Qualification in demandEUAAB courses are recommended by industry leaders and professionals.
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Value for MoneyEUAAB courses are priced with the diverse range of clients in mind.
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Progression Routes
We offer progression routes from EUAAB courses to University advance stage entry.
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EUAAB is an European awarding organisation with qualifications at all levels of the European Education system. EUAAB qualifications are designed in European Qualification Framework (EQF) and follows ISCED 2011 framework ensuring global recognition. We have a range of guaranteed progression routes ensuring further progression.
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Our overseas students have to go through certain examinations as a part of their study. Summative examinations of EUAAB qualifications are administered by Local British Council.
British Council is being authorised by EUAAB to conduct all the examinations in certain countries of operation. We have selected British Council because of their:
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The Grundtvig programme is a European funding programme that is part of the European Commission’s Lifelong Learning Programme and aims to strengthen the European dimension in adult education and lifelong learning across Europe.
The programme specifically seeks to address the educational challenge of an ageing population and to provide adults with alternative pathways to updating their skills and competences. The Grundtvig programme encompasses all types of learning, whether these take place in the 'formal' or 'non-formal' system of education for adults, or in more 'informal' ways, such as autonomous learning, community learning or experiential learning. It is open to anyone in adult education. This includes adult learners, teachers and trainers from a variety of organisations including local authorities, non-governmental organisations, charities, universities, community groups, etc. 'Adult' in the Grundtvig programme refers to all persons over the age of 25 and all persons aged 16-24 who are no longer undergoing initial education within the formal education system. The Grundtvig programme provides funding for a wide range of activities. Some examples are basic skills, foreign languages, parental education, arts and culture projects. All projects involve working with European partners and offer a learning and personal development experience for staff and learners. |
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EURASHE is the European association of Higher Education Institutions (HEIs) that offer professionally oriented programmes and are engaged in applied and profession-related research within the Bologna cycles. Currently, about 1100 higher education institutions in 40 countries within and outside the European Higher Education Area (EHEA) are affiliated to EURASHE.
The Association is present mostly through National Associations of Higher Education Institutions and individual institutions, such as Universities, (University) Colleges and Universities of Applied Sciences, as well as through other professional associations and stakeholder organisations active in the field of higher education. EURASHE members operate within and across different national systems whether these are unitary or binary, professional and/or academic. Its aim is to promote the interests of professional higher education in the EHEA and to contribute to the progressive development of the European Higher Education and Research Area (EHERA). In addition to offering professionally oriented programmes, EURASHE members are specifically engaged in applied and profession-related research, and its technological applications. EURASHE believes partnership and cooperation with other regions of the world are important. It has thus established relationships with countries outside the EHEA through associate membership and partnership agreements with other regions, such as Canada, the United States of America, Central America, Central Asia and the Caribbean region. |
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Education International represents organisations of teachers and other education employees across the globe.
It is the world’s largest federation of unions, representing thirty million education employees in about four hundred organisations in one hundred and seventy countries and territories, across the globe. Education International unites all teachers and education employees. 1. Education International promotes the principle that quality education, funded publicly, should be available to every student in every country. 2. Education International promotes and represents the interests of teachers and other education employees on the international level. 3. Education International assists the development of independent democratic organisations to represent teachers and other education employees and builds solidarity and cooperation between them. 4. Education International advocates for equity in society. It combats racism and xenophobia. It challenges discrimination on the grounds of gender, sexual orientation, socio-economic status, and racial or ethnic origin or characteristics. 5. Education International works with other global federations of unions and other kindred organisations to promote and achieve solidarity. |
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Knowledge lies at the heart of the European Union's Lisbon Strategy to become the " most dynamic competitive knowledge-based economy in the world". The ' knowledge triangle' - research, education and innovation - is a core factor in European efforts to meet the ambitious Lisbon goals. Numerous programmes, initiatives and support measures are carried out at EU level in support of knowledge.
The Seventh Framework Programme (FP7) bundles all research-related EU initiatives together under a common roof playing a crucial role in reaching the goals of growth, competitiveness and employment; along with a new Competitiveness and Innovation Framework Programme (CIP), Education and Training programmes, and Structural and Cohesion Funds for regional convergence and competitiveness. It is also a key pillar for the European Research Area (ERA). The broad objectives of FP7 have been grouped into four categories: Cooperation, Ideas, People and Capacities. For each type of objective, there is a specific programme corresponding to the main areas of EU research policy. All specific programmes work together to promote and encourage the creation of European poles of (scientific) excellence. |
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The International Standard Classification of Education (ISCED) is a statistical framework for organizing information on education maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It is a member of the international family of economic and social classifications of the United Nations. The ISCED was designed in the early 1970s to serve ‘as an instrument suitable for assembling, compiling and presenting statistics of education both within individual countries and internationally’. The first version, known as ISCED 1976, was approved by the International Conference on Education (Geneva, 1975), and was subsequently endorsed by UNESCO’s 19th General Conference in 1976.
The second version, known as ISCED 1997, was approved by the UNESCO General Conference at its 29th session in November 1997 as part of efforts to increase the international comparability of education statistics. It covered primarily two cross-classification variables: levels (7) and fields of education (25). The UNESCO Institute for Statistics led the development of a third version, which was adopted by UNESCO’s 36th General Conference in November 2011 and which will replace ISCED 1997 in international data collections in the coming years. ISCED 2011 has 9 rather than 7 levels, created by dividing the tertiary pre-doctorate level into three levels. It also extended the lowest level (ISCED 0) to cover a new sub-category of early childhood educational development programmes, which target children below the age of 3 years. During the review and revision, which led to the adoption of ISCED 2011, UNESCO Member States agreed that the fields of education should be examined in a separate process. This review is now underway with the view to establishing an independent but related classification called the ISCED Fields of Education and Training. Related materials from the European Centre for the Development of Vocational Training and also Eurostat provide further information and statistical guidance for the classification of sub-fields of education as a companion to ISCED. |
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The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. Since 2012, all new qualifications issued in Europe carry a reference to an appropriate EQF level.
The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasises 'learning inputs', such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning. This reflects a wider shift within which the EQF is acting as a catalyst for reforms: most Member States are now developing their own National Qualifications Frameworks (NQFs) based on learning outcomes. Several countries (IE, MT, UK, FR and BE-Flanders) already have one in force. At present, an enterprise in France may hesitate to recruit a job applicant from, say, Sweden, because it does not understand the level of the qualifications presented by the Swedish candidate. But once the EQF is fully implemented, a Swedish person's certificates will bear a reference to an EQF reference level. The French authorities will have already decided where their own national certificates in the field concerned lie, so the French enterprise would use the EQF reference to get a better idea of how the Swedish qualification compares to French qualifications. |
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EQAVET is a community of practice bringing together Member States, Social Partners and the European Commission to promote European collaboration in developing and improving quality assurance in VET by using the European Quality Assurance Reference Framework. 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: 1. setting up national reference points for quality assurance; 2. actively participating in the relevant European-level network; 3. developing a national approach aimed at improving quality assurance systems and making the best possible use of the framework. |
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Unionlearn is the learning and skills organisation of the TUC. Unionlearn works to assist unions in the delivery of learning opportunities for their members as well as managing the Union Learning Fund (ULF).
The government's ambition in creating the Union Learning Fund (ULF) in 1998 was to promote trade union activity in support of creating a learning culture and unionlearn has had full responsibility for the management of the ULF since April 2007. This remains a vital unionlearn objective. The Fund has supported more than 50 unions in over 700 workplaces and remains a flagship mainstream government programme - regarded as pivotal by unions, the Government, employers and partner organisations in the learning and skills world. Unionlearn is also responsible for providing education and training opportunities for workplace reps and professionals via TUC Education. Each year more than 50,000 trade union reps enrol in trade union education courses organised by the TUC. |
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Knowledge-intensive services (KIS) are indispensible for the innovativeness of Europe. The way they create, utilize and reproduce knowledge across enterprises and sectors creates positive externalities and spill-over effects for the regions and the whole economy. In PROSESC project, we focus on a specific subset of KIS, namely the type of services that are integral to the development and production of the means for sustainable road transport, which come in increasingly diverse forms: from two-wheelers to e-vehicles to articulated fuel-cell busses.
The services that interest us cover a broad span of areas, too: product-design, R&D, engineering and IT-services, all the way to specialized logistics. The enterprises concerned, which are more often than not SMEs, deliver a complex ecosystem of enabling services that accelerate the absorption rate of innovative technologies by the automotive sector. Being so close to production activities, such services are called “producer services”, hence the title of our project: “Producer Services for European Sustainability and Competitiveness”. We believe that the European regions have the know-how, experience and innovation capacity to develop the innovative and complex mobility solutions for future road transport. PROSESC aims to contribute by raising the awareness as to the significance of producer services for Europe and by assisting regional authorities to identify, develop and share proactive strategies to improve the public support for such services and the enterprises that provide them. |
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EASPD, a non-profit NGO in the disability sector, promotes the views of over 10, 000 social services and their umbrella associations. There are over 80 million people with a disability throughout Europe. The main objective of EASPD is to promote equal opportunities for people with disabilities through effective and high-quality service systems.
To increase our impact upon the EU’s policy-making process and thus represent the interests of our members, EASPD is involved in a variety of initiatives, organisations and working groups. As a European network, it is our aim to maintain and further these relationships over the next few years in order to improve our influence in Brussels, Strasbourg and throughout Europe. To increase our impact upon the EU’s policy-making process and thus represent the interests of our members, EASPD is involved in a variety of initiatives, organisations and working groups. As a European network, it is our aim to maintain and further these relationships over the next few years in order to improve our influence in Brussels, Strasbourg and throughout Europe. We aim to do so through the following partnerships and alliances. |
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Founded in 1989, the EAIE is the acknowledged European leadership centre for expertise, networking and resources in the internationalisation of higher education.
EAIE is a non-profit, member-led organisation serving individuals actively involved in the internationalisation of their institutions through a combination of training, conferences and knowledge acquisition and sharing. EAIE equips academic and non-academic professionals with best practices and workable solutions to internationalisation challenges and provide a platform for strategic exchange. EAIE partners with key stakeholder organisations and institutions to promote our membership interests, and advance international higher education in Europe and the rest of the world. |
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Euricse (European Research Institute on Cooperative and Social Enterprises) is a research centre designed to promote knowledge development and innovation for the field of cooperatives, social enterprises, commons and nonprofit organizations.Specifically, Euricse focuses on all forms of private organizations and enterprises that pursue purposes other than profit, are characterized by participatory management models, and adopt a development approach that blends social and economic well being.
Euricse combines multidisciplinary research, training, and consulting services, in order not only to develop better knowledge on this kind of enterprises, but also to create and promote ownership, governance and management models uniquely tailored to their characteristics. Euricse is a haven for study and reflection that fosters dialogue between researchers and practitioners and encourages their active and direct participation. Euricse is committed to the practical application of the knowledge developed through its research. Moreover, its activities aim to reduce the fragmentation in the research on cooperative and social enterprises, and to enhance the visibility of this sector in the scientific and political debate. |
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EMES is a research network of established university research centres and individual researchers whose goal has been so far to gradually build up a European corpus of theoretical and empirical knowledge, pluralistic in disciplines and methodologies, around our "SE" concepts: social enterprise, social entrepreneurship, social economy and solidarity economy.
EMES has existed since 1996, when an international group of scholars formed a research network that had been sponsored by the European Union. Having reached an unusual level of mutual understanding, trust and a common perspective of working together, a community of researchers sprang off from this working experience. Formally established as a non-profit association (ASBL under Belgian law) in 2002 and named after its first research programme, on "the emergence of social enterprises in Europe” (1996-2000), EMES was originally composed of European university research centres and individual researchers. After many years of collaborative research and projects jointly conducted with researchers from other regions, EMES has decided in 2013 to open its membership to researchers from around the world. |
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British council is the examination partner of EUAAB qualifications.
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