Validation of non-formal and informal learning has been gaining political momentum in Europe within the implementation of lifelong learning policies since the early 2000s. Policy documents claim a variety of education, socio-political and economic benefits from the implementation of validation, making validation a "hero" for lifelong…

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). It includes data for all 50 states in seven categories: (1) state CTE Directors; (2) funding secondary CTE; (3) CTE program establishment or approval; (4) career clusters; (5) CTE diploma and diploma…

The one-size-fits-all instructional and assessment practices of the past no longer equitably meet the needs of all students. Competency-based education (CBE) has emerged not only as an innovation in education, but as a true transformation of the approaches to how we traditionally "do" school. In "Deeper Competency-Based…

The publication "Global inventory of regional and national qualifications frameworks 2019 -- Volume II: National and regional cases" gathers information on progress in establishing national qualifications frameworks (NQFs), as well as the challenges and success factors in implementation. It shows how countries around the globe are…

The development of a standards-based assessment policy represented a significant cultural shift in assessment practice at one university. Concurrently, the implementation of a policy framework represented a significant procedural shift in policy development and review. The assessment policy was the first policy scheduled to be reviewed through the…

Concerns about academic standards, whether created by states from scratch or adopted by states under the Common Core State Standards (CCSS) banner, have drawn widespread media attention and are at the top of many state policymakers' priority lists. Recently, a number of legislatures have required additional steps, such as waiting periods for…

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

This second volume of the "Global Inventory of Regional and National Qualifications Frameworks" focuses on national and regional cases of national qualifications frameworks for eighty- six countries from Afghanistan to Uzbekistan and seven regional qualifications frameworks. Each country profile provides a thorough review of the main…

Through a comprehensive overview of policies and data related to the renewed European agenda for adult learning, this Eurydice report aims to support the exchange of policy and practice between countries. The report concentrates on measures to ensure that the most vulnerable groups of adult learners, in particular those with low basic skills or…

These guidelines were developed through a participatory process involving consultation with Member States to reflect their experience and diverse needs. They follow the professional advice of an expert group comprised of representatives from each of the regions and of leading international agencies. The preparation of these guidelines also…

The "Global Inventory of Regional and National Qualifications Frameworks," the result of collaborative work between the European Training Foundation (ETF), the European Centre for the Development of Vocational Training (Cedefop), UNESCO [United Nations Educational, Scientific and Cultural Organization] and UIL [UNESCO Institute for…

European countries have set themselves 22 specific goals by 2014 to support their long-term vision for vocational education and training (VET). This report is a first step in understanding progress by mid-2012 towards these goals, endorsed in 2010 in the Bruges communique to help achieve the Europe 2020 agenda. Attention has clearly focused on…

This report was written by the Task Force on Educator Preparation and Entry into the Profession. The task force is made up of current and former chiefs who are members of the Council of Chief State School Officers (CCSSO) with input from partners at the National Association of State Boards of Education (NASBE) and the National Governors…

This is the fourth report in a series of five reports resulting from the Texas College and Career Readiness Initiative (TCCRI) established by the Texas Higher Education Coordinating Board (THECB) under contract with the Educational Policy Improvement Center (EPIC). The purpose of the TCCRI is the Facilitation of the Development and Implementation…

How many students repeat a grade each year? How do retention rates vary across states and over time? Despite extensive research on the predictors and consequences of grade retention, there is no systematic way to quantify state-level retention rates; even national estimates rely on imperfect proxy measures. We present a conceptually simple…