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Estonia - Using data to improve the quality of provision in the Tallinn School of Services

This case study looks at how the one VET provider uses data from internal evaluations to improve the quality of provision.

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Finland - Designing qualifications

In Finland, competence based qualifications have been designed by the ministry, trade unions, employers, training providers, teacher unions and student unions

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Czech Republic - Applying the quality assurance cycle to the development of the National Register of Qualifications

The social partners’s role in agreeing the structure and the content of qualifications.

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Czech Republic - Developing more flexible VET qualifications to respond to students’ needs

This case study looks at how VET qualifications have been redesigned to increase the flexibility offered to students.

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Czech Republic - School-company coordinators

A VET provider has strengthened its connections with the world of work through the appointment of a school-company coordinator.

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Czech Republic - The development of a new set of final examinations to meet the needs of the labour market

The case study looks at the development of national examinations for VET provision.

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Estonia - Choosing a quality assurance system

In Estonia training providers choose their quality assurance model. Fewer than 10 per cent use an EQAVET model, though over 60 per cent of initial VET providers use a quality assurance model

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Estonia - Describing and developing VET qualifications using learning

This case study looks at how vocational qualifications have been developed using a credit system based on learning outcomes.

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Estonia - Licensing training providers

Estonia is developing an accreditation and licensing system for initial VET

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Estonia - School councils

In Estonia, VET schools are governed by councils where the majority of places are taken by employers. In order to review the school’s performance, the council receives an annual report from the school principal

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