Gotowe bibliografie tematyczne / European qualification framework

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „European qualification framework”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 19 lipca 2025

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Artykuły w czasopismach na temat "European qualification framework"

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Semigina, Tetyana, Yuriy Rashkevych та Nataliia Solodka. "СЕКТОРАЛЬНІ РАМКИ КВАЛІФІКАЦІЙ У СВІТОВОМУ КОНТЕКСТІ ТА ПЕРСПЕКТИВИ ДЛЯ УКРАЇНИ". Educational Analytics of Ukraine, № 3 (2023): 21–33. http://dx.doi.org/10.32987/2617-8532-2023-3-21-33.

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Qualification frameworks are regarded as one of the key tools in standardizing and harmonizing professional qualifications at different levels and for different sectors of the economy, enabling comparison of qualifications obtained in different countries. This paper reviews a typo­logy of qualifications frameworks, characterizes pan-European sectoral qualifications frame­works and explores European public policy on sectoral qualifications frameworks. The research is based on a neo-institutional approach. Findings indicate that qualification frameworks cover different geographic levels and subj
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Daşcău, Horia Florin, and Marius Oproiu. "New Requirements Regarding the Qualification and Certification of the Inspection Personnel in the Welding Field. Harmonization with the European Qualification Framework (EQF)." Advanced Engineering Forum 46 (June 28, 2022): 79–83. http://dx.doi.org/10.4028/p-8z420d.

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The qualification and later certification of the inspection personnel in the field of welding is more and more a necessity that determines, through the quality of the training and the qualification / certification obtained, the access of new contracts. This paper details how the qualification and certification system, developed by the International Welding Institute (IIW) for the qualification and certification of inspection personnel in the welding field, has been harmonized with the European Qualification Framework (EQF) requests. The levels of qualification and later certification for the i
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Kovtunets, Volodymyr, Sergiy Londar, Serhii Melnyk, and Oles Kovtunets. "DIGITAL TOOLS FOR MATCHING QUALIFICATIONS TO THE LEVELS OF THE NATIONAL QUALIFICATIONS FRAMEWORK." Information Technologies and Learning Tools 100, no. 2 (2024): 16–27. http://dx.doi.org/10.33407/itlt.v100i2.5313.

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Mutual compatibility of different national qualifications frameworks (NQFs) based on their compatibility with the European Qualifications Framework (or another international one) is crucially important for the effective recognition of qualifications between states. In turn, it depends on the quality of “filling” NQF levels with qualifications. Right comparing professional (occupational) qualifications with NQF level is a non-trivial problem for standard developers. The quality of any national system of qualifications depends on the comparability of qualifications with the level of the NQF so t
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Nilsen, Gørill. "Kvalitetsreformens konsekvenser - endringer i arkeologiundervisningen?" Primitive Tider, no. 17 (June 14, 2022): 35–50. http://dx.doi.org/10.5617/pt.7189.

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The Bologna and the European Qualification Framework Process, a series of agreements between European countries aiming at securing comparability in standards and quality in higher education, have set their footprints on Norwegian higher education. As of 2012 all Norwegian universities and colleges have implemented the Norwegian qualifications framework (NKR). The NRK’s core is seven reference levels of qualification. Level 6, 7 and 8 correspond with the BA, MA and Ph.D. degrees, both in Norway and within the European Higher Education Area. To assess the implementation, NOKUT – the Norwegian Ag
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Méhaut, Philippe, and Christopher Winch. "The European Qualification Framework: Skills, Competences or Knowledge?" European Educational Research Journal 11, no. 3 (2012): 369–81. http://dx.doi.org/10.2304/eerj.2012.11.3.369.

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Rogushina, Julia V., та Serhii M. Pryima. "РОЗРОБКА МЕТОДІВ ПІДТРИМКИ ПРОЗОРОСТІ РАМОК КВАЛІФІКАЦІЙ НА ОСНОВІ СЕМАНТИЧНИХ ТЕХНОЛОГІЙ". Information Technologies and Learning Tools 59, № 3 (2017): 201. http://dx.doi.org/10.33407/itlt.v59i3.1655.

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The urgency of the integration of national and European qualification frameworks for the comparing of learning outcomes for different countries is grounded. Theoretical research in this area and the tools that are built on them are analyzed. The approaches to harmonization of the National qualification framework of Ukraine with the European qualification frameworks and problems dealing with their practical use are considered. The necessity of the development of software tools oriented on comparison of these qualification frameworks based on the Semantic Web technologies is reasoned. In this wo
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Probst, Sebastian, Samantha Holloway, Sara Rowan, and Andrea Pokornà. "Wound Curriculum for Nurses: Post-registration qualification wound management - european qualification framework level 6." Journal of Wound Care 28, Sup2a (2019): S1—S33. http://dx.doi.org/10.12968/jowc.2019.28.sup2a.s1.

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Holloway, S., A. Pokorná, A. Janssen, K. Ousey, and S. Probst. "Wound Curriculum for Nurses: Post-registration qualification wound management–European qualification framework level 7." Journal of Wound Care 29, Sup7a (2020): S1—S39. http://dx.doi.org/10.12968/jowc.2020.29.sup7a.s1.

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A.I., Kolisnichenko. "INTERNATIONAL QUALIFICATION REQUIREMENTS AND STANDARDS FOR THE FOREIGN LANGUAGE TEACHER TRAINING IN THE EUROPEAN EDUCATIONAL AREA." Collection of Research Papers Pedagogical sciences, no. 95 (August 2, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2021-95-14.

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The scientific article is devoted to the formation of the international qualification requirements list and general and specific standards for the foreign language teacher training in the European model of teacher education. The author highlights the state of research and analyzes the European requirements for the profession of teacher in general and foreign language teachers in particular, which provided an opportunity to explore key aspects of the profession and ways of its development in the nearest future. The topicality of the researched question,which consists of the introduction and obs
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Ure, Odd Bjørn. "Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination." International Journal for Research in Vocational Education and Training 2, no. 4 (2015): 268–83. http://dx.doi.org/10.13152/ijrvet.2.4.2.

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 The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement
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Rozprawy doktorskie na temat "European qualification framework"

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Fahrenbach, Florian, Alexander Kaiser, and Andreas Schnider. "A Competency Perspective on the Occupational Network (O* Net)." ScholarSpace University of Hawaii at Manoa, 2019. http://epub.wu.ac.at/6792/1/0561.pdf.

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The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparab
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Florian, Gaviria Beatriz Eugenia. "Technology-enhaced support for lifelong competence development in higher education." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/101517.

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A trace of lifelong-learning qualifications has become more mandatory at the European and even at world level. However, for higher education courses, the former could imply complex learning designs and abundance of data to monitor, analyze, and report. This work combine the ideas of personalized, competence-based, and social learning by providing course lifecycle support through competence-based design, outcome based assessment, social learning context analytics, and open student modeling visualizations. A series of studies using a virtual learning environment exploited the idea of the approac
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Καλούδη, Ιωάννα. "Περιγραφή μαθησιακών αποτελεσμάτων, συνιστωσών του Ευρωπαϊκού Πλαισίου Προσόντων και επαγγελματικών προφίλ με την χρήση οντολογιών". Thesis, 2012. http://hdl.handle.net/10889/5464.

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Η ραγδαία εξέλιξη των τεχνολογιών της πληροφορίας και της επικοινωνίας δεν έχει αφήσει ανεπηρέαστο τον χώρο της αγοράς εργασίας. Συνεχώς κρίνεται αναγκαία η εμφάνιση νέων, ακόμη πιο εξειδικευμένων επαγγελμάτων που συνδέονται με τον χώρο της πληροφορικής. Σκοπός της παρούσας διπλωματικής εργασίας είναι η κατασκευή οντολογίας που περιέχει τις εξής έννοιες: επαγγελματικά προφίλ (job profiles) που σχετίζονται με την πληροφορική, ικανότητες (competences) που συσχετίζονται με τα job profiles, επίπεδα (Proficiency Levels) που προκύπτουν από το Ευρωπαϊκό Πλαίσιο Επαγγελματικών Προσόντων / European Qu
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Książki na temat "European qualification framework"

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Castejon, Jean-Marc. Developing qualifications frameworks in EU partner countries: Modernising education and training. Anthem Press, 2011.

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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Chakroun, Borh, and Jean-Marc Castejon. Developing Qualifications Frameworks in Eu Partner Countries: Modernising Education and Training. Anthem Press, 2012.

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Chakroun, Borhene, Arjen Deij, Vincent McBride, Mike Coles, and Jean-Marc Castejon. Developing Qualifications Frameworks in EU Partner Countries: Modernising Education and Training. Anthem Press, 2011.

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Switzerland and the European Union: The Implications of the Institutional Framework and the Right of Free Movement for the Mutual Recognition of Professional Qualifications. Nomos Verlagsgesellschaft, 2021.

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Winterton, Jonathan. Training, Development, and Competence. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0016.

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This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addr
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Części książek na temat "European qualification framework"

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Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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McGrath, Eoin, and Petr Machalik. "The Regulatory Framework for CAR-T Cells in Europe: Current Status and Foreseeable Changes AND Centre Qualification by Competent Authorities and Manufacturers." In The EBMT/EHA CAR-T Cell Handbook. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_37.

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AbstractUnder current European Union regulations, CAR-T cell therapies fall under the advanced therapy medicinal products (ATMPs) framework. ATMPs represent a category of medicinal products defined in EU Regulation 1394/2007 and subdivided into four categories, of which autologous or allogeneic CAR-T cells, among other therapies, are considered gene therapy medicinal products (GTMPs). ATMPs are subject to a centralized evaluation framework whereby one authorization is valid for all countries in the EU led by the European Medicines Agency’s Committee for Advanced Therapies (CAT). The framework includes different regulatory pathways for bringing ATMPs from clinical trials to market authorization, and the regulatory pathway taken will depend on a product’s characteristics and the target patient population. In 2018, two chimeric antigen receptor (CAR) T cell therapies, Yescarta and Kymriah, completed their authorization process via the priority medicines PRIME scheme to Marketing Authorization (Detela and Lodge 2019).
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Tardieu, Hubert. "Role of Gaia-X in the European Data Space Ecosystem." In Designing Data Spaces. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93975-5_4.

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AbstractThe Gaia-X project was initiated in 2019 by the German and French Ministers of Economy to ensure that companies would not lose control of their industrial data when it is hosted by non-EU cloud service providers.Since then, Gaia-X holds an international association presence in Belgium with more than 334 members, representing both users and providers across 20 countries and 16 national hubs and 5 candidate countries.The Association aims to increase the adoption of cloud services and accelerate data exchanges by European businesses through the facilitation of business data sovereignty with jointly approved (user and provider) policy rules on data portability and interoperability.Although for many enterprises, data sovereignty is seen as a prerequisite for using the cloud, a significant driver to boost the digital economy in business is incentivizing business data sharing. Two decades of cost optimization have constrained business value creation, driving many companies to neglect the opportunity to create shared value within a wider industry ecosystem.Now, thanks to the participation of large numbers of cloud users in the domains of Finance, Health, Energy, Automotive, Travel Aeronautics, Manufacturing, Agriculture, and Mobility, among others, Gaia-X is ideally positioned to help industries define appropriate data spaces and identify/develop compelling use cases, which can then be jointly deployed to a compliant-by-design platform architecture under the Gaia-X specifications, trust, and labeling frameworks.The creation of national Gaia-X hubs that act as independent think tanks, ambassadors, or influencers of the Association further facilitates the emergence of new data spaces and use/enabler cases at a country level, before these are subsequently extended to a European scope and beyond. Gaia-X partners share the view that data spaces will play a similar role in digital business as the web played 40 years ago to help the Internet take off.The Gaia-X Working Groups are at the core of the Gaia-X discussions and deliverables. There are three committees: the Technical, the Policies and Rules, and the Data Spaces and Business.The Technical Committee focus on key architectural elements and their evolution, such as and not limited to: Identity and Access Management: bridge the traditional X509 realm and new SSI realm, creating a decentralized network of identity federations Service Composition: how to assemble services in order to create new services with higher added value Self-Description: how to build digital trust at scale with measurable and comparable criteria The Policy and Rules Committee creates the deliverables required to develop the Gaia-X framework (compliance requirements, labels and qualification processes, credentials matrix, contractual agreements, etc.): The Labels and Qualification working group defines the E2E process for labels and qualification, from defining and evolving the levels of label, the process for defining new labels, and identifying and certifying existing CABS. The Credentials and Trust Anchors working group will develop and maintain a matrix of credentials and their verification methods to enable the implementation of compliance through automation, contractual clauses, certifications, or other methods. The Compliance working group collects compliance requirements from all sources to build a unique compliance requirements pool. The Data Spaces Business Committee helps the Association expanding and accelerating the creation of new Gaia-X service in the market: The Finance working group focuses on business modeling and supports the project office of the Association. The Technical working group analyzes the technical requirements from a business perspective. The Operational Requirements working group is the business requirements unit. The Hub working groups hold close contact with all Gaia-X Hubs and support the collection and creation of the Gaia-X use and business cases. These working groups maintain the international list of all use cases and data spaces and coordinate the Hubs.
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Wilkens, Klaus, and Rob Brons. "European Qualifications Framework for the Lifeguard Profession." In Drowning. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-04253-9_57.

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Nord, Christiane. "Chapter 1. Basic translation competence." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.01nor.

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Students often decide to take up translator training despite having little or no proficiency in the foreign language they wish to choose for translation. There are two ways to tackle this problem: either by offering integrated preparatory language courses (INT) as part of a “translation” or “translation studies (TS)” programme, which is basically intended to train students for the profession in four or five years, or by requiring a satisfactory degree of language proficiency (e.g., minimum B2 or C1 according to the Common European Framework, CEFR), which may be acquired anywhere outside the programme (EXT), possibly even in the country where the language is used. The latter choice would entail taking an exam to ensure that the level of competence was sufficient to act as an entrance qualification for translator training. The INT model can be organised in two possible forms: either as a separate preparatory language tuition phase before the start of the actual translation or TS programme (INT-SEP), or a mixture of language tuition and translation teaching (INT-MIX). In this chapter, I will discuss the pros and cons of these forms. I will try to show how language teaching in translator training programmes can be geared towards translation competence without using translation as a tool for language acquisition (translation-oriented language teaching, TOLT).
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Chmielecka, Ewa, and Izabela Buchowicz. "Social Competencies in the European and Polish Qualifications Framework." In Internationalizing Higher Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_8.

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Murphy, Anne, and Horacy Dębowski. "Is Higher Education Ambivalent Towards Inclusion of Non-Formal Qualifications in National Qualifications Frameworks (NQFs)?" In European Higher Education Area: The Impact of Past and Future Policies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_33.

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O’Leary, Ciarán. "Initial Considerations for Transnational Education Providers Regarding the Mapping of the East African Qualifications Framework to the European Qualifications Framework." In Empowering 21st Century Learners Through Holistic and Enterprising Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4241-6_6.

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Boutsiouki, Sofia. "Recognition of Skills and Qualifications in the European Union: Institutional Framework and Operational Dimensions." In Higher Education and Research in the European Union. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85690-8_10.

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Guimarães, Paula. "Adult Educators and Recognition of Prior Learning in Portugal: Guidance and Validation Tasks and Activities." In Re-thinking Adult Education Research. Beyond the Pandemic. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.14.

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Under the European Union lifelong learning guidelines, in the last two decades the Portuguese adult education policy has noted the emergence of new offers that have enabled the establishment of new occupations, tasks and activities for adult educators, such as those referring to guidance and validation within recognition of prior learning. Guidance and validation are developed on the basis of a wide range of tools (recommendations, guidelines, qualification frameworks, standards of competencies). This circumstance has allowed adult educators to become lifelong learning technicians as shown by the research conducted for the writing of this essay.
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Streszczenia konferencji na temat "European qualification framework"

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Gandossi, Luca. "ENIQ European Framework on Risk Informed In-Service-Inspection." In ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71749.

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The European Network for Inspection and Qualification (ENIQ) is a utility driven network working towards a harmonised European approach on reliable and effective in-service inspection (ISI). Its Steering Committee (SC) has one voting member for each EU member country with nuclear plants and for Switzerland. More specifically ENIQ works on qualification of ISI systems an on risk-informed in-service inspection (RI-ISI) within a European context. To reflect the latter, the SC set up a specific Task Group on Risk (TGR). The primary task for TGR was to produce a European framework document on RI-IS
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Potolea, Dan. "European Qualification Framework (Eqf) - Responsibility And Autonomy Domain; Meanings And Implications." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.1.

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Soeiro, Alfredo. "United Nations Sustainable Development Group (UNSDGs) and Health and Safety." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005386.

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A system was developed by ISHCCO (International Safety and Health Construction Coordinators Organization) enabling the benchmarking based on technical standards, on international and national criteria. For these reasons the option made was to deduce the quality criteria from the European legislation and from respective national implementations and support these with already established professional and international standards of the European Qualification Framework (EQF). The qualification framework is divided in three criteria for knowledge, skills and attitudes referring to the individual qu
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Silvestru, Catalin ionut, Vasilica cristina Icociu, Tiberiugabriel Dobrescu, and Nicolae Postavaru. "DIGITALIZATION AND LEVELS OF QUALIFICATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-037.

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The article is based on an analysis of current documents issued at European level, by the European Commission, CEDEFOP, USA-Department for Labor and also at national level, on digital education and establishing the necessary competencies at different levels of education. For the first time, a correlation is made between the qualification levels in the National Qualifications Framework and the competences / skills currently existing in the specialized literature as a narrative. This classification comes to the aid of education specialists to show them what needs to be taught to pupils and stude
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Tsirigotis, Georgios, and Anna Friesel. "Accreditation proposal for control systems in electrical engineering for 6th level in European qualification framework (EQF)." In 2013 24th EAEEIE Annual Conference (EAEEIE 2013). IEEE, 2013. http://dx.doi.org/10.1109/eaeeie.2013.6576510.

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Iucu, Romita, and Michael Schratz. "EUROPEAN DOCTORATE IN TEACHER EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-001.

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The present paper describes an innovative initiative regarding the European Doctorate in Teacher Education (EDiTE), financed in the framework of LLP Erasmus Program, piloted by five European universities and highly supported by European Network on Teacher Education Policies (ENTEP). The EDiTE initiative developed collaboratively by University of Innsbruck, University of Bucharest, Eötvös Loránd University, University of Lisbon, University of Lower Silesia represents a unique construction, aiming to optimize the use of doctoral study programs in shaping researchers and teaching profe
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Buckthorpe, Derek, and Eric Breuil. "RAPHAEL: Achievements Within the VHTR Materials and Components Programmes." In Fourth International Topical Meeting on High Temperature Reactor Technology. ASMEDC, 2008. http://dx.doi.org/10.1115/htr2008-58122.

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HTR projects have been launched within the European Union Framework Programmes (FP’s) to consolidate and advance HTR and VHTR technology within Europe. This paper reviews the main achievements arising out of the work in the area of materials and component development. The programme to date addresses material and qualification requirements for the reactor pressure vessel, high temperature resistant alloys and technological development aspects of the power circuit components, material property needs and issues for the graphite core and requirements for Codes and Standards. The experimental progr
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Alliot, P., J. F. Delange, V. De Korver, J. M. Sannino, A. Lekeux, and B. Vieille. "VINCI®, the european reference for ariane 6 upper stage cryogenic propulsive system." In Progress in Propulsion Physics – Volume 11. EDP Sciences, 2019. http://dx.doi.org/10.1051/eucass/201911481.

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The intent of this publication is to provide an overview of the development of the VINCI® engine over the period 2014–2015. The VINCI® engine is an upper stage, cryogenic expander cycle engine. It combines the required features of this cycle, i. e., high performance chamber cooling and high performance hydrogen turbopump, with proven design concepts based on the accumulated experience from previous European cryogenic engines such as the HM7 and the VULCAIN®. In addition, its high performance and reliability, its restart and throttle capability offer potential applications on various future lau
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Gandossi, L., K. Simola, and Adam Toft. "Risk Informed In-Service-Inspection Activities of the ENIQ Task Group on Risk." In ASME 2009 Pressure Vessels and Piping Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/pvp2009-77241.

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The European Network for Inspection Qualification (ENIQ) was established in 1992 in response to increasing recognition of the importance of qualification of non-destructive inspection systems used in in-service inspection programmes for nuclear power plants. Driven by European Nuclear utilities and managed by the European Commission Joint Research Centre (JRC), ENIQ represents a network in which the available resources and expertise can be pooled at European level. ENIQ has recognized the importance of addressing, at European level, the issue of optimizing inspection strategies on the basis of
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Poette, Christian, Vale´rie Brun-Magaud, Franck Morin, Jean-Franc¸ois Pignatel, Richard Stainsby, and Konstantin Mikityuk. "Allegro: The European Gas Fast Reactor Demonstrator Project." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75326.

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In the Gas Fast Reactor development plan, ALLEGRO is the first necessary step towards the electricity generating prototype GFR. The ALLEGRO start of operation is planned by 2020. This needs to define all design options in 2010 and to start detailed design studies in 2013. ALLEGRO is a low power Gas Cooled Fast Reactor studied in the European framework. It is a loop type, non electricity generating reactor. Its power is about 80 MW. Several objectives are assigned to ALLEGRO. At first, it will demonstrate the viability of the GFR reactor system, no reactor of this type having been built in the
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Raporty organizacyjne na temat "European qualification framework"

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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important
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Largoza, Gerardo, and Clarence Gabriel Fernandez. Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.13.

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In the decade from 2012 to 2021, Philippine higher education experienced three major reforms: the adoption of an outcomes-based typology for programs and institutions, the establishment of the Philippine Qualifications Framework to set competency standards, pathways, and equivalencies, and the implementation of K to 12 legislation, which added two years to the country’s basic education cycle. Have these reforms resulted in improvements to the minimum standards embodied in the Policies, Standards, and Guidelines (PSGs) of the Commission on Higher Education (CHED) formulated by independent Techn
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