Vocational Education And Training: Improving Transparency And Recognition Of Vet Qualifications

European policy experimentations are transnational cooperation projects that involve developing, implementing and testing the relevance, effectiveness, potential impact and scalability of activities to address policy priorities in different countries. By combining strategic leadership, methodological soundness, and a strong European dimension, they enable mutual learning and support evidence-based policy at European level.

Themes and priorities (scope)

The pilot projects need to focus on developing joint VET programmes (full or partial) in a transnational setting at EQF levels 3-5. Various approaches are possible, such as creating modules developed by VET providers from different countries or sectoral/craft organisations at the European level. The projects should aim towards integrating these into qualifications registered in a national or regional qualification framework or system, for example by utilising the optional areas within vocational training programmes. Projects could also aim to develop a comprehensive qualification in a transnational context to address gaps within national and/or regional formal qualification systems.

They should utilise EU instruments and transparency tools such as EQAVET, EQF, Europass and ESCO and could build on the outcome of existing transnational cooperation initiatives which have developed joint training content and modules.

The transnational joint VET programmes (full or partial) to be developed and delivered can be aimed at both regulated and non-regulated professions. These programmes need to (1) have clear added value to learners, teachers, trainers, (2) address regional and/or local labour market needs, and (3) ensure that these are integrated into a national or regional qualification framework or system in the participating countries. They should demonstrate this in their application, supported by a strong quantitative and qualitative data-analysis. The transnational joint VET programmes should include a work-based learning component to ensure a strong connection to the labour market. Moreover, they should include a mobility component for VET learners, teachers, and/or trainers, enhancing learning and curriculum development in an international and transnational context.

Projects are expected to ensure robust involvement from two or more VET providers that each offer vocational programmes at EQF levels 3-4 and be in different EU Member States and/or third countries associated to the Erasmus+ programme. The project could in addition also focus on vocational programmes at EQF level 5. Pilot projects should ensure from the start the involvement of national and/or regional authorities or competent bodies in charge of the awarding and recognition of VET qualifications.

As part of the project, beneficiaries will, in cooperation with the relevant national, regional and/or local authorities and/or other bodies in charge of VET, as well as other stakeholders involved, reflect upon the projects and provide recommendations for potential further steps in the development of transnational joint VET programmes (full or partial). The projects will inform discussions in the Advisory Committee on Vocational Education and Training (ACVT) and the meetings of the Directors-General for VET (DGVT), which are formalised stakeholder groups in the European VET governance framework. Depending on the progress and outcomes of the pilot projects and accompanying discussions, further exploratory work might be initiated towards a potential European VET diploma or label, or alternative approaches may be considered.

More information about this topic is available in the Call for proposals European policy experimentations (ERASMUS-EDU-2026-POL-EXP).