Peer Learning Activity: Supporting training providers to identify areas and implement actions for improvement in line with EQAVET 

The EQAVET Secretariat, in partnership with the National Agency for Qualification and Vocational Education and Training (ANQEP) in Portugal organised a peer learning activity (PLA) for participants interested in discussing the different ways to support training providers to identify areas for improvement and to implement QA approaches in line with the EQAVET. The discussion focused on the review phase of the quality cycle and the role of feedback loops in order to improve provision. The PLA considered:

  • Effective practice in supporting VET trainers to implement review processes in order to improve provision.
  • The QA mechanisms to be used by various stakeholders to provide feedback on VET policies and programmes.  Using stakeholder’s feedback to improve VET programmes (at provider level) and VET policies (at system level).
  • The use of data in order to inform revision and improvement (at system and provider levels).

Venue: Escola de Hotelaria e Turismo de Lisboa, Rua Saraiva de Carvalho 41, 1269-099 Lisbon, Portugal.


Day 1:
Welcome to the peer learning activity: Presenters: Koen Bois d’Enghien, European Commission, DG EMPL, and Gonçalo Xufre (ANQEP), Chairman, and Escola de Hotelaria e Turismo de Lisboa  – Ana Moreira, Director.

Introduction to the peer learning activity - objectives, content, working methodology. Presenters: Arancha Oviedo and Serban Iosifescu - EQAVET Secretariat.

Supporting training providers to identify areas and implement actions for improvement in line with EQAVET - The Evaluation Phase.

Francisca Simões - ANQEP (EQAVET NRP in Portugal)
– Alexandra Pereira - Educational and Certification Management of Turismo de Portugal
José Luis Pegada - Escola Profissional de Ourém 

  • Portugal experience:

      – Katalin Molnárné Stadler –  National Office for VET and Adult Learning (EQAVET NRP in Hungary)

      – József Marton – Headmaster, GFF Békési Vocational Secondary School 

Download presentation here 

Discussions in small groups on identifying the issues and common challenges in relation to supporting training providers to identify areas and implement actions for improvement in line with EQAVET - The Evaluation Phase.

Questions for discussion:


  Day 2:
Recap of day 1 and presentation of day 2 programme.

Supporting training providers to identify areas and implement actions for improvement in line with EQAVET - The Review phase, closing the QA cycle.

  • Hungary experience:
    • Are evaluation procedures/mechanisms defined at all relevant levels? Are VET processes (qualifications and curriculum design, work-based learning arrangements, trainers' training, assessment and certification etc.) evaluated regularly?
    • How do training providers use these mechanisms?Are they part of their self-evaluation processes?
    • How are the information on the outcomes of evaluation made publicly available?
    • What mechanisms are put in place in order to adjust the system on the basis of the outcomes of evaluation and to devise action plans for change? 

             – Carmela Bernardi – INAPP (Istituto Nazionale per l’Analisi delle Politiche Pubbliche)

             – Sandra Rosi – Giorgi Fermi School

    Download presentation here

            – Leena Koski –  National Agency of Education (EQAVET NRP in Finland)

            – Marjut Huttunen – Quality Manager, Luovi Vocational College 

    Presentation of analysis of the pre-activity questionnaire - Serban Iosifescu, EQAVET Secretariat expert.

    Discussions in small groups on identifying the issues and common challenges in relation to supporting training providers to identify areas and implement actions for improvement in line with EQAVET - The Review phase, closing the QA cycle.

    Questions for discussion:

    Plenary reflection on the work done during the peer learning activity: summary, lessons learned and main conclusions of the peer learning activity.

    • Italy experience:
      • Finland experience:
      • Are procedures for feedback and review put in place at provider level?
      • Are the results/outcomes of the evaluation processes discussed with relevant stakeholders?
      • How is feedback from learners and teachers/trainers on the teaching and learning processes gathered and used for improvement?
      • How is the information on feedback made widely and publicly available?  

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