EAE at a Glance
We believe that with a robust educational system the individuals are provided with the right knowledge and skills which enables them to prevail both in their personal lives and in labor market.read more
EAE consists of four main bodies: the General Assembly, the Management Board, the executive body and technical committees. The secretariat and auditors are supervised by the executive directorread more
EAE’s Management Board is responsible for developing the association’s policy and work programme and for its implementation together with the Executive Director.read more
Honorary Board of advisors is comprised of high-profile educational figures that provide support through their affiliation with the board and their consultation to the board members.read more
EAE at a Glance
EAE is the European Association for Education which was founded in 2011 in Vienna, Austria by a group of experts in various fields of science and education, as a non-profit international association according to the Austrian law, with the purpose of improving education in the European Union and other European countries at all levels.
The EAE was initially founded on the basis of observed shortcomings in educational systems in Europe and therefore as its first initiative it started an elaborated analysis of the sectors which are directly or indirectly connected to education in order to identify the problems which may have been resulted from shortcomings in academic and vocational education and training. The second phase of this analysis was investigating governmental and regional parties and non-governmental organizations and associations which have a role in policy making in education in Europe. It also included studying actions and initiatives which have been carried out by these entities.
The findings of this analysis along with the “Europe 2020” strategy became the foundation for the association’s objectives and strategies.
The EAE defines itself as an international association with the aim of promoting education at all levels in European countries and to make their educational systems more responsive to today’s and future’s needs of individuals and communities and countries’ labor market demand.
One of the main features of the EAE is that we see education as a never ending life-long process which starts from very young ages and continues to the highest levels of academic, vocational, non-formal and informal education, which individuals reach throughout their lives. Having this point of view, we believe that all stages of education are inter-dependent and therefore to achieve better educational outcomes, instead of focusing on specific stages, educational system should be considered as a whole.
We perceive education as a means for empowerment and believe that a robust educational system is one in which the individuals are provided with the right knowledge and skills which enables them to prevail both in their personal lives and in labor market. This educational system should focus more and more on the outcomes and less on the inputs.
Our studies show that educational systems in Europe are in need of reform. They are continuously falling short in providing skilled and competent graduates to the labor market and this has resulted extensive skills mismatch and lower than expected economic growth of countries in the recent years.
EAE believes that the key to successful reforms in educational systems is utilizing a bottom-up approach called “Outcome Oriented Approach” which involves defining the desired outcomes of a system and then redesigning the processes and inputs of the system according to these outcomes. Such reform makes educational systems of Europe able to adjust to what the current and future needs of the countries.
The European Association for Education consists of four main bodies according to its statutes, namely the General Assembly, the Management Board, the executive body and the technical committees.
Technical CommitteesOne of the key points that make the European Association for Education different from other entities active in the field of education in Europe is the technical and major-based approach it has towards education.
The EAE believes that Europe cannot cope with the problems in the educational systems of Europe without appreciating the differences between majors and simply with general approaches.
To this end, the EAE makes use of technical committees as independent professional think-tanks, which host representatives from universities, educational institutions, organizations, industries, experts and professionals from across the Europe.
For each university major, there is one technical committee in the association, in which various stakeholders of that major gather to identify and solve the problems of their specific professional fields. Each technical committee will contribute to the design and implementation of the Outcome Oriented Approach, by taking the general policies, strategies and guidelines produced in the R&D department of the association and turning them into specialized, major based standards, strategies and plans.
As a result, the association will be able to
- Carry out its activities more professionally and more efficiently by assigning them to the technical committees. These activities include standards and regulations development, ranking of the universities and other educational institutions, defining the EAE’s Competence Profile, organizing standard exams, etc.
- Since universities and educational institutions can be members of more than one committee by providing representatives to them, the association can utilize the maximum contribution of these entities.
- Involve the experts, specialists and professionals in activities of the association.
- Involve non-educational organizations and industries in activities of the association and therefore strengthen the link between academic and industrial sectors, which will lead to more realistic and practical outcomes.
- Pilot its activities in a limited number of majors and expanding them over time.
- Increase the interactions between various majors which may lead to the creation of new majors and professions.
It should be noted that each technical committee acts independently from the association in decision making but acts according to the general guidelines and policies set by the association.
Each committee has a general assembly which is made up of all the natural members and representatives of legal members of the committee. The general assembly is in charge of selecting the management board of the committee and setting the main strategies of the committee.
The General AssemblyThe General Assembly is the main policy and decision making entity of the association. All of the natural persons and legal entities which are members of the association, including experts, industries, organizations, educational institutions, universities, etc. according to the association’s statutes, are automatically members of its “General Assembly”.
All of these members are entitled to attend the General Assembly but the honorary members of the association and legal members who have qualified representatives in more than 5 technical committees are eligible to vote in the elections of association’s General Assembly. This condition has been set in order to:
- Encourage active participation of members in the technical committees
- Encourage members to introduce high-ranking representatives to the technical committees
- Appreciate the votes of active and contributing members more than the others
EAE’s Management Board is responsible for developing the association’s policy and work programme and for its implementation together with the Executive Director.
The Management Board consists of one chairperson, one Deputy Chairperson and five regular board members. Two of the board members are considered to be permanent board members in accordance with EAE’s Statutes of the Association. Non-permanent board members are elected by the General Assembly and by the two permanent members prior to convening of the General Assembly. Chairperson of the Management Board is elected by the simple majority vote of all board members and is considered to hold this position indefinitely unless upon the simple majority vote of all board members.
The EAE also has an honorary board of advisors which plays the role of consultation to the management board members and is selected by the members of the management board of EAE.
Honorary Board of advisors is comprised of high-profile educational figures that provide support through their affiliation with the board and their consultation to the board members.
Over the past three years the EAE has benefited from numerous scholars and experts both as consultants and as board members.
Objectives and Strategies
Outcome Oriented Approach
EAE sets forth its innovative Outcome Oriented Approach (OOA) as a solution to the problems in current educational systems, skills mismatach and economic growth in European countries.read more
EAE's Mission and Vision
With our OOA, competent individuals can be trained and today’s and future’s skills needs of Europe will be met.This will develop Europe into the educational center of excellence of the worldread more
The European Association for Education has adopted its strategies for 2011-2020 according to Europe 2020 and ET2020 strategies designated by the European Union.read more
EAE’s main objective is “Designing, implementation and quality assurance of its Outcome Oriented Approach in educational systems of the European countries”read more
EAE's Outcome Oriented Approach
Outcome Oriented Approach (OOA) is EAE’s innovative methodology that mainly focuses on the Long-Term Outcomes of an educational system and seeks the improvement of these outcomes in terms of quality, efficiency, relevance, etc. In this approach, inputs and short-term outcomes of the system, such as time and financial values, have less importance.
In OOA, the performance and efficiency of the processes are measured mainly by their outcomes, and all of the modifications to the processes are done with the aim of achieving the desired outcomes.
In implementing OOA, we change our view from the traditional top-down to the new bottom-up. This means that instead of optimizing the inputs of a system and its processes, which may or may not lead to better outcomes, the desired long-term outcomes of the system be initially defined, then the system and its processes be re-designed so that these specific outcomes could be achieved and finally the inputs required for this new system be identified and provided. In this way, achieving the desired outcomes is always guaranteed.
Based on this viewpoint, implementation of OOA in educational systems means that instead of focusing on the time spent and credits acquired from courses and carried out researches (as inputs and short-term outcomes) the focus should be set to the long-term outcomes of the education, such as:
- Providing the students in the educational system with knowledge and skills that are relevant to the current and future requirements for jobs.
- Making the skills of a graduate compatible with the skills required for working in the studied field.
- Increasing the success of the graduate in creating or finding a job and doing it efficiently and increasing their potential in job promotion.
- Increasing the success of the educational systems in providing adequate skilled and competent labor force to the community.
- Improving the role of educational systems in active social inclusion of individuals in a community.
EAE believes that through implementation of this approach, competent individuals can be trained and today’s and future’s skills needs of Europe will be met. This will lead to the continuous economic growth of the region and will develop Europe into the educational center of excellence of the world.
This is the reason why design and implementation of outcome based reforms and outcome oriented educational systems has been the focal strategy of EAE and the structure of the EAE and its strategic plan have been centered around development of this approach.
We believes that due to innate differences between university majors, development and implementation of OOA requires specialized and major-based committees which function as think-tanks for universities, educational institutions, experts and scholars from all over the Europe. Therefore the association has assumed important roles for technical committees in its organizational structure.
EAE's Mission & Vision
Our VisionOur vision is to create a new innovative European educational system based on learning outcomes by which people can acquire all the right skills and competences they need, through unified primary, higher, vocational and lifelong education and trainings.
In this system, educational institutions’ supply will be able to utterly meet the present and future demand of the European countries for skilled and competent individuals and this will lead to elimination of skills mismatch and improvement of economic and educational indexes throughout the region, as well as promotion of innovation, research and development which will turn the educational systems of the European countries into productive sectors in their economies.
Also, our vision is to make the European Association for Education the most credible educational organization in Europe, which is responsible for design, implementation and quality assurance of this outcome oriented educational system, along with an innovative Competence Profile for individuals all around the world.
Moreover, our vision is to turn Europe into the leading provider of standard and outcome oriented courses in the world, which will lead to the excellence of the rest of the world by cooperation and exchange of best practices.
Our MissionEAE’s Mission is to design, implement and assure the quality of its innovative “Outcome Oriented Approach” in educational systems in Europe, as a modern educational system, which is compatible with today and future needs of the European Union and other European countries, as described in Europe’s 2020 strategy.
This innovative approach takes into account the fundamental differences between various majors and therefore will be more effective in delivering the relevant academic, vocational and lifelong education and trainings to the individuals.
EAE’s mission is also to continuously modify and innovate in this educational system in order to enable the universities and other educational institutions to train skilled and competent individuals, required for the ever changing labor market in the region.
Our mission is also to introduce and implement EAE’s Competence Profile as a multidimensional and effective tool for assessment of individuals’ skills and competences in this educational system and as a tool for guiding individuals in the path of personal progress and skills development.
The following strategies were adopted by the EAE as a response to the problems, shortcomings and gaps and identified in EAE’s studies and indicate the path that the association has chosen for its 2011-2020 strategic plan. They also outline the association’s methodology in implementing the EAE’s outcome oriented approach
1- Introducing the Outcome Oriented Approach as the new trend of educational reforms in Europe and developing outcome oriented educational systems by contribution of the EAE members.
2- Introducing EAE’s Competence Profile, as a standard tool for identification, assessment and recognition of individuals’ academic and vocational skills.
By utilizing EAE’s Competence Profile, educational background (academic and vocational), occupational background and informal and non-formal skills of the individuals can be officially recognized, accumulated and presented by universally approved credits. EAE’s Competence Profile is practical from primary education to life-long learning and can be used as a guideline in directing individuals in acquiring the education they need, based on their background, capabilities and the requirements of the community.
3- Founding association’s technical committees as the heart of research and decision making in the EAE for a more specialized and precise view in each major.
Each technical committee consists of high ranking representatives from European universities, educational institutions, organizations and industries along with experts, professionals and specialists in the particular field of that committee. Due to professional view accompanied by variety of members, these committees are of the most important factors distinguishing the EAE from other entities in Europe, which can help the association by providing it with technical knowledge and decisions.
In order for the committee to carry out its various professional tasks, such as development if standards, etc. it requires workgroups that can function independently from each other in a limited time frame.
4- Recruiting universities, educational institutions, organizations, industries and experts as members of technical committees
5- Developing new educational standards and patterns by EAE’s technical committees in line with the implementation of Outcome Oriented Approach in various levels of education, assessment and quality assurance, using a different viewpoint for each technical major. These include standards for educational contents, programs, syllabuses, management, courses and assessment criteria and procedures.
6- Developing a system for audit, assessment, qualify and certify educational institutions from all around the world, using the standards developed in EAE’s technical committees based on the Outcome Oriented Approach.
7- Identifying current and futures skills needs of Europe using the capacity created in technical committees by integrating experts from various educational and industrial sectors.
8- Developing new criteria for ranking universities and other educational centers based on their criteria of Outcome Oriented Approach.
9- Effective and long lasting cooperation with other associations active in the field of education and labor in Europe to mutually utilize the capacities and increasing the EAE’s pace by benefiting from these associations’ achievements. These associations include but not limited to EUA, ESU, EURASHE and ENQA.
10- Making use of tools and resources currently developed in Europe to move towards the EAE’s goals in short-term. some of these tools include:
- U-Multirank: the multidimensional ranking system developed by the European commission
- Erasmus for all: an international student exchange program developed by the European commission
- EU Skills Panorama: a comprehensive network for introduction of skills required for occupations in Europe, developed by the European commission
11- Design and organize standard international exams. The results of these exams are used to complete the Competence Profile of EAE natural members, especially to assess their informal and non-formal skills.
12- Presenting internationally prestigious awards of EAE. These awards are handed out annually in various fields of the association’s activities, to the natural and legal entities nominated by EAE’s technical committees. These awards are intended to encourage stakeholders in the field of education and labor to participate in design and implementation of Outcome Oriented Approach.
13- Developing platforms for EAE natural members, by which they can build their Competence Profile online and edit and update their information. The association’s suggestions to these individuals, such as suitable courses and skills are also presented to them through these platforms
14- Awarding grants to research projects from third parties. EAE uses the findings of researches as an intellectual source by awarding grants to those projects that promote the association along its objectives.
15- Organizing periodic technical conferences, summits and seminars across Europe as a means for exchanging knowledge and achievements with the members and benefitting from their contribution.
16- Promoting research and development in the European universities and cooperation in this field with the rest of the world.
In line with its mission as an educational body and in order to attain its vision, EAE defines its main objective as:
“The designing, implementation and quality assurance of a modern, innovative and universal Outcome Oriented Approach in educational systems of the European Union and other European countries”
This objective requires broad and radical actions in the following groups:
- Educational institutions
- Experts and individuals
- Organizations, companies and industries
- European and international bodies
and can be divided into more realistic and practical sub-objectives as presented below:
1- Align and converge the otherwise non-convergent actions of other governmental and non-governmental bodies active in the field of education, assessment and quality assurance in Europe, based on the OOA, and consequently improving the overall effectiveness of these activities.
2- Turning the EAE into a complex of technical and major-based think-tanks for European universities, educational institutions, industries, experts, etc. to brainstorm, share ideas and exchange capabilities as a means to converge the lines of thoughts and assist EAE in the design and implementation of its Outcome Oriented Approach in Europe’s educational systems.
3- Modernization of Europe’s academic and vocational education systems, according to the proposed Outcome Oriented Approach and based on current and future trends, by means of:
- Modernization and renewal of regional and governmental policies in this field
- Renewal or redesign of educational standards, regulations and patterns
- Renewal or redesign of educational programs and syllabuses and contents of courses
- Renewal or redesign of quality assurance system in the EU
- Innovation in majors, degree programs and courses in academic and vocational education systems of the EU
4- Solving the problem of skills shortage and skills mismatch in Europe through implementing Outcome Oriented Approach in educational systems in the region, which will decrease unemployment as required by Europe’s 2020 strategy, and will lead to economic growth of the countries in the region.
5- Ranking the universities and other educational centers in Europe based on the criteria resulted from Outcome Oriented Approach, which are more realistic than the criteria that are currently being used in other rankings. And also promoting these criteria by encouraging universities into implementing them in order to improve their rank.
6- Fully implementing EAE’s Competence Profile and guiding individuals, based on their experiences, capabilities and interests, in identifying the skills they will need on order to find a suitable job or for job promotion. And also guiding and encouraging them into getting the education or trainings which will provide them with these skills.
7- Guiding individuals in identification of credible educational and training centers, which have successfully implemented Outcome Oriented Approach in their programs and can provide the individuals with the skills they require through approved courses.
8- Identifying and categorizing students, trainees and graduate across Europe, in order to provide them with association’s services.
9- Introducing quality assurance system based on Outcome Oriented Approach and implementing it across Europe.
10- Represent EAE’s members as their formal representative in international and European organizations and communities, with the purpose of reflecting their viewpoints
11- Getting involved in regional and governmental policy making, in order to facilitate the implementation of Outcome Oriented Approach in European educational and quality assurance systems.
12- Increasing the cooperation as a means of exchanging best practices between European universities and universities all around the world, especially those in United States and in third world countries as centers for the development of R&D and technology development for sustained economic growth.
13- Turning Europe into the scientific center of excellence of the world and a destination for the seekers of outcome oriented courses and trainings from all over the world.
14- Playing a key role in implementation of Bologna Process throughout Europe.
15- Helping the firms by providing them with skilled and competent labor force, tailored for their needs and by providing their labor force with life-long education and trainings that will improve their efficiency.
16- Developing context for life-long learning as a means to increase workers’ efficiency, providing them with job promotion opportunities and to increase the profit of firms.
17- The advancement of R&D in European countries and consequently turning the education into a productive sector of the countries via the advancement of technology, innovation, turning the ideas into products and promoting the cooperation between universities and industries
Through projects, EAE gathers information, studies shortcomings and problems, validates the gathered data, seeks for solutions and investigates the efficiency of solutions.read more
Numerous projects have been carried out by EAE since its foundation, both on European and international levels, in the fields of quality assurance, educational reforms, qualifications, etc.read more
As a means of global inclusion and exchange of best practices, EAE actively participates in associated projects with other organizations from all around the world.read more
Numerous projects have been carried out by EAE since its foundation, both on European and international levels, in the fields of quality assurance, educational reforms, qualifications, etc.
Please select one of the projects on the left
Study of European Stakeholders in Education (SESE)
The problems in the educational and vocational systems of the European Union, which are identified by the EAE’s studies, can be categorized in two groups:
1- The shortcomings associated with activities and programmes that have been carried out in the Europe thus far. We will call this group “the shortcomings”
2- The areas that in spite of their importance have not been adequately studied and effective activities and programs have not been carried out to address their problems. We will call this group “the gaps”
The Shortcomings in activities and programmesThe “Europe 2020” strategy for growth identifies “Education and training” as the key to achieving the Europe 2020 goals.
Moreover, “ET 2020”, the Strategic framework for European cooperation in education and training emphasizes that the in order to achieve the goals specified in the “Europe 2020” strategy, The European Union should :
- Facilitate the transition of young people from education and training to the labour market
- Improve educational outcomes and the relevance of skills to labour market needs
- Reinforce vocational education and training, with a focus on work-based training and apprenticeships
- Modernize higher education
However, EAE’s studies indicate that there are several shortcomings in policy making, legislative and executive levels in European educational and vocational systems that need to be addressed for making progress towards these objectives. These shortcomings include:
1- Lack of multidimensional view
Up till now, Legislative bodies and policy makers in the EU have focused mainly on
- Mobility of students and staff
- International cooperation of universities and institutes and
- Funding of students, projects and institutes
And, as a result, most of the initiatives, frameworks and platforms have been developed and implemented to target only these areas.
It is now evident that in order to answer the current and future needs of Europe, some of the tools in these areas should be modified and many new tools should be created for other areas.
2- Lack of coherence in activities of stakeholders
Governmental and non-governmental organizations, associations and institutions that have the role of implementing EU’s policies, often act separately from each other and the lack of coherence between their actions renders the allocated efforts and budgets ineffective.
The reforms that are needed in Europe cannot be accomplished unless these bodies act in line with a universal agenda that identifies the fundamental problems of the European educational and vocational systems and offers focused reform and innovation themes to solve them.
3- Absence of outcome orientation
Absence of outcome orientation in various levels in the EU, from education systems to policy making, is the most fundamental problem in education system of the Union. Reforms in educational system in Europe should tackle this problem from the very basic stages of education and assessment in universities.
Many strategies and initiatives in the past decade have been developed to resolve the superficial challenges that have aroused from lack of outcome orientation in education and have failed to solve this problem radically. This is believed by EAE to be the main reason why reform has always lagged behind changes in the EU.
4- Disregarding technical differences between majors
Most of the actions carried out up until now in the European Union and other European countries have targeted academic and vocational education systems as a whole, disregarding diversity in majors and technical professions. However the variety of majors in higher education and professions certainly has a significant effect on the approaches to tackle their problems. In order to achieve the Europe 2020 objectives, policy making in higher and vocational education should take the differences in majors and technical profession into account and strategies need to be developed specifically for each area.
The same argument is valid for reform themes in HE and VET in Europe.
5- Lack of appreciation toward VET
Vocational education and training is not appreciated enough in the European Union. In most European countries VET doesn’t have a well-structured system for implementation and evaluation. Graduates often find themselves without enough skills for the jobs and those who have skills suffer from skill mismatch. Above all, VET should be accompanied by research to identify the need for skills in ever changing labour market. It also has to be accredited officially throughout the European Union.
VET should be supplemented with an equivalent university diploma so that it can be a viable option for individuals who don’t want to pursue education in masters or Ph.D. These diplomas should be recognized as a certificate of competence all over the European Union.
6- Disregarding skills supply and demand
Most vocational education and training systems in Europe lack coherence and offer diverse options to individuals without being personalized for them, disregarding their educational and vocational background.
This problem often leaves individuals with overwhelming educational and training choices that don’t meet one’s needs and interests. These VETs will not be used by individuals in the long-run and will eventually make them disappointed.
VET should be designed based on skills demand of the labour market and skills required by employees for progress in their organizations or workspace. This way VET can contribute to lifelong learning and capacity building for organizations as well as individuals.
The gaps in the activities and programsThe gaps in the activities and programs can be identified visually using the following diagram which graphically shows the concentration and distribution of activities of governmental and non-governmental bodies in the European Union.
In this diagram, peaks and their heights indicate the areas in which European governmental bodies and European associations are focused and the amount of activities which is done in each field respectively. The valleys in the chart indicate the areas that haven’t been appreciated thus far.
Need for a Reform in Europe's Education (NREE)
Today educational systems in Europe are struggling with numerous problems in three important aspects: training skilled graduates, addressing Europe’s current and future needs in terms of right skills and active participation in financial development of the region.
European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness.
On the other hand there is growing evidence suggesting that skills supply is not meeting the needs of the labour market, with over two million vacancies across Europe currently unfilled.
According to official reports, despite a significant increase in educational attainment rates, 3 out of 10 European companies report a shortage of the skills they need. High and rising unemployment rates, particularly among younger age groups, have also cast doubt on the relevance of the skills that people have acquired as a passport to employment and to suitably matched jobs. Approximately 4 out of every 10 workers in Europe are found to be affected by skill mismatch, where a gap exists between the available skills of the workforce and those required by modern workplaces.
But the current economic crisis, technical progress, globalization, an ageing population and, more recently, greener economies are expected to make the skill mismatch problem more severe by 2020.
It is estimated that the proportion of jobs in the EU requiring high level qualifications will increase from 29% in 2010 to 34% in 2020, while the proportion of low skilled jobs will fall in the same period from 23% to 18%. This intensifies the need for the right skills in the incoming years.
Skills forecast: Employment trends by qualification (in 000s), EU-28
Image courtesy of CEDEFOP
Recently CEDEFOP has published an article presenting three skill and labour market scenarios for 2025. In this note CEDEFOP emphasizes: “In spite of earlier forecasts which indicated that in total, combining expansion and replacement demand, most job opportunities in 2020 will require medium-level qualifications, taking into account latest data CEDEFOP forecasts suggest that this may change”. The forecasts point to growing skill-intensity of jobs but also reflect a tighter labour market where employers can demand more highly-qualified people for the same jobs.
In this article CEDEFOP suggests that by 2025, the share of the labour force with high-level qualifications should rise to 39% compared to 29% in 2010 and 23% in 2000. People with medium-level qualifications will account for 47% of the labour force, the same as in 2010 and close to the 46% in 2000. However, the share with low-level or no qualifications will fall sharply to 14% of the labour force in 2025, compared to 24% in 2010 and 31% in 2000.
Perhaps the key message from the scenarios for 2025 is that even a robust economic recovery should not mask the need for changes in how Europe develops and uses skills. No matter how well the economy performs, people need the ‘right’ skills to enter and stay in the labour market. This is especially important since the latest Commission forecasts, predicts a slower than expected economic recovery with 60% higher unemployment levels for low-skilled workers.
Unemployment rates by qualification category, EU-27
Image courtesy of CEDEFOP
It should be emphasized that overqualification, underqualification and not having the right qualification are very different. If skill demand does not match what the people have learned, they are in effect unqualified for the jobs available.
An Outcome Oriented Educational System (OOES)
The European Association for Education (EAE) has identified and studied three strategic areas that require immediate and effective action in order to make the EU and other European countries able to tackle the shortcomings regarding educational systems and skills mismatch:
1- Focusing on learning outcomesEducation and training can only contribute to economic growth if learning is focused on the knowledge, skills and competences to be acquired by students through the learning process, rather than on completing a specific stage or on time spent in school.
While the learning outcomes approach is already being implemented in some of the European qualifications frameworks, it has not yet fully percolated through to educational and training systems. These systems may need to undergo fundamental reforms to adapt this approach and institutions at all levels of education and training should increase the relevance and quality of their educational input to the current and future needs of students and labour market. This will not be feasible without the support of law and decision makers in the European Union and regional governments.
Individuals should also be able to have their skills attained through formal and informal education and trainings assessed, validated and recognised by a formal entity, providing a skills profile for themselves and for potential employers. Information on the quality and quantity of skills across the population will allow authorities to better map potential shortages and focus on areas with the best returns on investment.
2- Encouraging vocational SkillsOnly a few European countries already have world-class VET systems (Germany, Austria, Denmark, the Netherlands), with built-in mechanisms to adapt to current and future skills needs so training is more demand-driven. They report fewer problems with skills mismatches and show better employment rates for young people.
In order to achieve excellence in vocational skills and educations, skill requirements of the future should be precisely identified, curricula must be systematically renewed, delivery must be constantly modernised and businesses and industries must be actively involved.
The educational systems of Europe must be able to react to the demand for advanced vocational skills, tailored to the regional economic context. It also needs to be an open door for those who want to access higher education, as well as individuals who need to re-enter learning to upgrade or update skills.
3- Qualifying Skills and building Competence ProfilesA number of European instruments such as the European Qualifications Framework (EQF), Europass, European credit transfer systems (ECTS and ECVET), the multilingual classification of European Skills/Competences, Qualifications and Occupations (ESCO) and quality assurance frameworks have been implemented in the last decade to support the recognition and qualification of individuals’ skills.
These instruments were not developed in isolation from each other; however, there is room for much closer coherence where the different tools and services - including transparency and recognition of qualifications, validation of non-formal and informal learning and lifelong guidance - are offered in a coordinated way. This will contribute to real European mobility where a person's knowledge, skills and competences can be clearly understood and quickly recognised.
Bearing in mind the above argument, it can be concluded that Europe will only resume growth through higher productivity and supply of highly skilled workers, and we believe that it is the reform of education, training and qualification systems which is essential to achieving this.
It is for the same reason that the European Commission has put education at the heart of the Europe 2020 growth strategy and sees the reform in education as a means of having a more robust and inclusive European Union.
In this regard, the European Commission has set 3 out of 7 flagship initiatives for 2020 strategy, namely “Innovation Union”, “Youth on the move” and “An agenda for new skills and jobs”, centered at education and skill development, along with a number of projects such as “The Higher Education Modernisation Agenda”, “New skills for new jobs initiative” and “Erasmus for all” for the implementation of policy actions in the European Union.
EAE’s researches indicate that despite all of the valuable work done by the European commission, European parliament and other active bodies in the field of education in the European Union, there is not much done in turning these initiatives and ideas and into actionable plans and in implementing these plans in an effective way in real life. These shortcomings are investigated further in section … of this document.
We believe that the actions carried out by education stakeholders in Europe have not been able to practically solve the fundamental problems in the education systems and are not coherent enough to yield long lasting results.
In order to achieve long lasting results, such actions should entail reforming formal and informal education and validation systems in Europe, including reforming, renewal or recreation of
- Curricula, syllabuses and teaching methods and procedures
- Educational standards and guidelines
- Assessment and validation methods for formal, non-formal and informal training and education
- Educational contents, especially in higher education and VET with the purpose of changing the focus to learning outcomes and meeting the EU’s future needs for the right skills.
International Institute for
Quality Assurance and Control - QAC
QAC is an international institute based in Vienna, which seeks the development of standards and propmotion of quality in various fields of education, industry, commerce, etc.read more
We represent our members in European decision making organizations and ensure that their interests are fulfilled at various stages of reforms in educational systems of Europe.read more
Become a Member
Membership in EAE is in form of membership in EAE's technical committees. These committees act as think-tanks for the development of EAE's Outcome Oriented Approach.read more
Terms and Fees
Honorary members of the association and legal members with qualified members in more than 10 technical committees are eligible to vote in the association’s General Assemblyread more
In this sectin universities, scholars, organizations and other entities who wish to become members of EAE can find the answers we provided for your most common questionsread more
The European Association for Education offers these services to its members:
1- We represent our members in European decision making organizations and ensure that their interests are fulfilled at the various stages of reforms in educational systems of Europe.
2- We provide our members with the results of the EAE’s projects which can help them to adjust their systems to achieve better performance and outcomes.
3- Through technical committees we give our members the opportunity to decide for themselves and reach decisions that all of them can benefit from.
4- We will help our members with implementation of EAE’s Outcome Oriented educational system in their organizations.
5- We let the voice of each member, even individuals be heard and taken into account.
6- We provide our members with the latest news, analysis and findings of the association which can help them with their policy making processes.
7- We promote connections between our members and universities and organizations from all over the world in order to provide them with bilateral cooperation.
8- We provide our members with special offers for Outcome Oriented Audits and Standards which can help them with their rankings according to EAE’s standards.
9- Members can attend all EAE events without any extra fee.
10- All natural members of the association are entitled to have a full functional competence profile without any extra fee.
Become a Member
Applicants have to send an application to the EAE’s secretariat, indicating in that application the committee/committees the applicant wants to become a member of, in addition to specification of the applicant’s representative to that committee(s).
The application will be processed by the general assembly of that particular technical committee(s) where the final decision is reached.
Upon approval of the technical committee(s), the applicant will be contacted with the details of membership fee.
Terms and Fees
The base membership fee for individuals (including but not limited to experts, scholars, teachers, etc.) €120 The base membership fee for universities, organizations, industries, institutions, etc. €550 Weighting coefficient for members with less than 5000 students/employees 1 which yields €550 Weighting coefficient for members with 5,000 – 10,000 students/employees 1.1 which yields €605 Weighting coefficient for members with more than 10,000 students/employees 1.2 which yields €660
Contact infoStock Exchange Building,
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Fax: +43 1 5335704
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