European countries develop the quality of vocational education and training in the same direction and in line with the objectives of the European Commission’s education policy. High-quality vocational education and training (VET) supports competitiveness, social justice and resilience.


EQAVET-logo

The framework for quality management in Europe is the EQAVET recommendation (European Quality Assurance in Vocational Education and Training), which is based on the model of continuous improvement. The recommendation provides common principles for quality and quality assurance in VET. When applying the recommendation, it is possible to take into account the national special features. 

The implementation of the EQAVET recommendations is promoted by the EQAVET network consisting of the National Quality Assurance Reference Points (NRPs) of the EU Member States. Cooperation in the network is active. The Finnish National Agency for Education is the National Reference Point for Finland. The development work is guided by the European Commission. 

The EQAVET NRP project is a project funded by the European Commission for the period 2023–2026 to develop the practices of quality assurance in VET. The Finnish National Agency for Education is responsible for the project and the project is implemented in cooperation with education providers and the NRPs of other countries. 

The EQAVET NRP project 1.9.2023-30.8.2026 developed quality assurance and analysis methods and promoted self-assessment and peer learning.

The project consisted of subprojects in which: 

  • the National Quality Network for VET was coordinated
  • a model was developed for assessing the impacts of the reform of qualification requirements
  • the structural factors included in the Finnish National Agency for Education’s norms for VET and the steering and supervision conducted by the Agency, which contribute to the equitability of the education pathways of different learners, were evaluated
  • a monitoring method was developed for the implementation of a national sustainability roadmap for VET
  • a systematic model was developed for publishing the analysed results of the national student and working life feedback
  • international peer reviewing of vocational institutions was promoted in cooperation with Croatia, Estonia and Slovenia
  • a study visit to a country in the EQAVET Network was organised for education providers’ representatives 
  • an international co-creation workshop was organised on the quality assurance of digital learning environments in VET
  • a national-level peer review was organised in Finland and the project actors will participate in the national-level peer reviews in cooperation with the National Reference Points

The results of the project have been published on this website.

The National Quality Network for VET is a voluntary cooperation network for persons responsible to the quality management of education providers and persons working in quality management. EDUFI organises meetings of the National Quality Network in cooperation with education providers. 

The network aims to:

  • share information on topical issues related to quality management
  • share good practices
  • enable peer learning
  • promote collegial networking
  • promote quality management in VET in line with common national and European goals. 

During the project, the quality network dealt with the following themes from the perspective of quality assurance and development:

  • Quality of teaching
  • Topical issues in European quality management and in EQAVET
  • Economics of education
  • Artificial intelligence supports quality management
  • Sustainability goals and quality management
  • Implement high-quality support for learning
  • Implementing high-quality work based learning together with working life

Quality development experts, thematic experts and stakeholder representatives participated in the discussions. The results of the discussions can be seen from the link below (in Finnish).

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In the project, a model will be developed in which the impacts of the changes planned and those already made to the qualification requirements’ of VET will be assessed before and after the changes. The model will be used to collect information and conduct an impact assessment from three points of view: economic impacts, environmental impacts (sustainability) and societal impacts. The impact assessment will be made part of the process of developing the qualification requirements. The aim is to enable the model to be also used to assess the impacts of other projects. 

In the project, a model and a tool were developed to assess the impacts of planned and implemented changes to the qualification requirements in vocational education and training. The tool is based on the Government’s guidelines for impact assessment in legislative drafting, adapted to the context of vocational qualifications.

The impact assessment is divided into six themes:

  1. Economic impacts
  2. Availability of a skilled workforce
  3. Accessibility of the qualification requirements
  4. General working life skills
  5. Environmental and social impacts
  6. Other specific impacts (which may relate, for example, to security of supply or animal welfare)

Impact assessment is integrated into the process of developing qualification requirements. The tool is intended for internal use within the Finnish National Agency for Education. The aim is that the model can also be utilised in assessing the impacts of other projects.

Model for evaluating the impacts of the reform of qualification requirements
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In the project, potential structural barriers embedded in official guidance and regulations governing vocational education and training were identified, which affect the equality of educational pathways for learners from diverse backgrounds and with differing needs when transitioning into vocational education and training, during their studies, and in their subsequent transition to working life or further studies.

The findings of the study are described in a report (in Finnish), with the key observations translated into English. The results were shared with the VET providers and other stakeholders in the Reilu reitti ammattiin webinar on 29 April 2026 (in Finnish). The EDUFI takes the findings into account in its own activities. The aim is for the results to be utilises more widely in public administration.

Key findings
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In the project, a monitoring system and indicators will be developed for the different areas of the sustainability roadmap and for regional monitoring. The system will produce a situation picture and monitoring data on the education providers’ actions to promote the implementation of the sustainability roadmap. 

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In the project, a systematic model will be developed for publishing analysed data on the results of the nationally collected, qualitative student and working life feedback. Trends will be identified in the results and conclusions will be made from the point of view of education administration. 

The systematic model for publishing analysed data on national student and working life feedback has been produced as a power bi report. The report highlights feedback results and observations by theme for the years 2023–2025. The feedback results have been analyzed into textual format, and the report allows users to filter the data using the provided filters, for example by region, field of education, qualification, or age group.

The report has been published in Finnish, Swedish, and English, and users can select the language from the report’s filters.

Infographics on student and working life feedback 2024–2025
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The project promoted the use of transnational peer review as a quality management tool for vocational education and training (VET) providers. The project delivered training on the peer review methodology, carried out transnational peer reviews in VET providers and updated the transnational  peer review criteria.

The project was implemented through cooperation between Finland, Croatia, Slovenia and Estonia. One VET institution from each partner country organised a transnational peer review, and representatives from all four countries participated as peer reviewers in each review. In Finland, the transnational peer review was organised by Perho Culinary, Tourism and Business College.

The Transnational Peer Review Criteria for VET Providers handbook was updated, piloted and has been published on the EDUFI website. The handbook covers the operations of a VET provider as a whole. It includes 14 themes, or quality areas, each of which is based on the principle of continuous improvement and the EQAVET+ framework. The update process placed particular emphasis on sustainability and digitalisation. The sustainability perspective has been integrated into all areas of quality management rather than being treated as a separate theme. The criteria serve as a tool for both the self-assessment of VET providers and transnational peer review.

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In the project, a study visit to a country in the EQAVET network will be organised for education providers’ representatives. The aim is to learn from peers and share good practices in quality management, digital learning environments and systems monitoring graduates. The project promotes the implementation of the objectives of the EQAVET reference framework. 

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In the project, an international co-creation workshop will be organised on quality assurance in the digital learning environments of VET. The workshop will be organised between the countries forming the EQAVET Network. The aim is to learn from peers and share good practices. Digital learning environments also make internationalisation possible, bringing additional value to reflecting on this theme together.

Attachments
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The project will use a national-level peer review to develop the quality of VET. The Finnish National Agency for Education will organise an international peer review and participate in the reviews of other countries as a reviewer. The project is implemented in cooperation with the National Coordination Points of other countries.

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More information about the project: Riikka Vacker, Senior Advisor, Vocational Education and Training, riikka.vacker [at] oph.fi (riikka[dot]vacker[at]oph[dot]fi)

Co-funded by the European Union logo

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

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