Skills audits are proposed as a procedure for iden­ti­fy­ing and docu­men­ting knowledge, skills and com­pe­ten­ces. In this study, their use in practice is analysed and sug­ge­sti­ons for impro­ve­ment are developed. 

In the context of the deve­lo­p­ment process for a “National Strategy for the Social Dimension at Universities”, 3s examined measures that con­tri­bu­te to the social dimension in higher education in Austria via a survey. 

The three-year research project aimed at deve­lo­ping a framework for studying the rela­ti­on­ship between further education and its support by public funding schemes and the economic deve­lo­p­ment on regional level. 

The overall purpose of the study was to ‘explore how youth work and non-formal learning can help to foster entre­pre­neur­ship and so com­ple­ment initia­ti­ves under­ta­ken in other sectors. 

This study was based on the com­pa­ra­ti­ve analysis of the profile and content of four voca­tio­nal education and training qua­li­fi­ca­ti­ons in 26 countries across the world, and from four different continents. 

Initiative on graduate tracking with regard to the “New Skills Agenda for Europe”. 

The key objective of this study was to con­tri­bu­te to better under­stan­ding of the com­pa­ra­bi­li­ty of qua­li­fi­ca­ti­ons from initial voca­tio­nal education and training (IVET).

The purpose of this contract was twofold: On the one hand, the project developed a metho­do­lo­gy and a policy tool – a skills moni­to­ring index – that can be used to evaluate the per­for­mance of EU Member States’ skills systems.