In Australia, United Kingdom and Germany there has been an increased focus on the recognition of prior learning and transfer of credits obtained elsewhere

European harmonisation
In 2002 the Copenhagen Declaration (European Ministers of Vocational Education and Training & the European Commission 2002; Commission Européenne 2004a) also called for steps to improve transparency in competences and qualifications in vocational education, cooperation, mobility schemes, and integrated programs of study, training and research. The certificate supplement, which described the nature and content of the studies undertaken to acquire the qualifications, is attached to diplomas and certificates. It is aimed at the development of clear and easy-to-read descriptions to facilitate integration and recognition.
In 2002 plans were made to implement a new uniform framework for improving transparency, called the ‘Europass’ (Federal Institute for Vocational Education and Training 2003). Its aim was to help individuals better communicate and present their skills and qualifications throughout Europe. The Europass, presented in a common format for curriculum vitae, includes a diploma supplement for higher education and certificate supplement for vocational education, which record the holder’s educational record. The Europass also includes a European language portfolio which documents their linguistic skills and cultural expertise. A Europass portal also allows European citizens to complete their curriculum vitae and language portfolio online.
In November 2002 plans were also made to investigate the establishment of a credit transfer system for VET—the European Credit Transfer System in VET. It aims to ‘facilitate the mobility of individuals during their vocational education and training (VET) within and between different national systems’ and throughout their lives (Commission Européenne 2004b). It is still in the early stages of development.
The move to create an integrated European system has led to tensions within Germany. German school and university graduates are traditionally older than their European peers and this has affected the age at which they enter the labour market (Dorstal 2004). The move towards an integrated European education and training system will require Germany to modify such historical arrangements. In 2004 there have been attempts to shorten the length of time students spend in secondary school by one year. Difficulties have also been experienced in harmonising vocational systems which occur in different educational sectors. In many European countries vocational education mainly occurs in secondary schools and in tertiary education sectors. However, in Germany it naturally resides outside these sectors.