qualification model | QM

design qualification model

skill obsolescence [ obsolescence of qualifications | obsolete qualification ]

professional qualifications [ professional ability | professional competence | professional incompetence | required job qualifications ]

occupational qualification | vocational qualification | employment qualification | professional qualification | occupational skill | qualifications

recognition of vocational training qualifications [ comparability of qualifications | comparability of vocational training qualifications ]

Urges the Commission to tackle SME knowledge and skill gaps in relation to green technologies, practices and business models; points out that action is needed to identify skill needs and to address the gaps in the labour market through education and professional training strategies and the development of training and skills development programs targeted to SMEs;

95. Urges the Commission to tackle SME knowledge and skill gaps in relation to green technologies, practices and business models; points out that action is needed to identify skill needs and to address the gaps in the labour market through education and professional training strategies and the development of training and skills development programs targeted to SMEs;

A first set of new standards for accessibility should be in place by 2013; · support relevant stakeholders at appropriate levels in developing specific incentives schemes to enable deployment of solutions; · support the development of standardised terminologies, data, clinical information and medical models as well as support public authorities in undertaking pre-commercial procurement and the procurement of innovative solutions, through the EU’s research and innovation programmes; · support work with public and private sector stakeholders to improve forecasting of health workforce needs and to adapt skills and competences to new care ...[+++] patterns and new technologies; · make use of the instruments foreseen under Article 14 of the Directive on patients' rights in the cross border care to support implementation of relevant actions identified in the Plan.

There are still high barriers impeding access to education and training between one institution and another and between Member States, preventing knowledge and skills from being effectively applied, and making qualifications less than transparent, with the consequence that there is not enough recognition of degree and diploma qualifications outside the country in which they were acquired, but the more transparent the school, vocational education and university systems are, the more readily the specific models used in the Member States ...[+++] – for example, the quality of dual system in my own country, Germany, and the value of a master craftsman’s qualification – can be assessed.