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.  

Estonia

In Estonia the utilisation of acquired skills at the workplace is not used as an indicator. In the frame of the Development Plan for the Estonian Vocational Education and Training System 2009-2013, however, the employers’ satisfaction with the quality of VET is measured by using surveys at the start and end of the reference period.
The employers’ satisfaction is measured by the proportion of respondents who answer positively to the question “How far could it be said, speaking of the general situation in VET that its quality has improved significantly?”
Source: “Survey on the satisfaction of social partners in vocational education and training”, TNS Emor, 2008,  http://www.hm.ee/index.php?048182 

More information is available here

Hungary 

In Hungary, the meaning of this indicator is as follows:
This indicator serves the assessment of the structure of the National Qualifications Register, it is suitable for the monitoring of the differentiated VET, and also the compliance of the range of qualifications with the labour market needs can be examined by this indicator. This indicator also qualifies the content definition of the partial, branch and built-on qualifications, and it also measures the efficiency of content regulation on sector-, regional- and institution-level. The most important aim of the renewal of the content regulation is that instead of the previous knowledge-based teaching the process of competence development has become into the focus of training. The key question is that how far graduates can utilize the competences acquired during the training within a work-based, work-related situation. How far the new content, the personal and inter-personal competences, the competences regarding employment can help finding and fulfilling a job, and flexibility meeting the requirements of labour market.

More information is available here

Romania

In Romania, there are in place two methodologies for tracing studies, approved by the Ministry of Education in 2008:
One for the IVET pre- university level and the other one for higher education, conceived as exhaustive surveys among the graduates at 6 and 12 month after the completion of school.
Due to budgetary constraints, the implementation started with projects financed by European Union Programmes (a first pilot tracing study survey was financed by the Phare Programme), followed by several projects for tracing studies surveys at county level financed by the European Social Fund (ESF).

More information is available here  

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