The material gathered below is part of the information provided by EQAVET on the state of play in quality assurance in VET systems among Member States. These practices have been provided by some Member States in the context of the work undertaken by the EQAVET work on Indicators, 2011.  


In Estonia, the Development Plan for the Estonian Vocational Education and Training System 2009-2013 uses some indicators to measure better access to VET:
- Proportion of modernised dormitory places in VET institutions
- Proportion of modernised practical training places in VET institutions
- Estonians’  awareness of VET (surveys at the start and end of the reference period)
- Proportion of respondents who claim to be well or rather well informed of the quality of VET in today’s Estonia
- Number of professions covered by vocational competitions
- Number of students per personal computer in their use
Schemes used to promote better access to Vocational Education and Training include:

- A support structure is made available by the Ministry of education and Research to promote learning through guidance and counselling, and through the implementation of a system for the recognition of prior learning and work experience.
- VET institutions, other types of educational institutions as well as training providers offer different learning opportunities, which are supported by EU programmes and international organisations.
- Learning at home through various e-study opportunities as well as e-learning for adult education in formal education institutions are especiaaly popular.
- For the period 2008-2013 specific ESF programmes were created aiming to promote participation in IVET and adult education, including e-learning in VET.
Publicly accessible media have also become important actors in promoting VET.

More information is available here


In Hungary, the meaning of this indicator is as follows:
This is a sector level indicator, which is an important element in the establishment of equal opportunities. It contains the work of the supporting mechanisms, the provision of Lifelong Learning opportunities through the openness of vocational and adult training.

More information is available here


In Portugal, a number of measures have been taken to promote better access to Vocational Education and Training in the course of the last few years, i.e.
- Design and/or revision of the training approach aligning it with the eight basic competences defined by the EU in 2006, thus enlarging and diversifying the training supply.
- Opening-up schools to the LLL movement through a significant investment in the preparation of teachers, trainers, facilitators and professionals of diverse natures and training areas.
- Introduction of new strategies and methodologies, such as modular training; work by projects or inclusive activities; life histories; biographical approach; competence audit; LLL reflexive portfolios (RVCC); evaluation of competences.
- Strong national public campaign on the value of learning conveyed by the statement “It pays to learn”. Create conditions for the participation of every citizen in the Portuguese learning movement. Establish protocols with enterprises in order to involve workers in the New Opportunities Initiative.
- Conversion of RVCC centres in New Opportunities Centres (CNO), the entry door for individuals aged over 18, who did not complete general basic or upper secondary education or a vocational qualification. The first phase in a CNO is the enrolment, diagnosis and guidance of candidates.
- Involving all public and private agents and the public schools network in the development of education-training actions; development strategy of the CNO network, which allow centres to function itinerantly.

More information is available here 

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