In late December 2020, the European Union and the United Kingdom concluded a Trade and Cooperation Agreement, setting the framework for their future cooperation in the post-Brexit era. To better understand the new relationship, EUA has prepared this briefing on the specific implications for universities. It covers EU programmes, travel, data…

The paper provides analytical insights into highly acute issues concerning preparation and adoption of Qualifications Frameworks being an adequate response to the growing interactions at the global labor market and flourishing of knowledge economy. Special attention is paid to the analyses of transnational Meta Qualifications Frameworks (A…

This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national…

National and transnational qualifications frameworks are an increasingly present feature of the education and training landscape. The United Kingdom can be regarded as one of the pioneers of qualifications frameworks, with partial frameworks appearing from the mid-1980s onwards. However, approaches in England if not in the whole of the UK have…

This article aims to analyse variances between some emerging projections for the master degree at high policy level and the diverse interpretations and forms observed in its implementation in the aftermath of the Bologna Process reforms. It thus examines European and national-level discourses regarding the master's place and purpose and,…

Integrated reporting (IR) is a major development in a number of sustainability-related accounting initiatives and, if widely adopted, will require significant developments in professional and university accounting curricula. These will include: a strategic rather than operational or transactional focus; longer- rather than short-term outlook;…

This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the…

Little research has been undertaken into the profession of British Sign Language (BSL) teaching, despite a huge increase in the number of BSL classes offered over the past twenty years. Following the introduction of Qualified Teacher Learning and Skills standards in 2007, BSL teachers working in "further education" (FE) colleges were…

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks…

The Programme for International Assessment of Adult Competencies (PIAAC) will establish technical standards and guidelines to ensure that the survey design and implementation processes of PIAAC yield high-quality and internationally comparable data. This document provides a revised version of the technical standards and guidelines originally…

The authors explore the qualifications needed, and some of the opportunities available, for working outside the U.S. Multinational corporations look for a hardy breed of employee with special qualifications and talents. Landing a teaching post in the U.K., as with any overseas job, can be helped by an awareness of available resources. (Author/PC)

This document is intended to assist practitioners involved in the delivery of Part One General National Vocational Qualifications (GNVQs), which are GNVQs designed for students in the United Kingdom who are at Key Stage 4 and the post-16 level. Section 1 examines the following topics of interest to centers that are contemplating introducing Part…

This document explains how further education colleges, employment services, and other providers can develop the delivery of full-time education and training (FTET) within the United Kingdom's New Deal programs for 18- to 24-year-olds. The document identifies principles of good practice related to the following aspects of New Deal FTET: (1)…