ifactors influencing these outcomes. Indicators are linked to the various phases of the quality assurance process.
Apart from the only regret that the EQAVET tool is only available in English, it is recommended for any person or organization involved in setting up a quality assurance system within VET. Even if the examples provided sometimes relate to other contexts, they may well inspire.
See :
European Quality Assurance Reference Framework for Vocational Education and Training
EQAVET quality assurance cycle
Illustration: Eqavet
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