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What is it?
The Diploma Supplement (DS) is a document accompanying a higher education diploma, providing a standardised description of the nature, level, context, content and status of the studies completed by its holder. It is produced by the higher education institutions according to standards agreed by the European Commission, the Council of Europe and UNESCO. The Diploma Supplement is also part of the Europass framework transparency tools . The supplement is designed as an aid to help (but not guarantee) recognition – it is not a CV or a substitute for the original qualification. It has the following eight sections of information:

• a qualification that is more readable and easily comparable abroad;
• a precise description of their academic career and the competencies acquired during their studies;
• an objective description of their achievements and competencies;
• easier access to opportunities for work or further studies abroad.

For higher education institutions:

• more transparent qualifications (thanks to easier academic and professional recognition);
• continued national/institutional autonomy within a common framework accepted throughout Europe;
• informed judgements about qualifications that can be understood in other educational contexts;
• greater visibility of the institution abroad;
• enhanced employment prospects for their graduates, both at home and abroad;
• time savings – by answering many of the questions commonly asked of institutions about the content and portability of their qualifications.

Find out more
Model of the Diploma Supplement
Diploma Supplement . See more...

What is it?
The European Credit Transfer and Accumulation System (ECTS) is a tool that helps to design, describe, and deliver study programmes and award higher education qualifications. The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes study programmes and qualifications more transparent and facilitates the recognition of qualifications.
Why is it needed?
By making higher education comparable across Europe, ECTS makes teaching and learning in higher education more transparent and facilitates the recognition of all studies. It aids curriculum design and quality assurance and allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. ECTS is closely related to the modernisation of higher education in Europe. In particular, it is a central tool in the Bologna Process (link to page) which aims to make national systems more compatible.
How does it work?
Participating institutions publish their course catalogues on the web, including detailed descriptions of study programmes, modules, university regulations and student services. Course descriptions contain ‘learning outcomes’ (i.e. what students are expected to know, understand and be able to do) and workload (i.e. the time students typically need to achieve these outcomes). Each learning outcome is expressed in terms of credits, with a student workload ranging from 1 500 to 1 800 hours for an academic year, and one credit generally corresponds to 25-30 hours of work. A series of documents help with credit transfer and accumulation

• course catalogues
• learning agreements
• transcript of records and
• the Diploma Supplement (DS).

Find out more
ECTS Users’ Guide
The ECTS Users' Guide(628 kB) provides guidelines for implementation of ECTS. It also presents the ECTS key documents. The Guide is being revised, in order to take account of recent developments in student-centred learning. The new Guide will be ready in 2015.
Translations: (DISCLAIMER - translations provided by national agencies, in case of dispute only the English version is valid). Hard copies of the ECTS Users Guide can be ordered at the EU Bookshop. See more...

What is it?
European higher education institutions and individuals can work with partner institutions outside the EU through international mobility, joint degrees, and international cooperation partnerships, including capacity building and staff development in emerging and developing parts of the world.
What is it for?
Learning mobility and capacity building projects can improve skills, modernise higher education systems and institutions, and create better partnerships between the EU and education systems across the world. Opportunities given through Erasmus+, such as the high level Erasmus Mundus scholarships, can contribute to make Europe a more attractive study destination.
What are the opportunities for cooperation with partners outside the EU?

What is it?
Students and researchers from non-EU countries can contribute to growth and competitiveness with their knowledge and skills. The development of excellent joint Masters and doctoral degrees are examples of actions to increase the appeal of the EU as a top study and research destination.  Alumni associations also play an important role to attract more talented international students.
Why is it needed?
Europe attracts 45% of all international students but the international higher education landscape is changing rapidly. As the quality of higher education institutions in other parts of the world increases, e.g. Latin-America, Middle East and Asia, these regions become attractive destinations for international students. This changing landscape means that European universities will have to compete to attract talent from around the world.
What has been done so far?
Studying in Europe
Many Member States actively promote their own higher education systems. In 2007-2009, the European Commission developed a Study in Europe brand, focusing on the strengths of Europe as a higher education destination. Since 2010 the Commission has participated in 10-12 educational fairs annually around the world, promoting Europe as a study and research destination and the opportunities in EU funded programmes.
Alumni
Aumni organisations are active ambassadors for European higher education in their home countries, participate in study fairs and events, and serve as information multipliers concerning the possibilities to study or research in Europe. The Commission supports two alumni associations:

What is it?
The European higher education in the world strategy , launched in 2013, aims to promote mobility and cooperation between universities, EU member states and no-EU countries. The key objectives include:

• Enhancing the overall quality of European education by facilitating peer learning, cooperation and comparison with other education providers worldwide;
• Boosting innovation and job creation in Europe by attracting internationally mobile students and skilled migrants;
• Broadening horizons, increasing employability and preparing students to become global citizens;
• Influencing and engaging new audiences in a way that advances the EU's position in the world.

How is it being done?
To reach the goals of the strategy, action is needed on within the individual higher education institutions, on national and at European level. Member States and individual higher education institutions are encouraged to develop their own internationalisation strategies, adapted to their own situations and needs and taking into account different aspects of international mobility and cooperation. The Commission will support Member States and higher education institutions to increase cooperation and mobility with  partner countries outside the EU, mainly through the Erasmus+ and Horizon 2020 programmes.
Why is it needed?
Higher education is at the heart of the Europe 2020 strategy. Higher education institutions have a key role in ensuring that Europe becomes a smart, sustainable and inclusive economy. Europe's higher education institutions have worked and cooperated together for decades. Now they need to start building partnerships beyond the EU's borders so that they continue to attract the most talented students and remain competitive in an increasingly globalised higher education landscape. Europe currently hosts 45% of the 4 million students who study outside their home countries each year. They are attracted by world-class curricula, teaching excellence and cultural diversity. But if Europe is to maintain this lead against mounting competition from Asia and Latin America, the Member States and the Commission must work together to create the right conditions for international cooperation to flourish.

Find out more

• The "European Higher Education and the World" strategy . See more...

What is it?
The EU has established a number of policy dialogue fora on higher education policy with countries and regions outside of the EU. These talks bring together senior officials from the EU and from the specific country/region, and experts on the area concerned. Conferences, seminars, and studies on specific topics usually takes place in connection with the policy dialogue fora.
Why is it needed?
Through policy dialogue, the EU exchanges best practice, increases cooperation and, in some cases, supports the partner country or region in their efforts to reform higher education. In broader terms, policy dialogue should pave the way for increased cooperation and mobility between the EU and partner countries/regions.
Partner regions
EU neighbouring countries

About us: 
- The ENIC Network
- The NARIC Network
- About the enic-naric.net website.
The ENIC Network (European Network of Information Centres)
To implement the Lisbon Recognition Convention and, in general, to develop policy and practice for the recognition of qualifications, the Council of Europe and UNESCO have established the ENIC Network (European Network of National Information Centres on academic recognition and mobility). The Council of Europe and UNESCO/CEPES jointly provide the Secretariat for the ENIC Network. The ENIC Network cooperates closely with the NARIC Network of the European Union. The Network is made up of the national information centres of the States party to the European Cultural Convention or the UNESCO Europe Region. An ENIC is a body set up by the national authorities. While the size and specific competence of ENIC may vary, they will generally provide information on:

- the recognition of foreign diplomas, degrees and other qualifications;
- education systems in both foreign countries and the ENIC’s own country;
- opportunities for studying abroad, including information on loans and scholarships, as well as advice on practical   questions related to mobility and equivalence.

Welcome to the website of EQAVET - the European Quality Assurance in Vocational Education and Training. The website is our window on the world and provides regularly updated information on quality assurance in European VET systems, the EQAVET Network’s agenda and activities, relevant documents and useful links.
As you browse through the site you will find information on:

The site also provides a working forum for the groups which form an integral part of the Network: representatives of Member States, National Reference Points and Social Partners.

What is the framework for?
The European Quality Assurance Reference Framework (EQAVET) is a reference instrument designed to help Member States promote and monitor the continuous improvement of their vocational education and training systems on the basis of commonly agreed references. The framework should not only contribute to quality improvement in VET but also, by building mutual trust between the VET systems, make it easier for a country to accept and recognise the skills and competencies acquired by learners in different countries and learning environments. EU countries use the framework to improve their quality assurance systems in a way that involves all relevant stakeholders. This includes:

What is it?
The European Alliance for Apprenticeships (EAfA), jointly coordinated by DG Education and Culture and DG Employment, Social Affairs and Inclusion, aims to bring together public authorities, businesses, social partners, VET providers, youth representatives, and other key actors in order to promote apprenticeship schemes and initiatives across Europe. Although managed by the European Commission, the success of the initiative lies with the commitment of its partners, notably through the network of ambassadors and pledges.
Why is it needed?
Apprenticeships and work-based learning ease the transition from education and training to work, and evidence suggests that countries with a strong VET and apprenticeship system have lower levels of youth unemployment than countries without such systems. EAfA, in boosting the quality and supply of apprenticeships, intends to promote youth employment , supporting the aims of the Youth Guarantee , while simultaneously reducing the disparity between skills and labour demand.
What are the benefits?Companies that engage apprentices are likely to benefit from a net profit on their investment, either during the apprenticeship or soon after by employing a fully trained worker. At the same time, VET students and apprentices will be able to learn valuable workplace skills in a professional environment, ensuring a greater degree of future employability. In the long run, such schemes are likely to contribute to increased tax revenue, less welfare payments, and great levels of social inclusion for all.
What has been done so far?EAfA, in addition to establishing the Ambassador and Pledge schemes, has also supported the establishment of bilateral and national agreements, initiatives, and cooperation mechanisms, supported the reform of apprenticeship systems, and raised awareness of the benefits of apprenticeships, as well as contributing to the policy environment through studies and dialogue.
Pledges
EAfA welcomes commitments and pledges by organisations across Europe willing to contribute to strengthening access to, the supply of, and/or the quality of apprenticeships. Organisations interested in making a pledge should complete the Pledge application form(38 kB) and return it to the EAfA at: eafa@ec.europa.eu . Our current commitments and pledges include:

AmbassadorsHow is it funded?
The Ambassadors are a network of business professionals ready and willing to share knowledge and experiences with small and medium sized business (SMEs) to support the establishment of quality apprenticeships across Europe. To become an Ambassador, please complete the application form(41 kB) and return it to EAfA . To contact an Ambassador, please fill in the request form(43 kB) and return it to EAfA .
Find out more

• • News articles related to Vocational Education and Training
  • Council Declaration , 15 October 2013, on how high quality apprenticeships can contribute to combating youth unemployment and guiding principles for effective and attractive apprenticeship schemes
  • EU-Social Partners Joint Declaration principles and actions to strengthen the access to, supply, quality and attractiveness of apprenticeships
• Success stories
  • Read the stories of businesses and apprentices and what they gained from the experience in our "Success Stories(365 kB) " brochure. If you'd like to share a success story of your own, please do get in touch. EAFA can be contacted by email at: eafa@ec.europa.eu You can also join our discussion on twitter with the hashtag #EAFA
• FAQ
  • Find out more about the European Alliance for Apprenticeships in our list of Frequently Answered Questions(100 kB) .
• Reports

  Several reports demonstrate the value of apprenticeships and provide guidance on the implementation of apprenticeship schemes.

  • Policy guidance on work-based learning(391 kB)
  • Guidebook on apprenticeship and traineeship schemes(2.08 Mb) (and annexes(3.37 Mb) )
  • CEDEFOP publication on the labour market outcomes of vocational education and training

  • Workshop: SMEs involvement in apprenticeships/ work-based learning 5 March 2013 download documents. See more...