TAM Report / Jordan - VET Curriculum design

GENERAL INFORMATION

TAM title: VET Curriculum Design Incorporating EU Insights

Type of Event: Workshop

Modality: Presential

Location: Khwarizmi Technical University College – KUTC, Amman

Country: Jordan

Dates: 13–14 October 2025

Participants: A total of 59 participants attended the workshop over the two days, including VET programme coordinators, academic and technical staff, educational administrators, HERE members, representatives of universities and technical colleges, selected industry stakeholders, and policy-related bodies involved in VET and quality assurance.

THEMES COVERED

• EU policy frameworks and approaches to VET curriculum design
• Competency-based and modular VET curricula
• Integration of work-based learning in VET systems
• Role and implementation of micro-credentials in VET
• Alignment of VET curricula with labour market needs
• EU–Jordan cooperation in VET education and training

KEY OUTCOMES

During the workshop, participants:

• Developed a stronger understanding of EU competency-based and modular approaches to VET curriculum design.
  • Examined European best practices in work-based learning and discussed their applicability to the Jordanian VET system.
  • Explored the potential of micro-credentials as flexible tools for VET reform and lifelong learning.
  • Strengthened collaboration and dialogue among HEIs, VET providers, and policy stakeholders on curriculum modernisation.

OVERVIEW

The two-day TAM consisted of a presential workshop focusing on EU approaches to modernising VET curricula and exploring how these approaches could be adapted to the Jordanian context. Activities included expert-led presentations on European VET systems, competency-based and modular curriculum design, work-based learning, and micro-credentials. The expert also introduced theoretical foundations for developing best-practice VET curricula aligned with European standards.

A strong interactive component was integrated throughout the mission. Participants engaged in group workshops analysing European curriculum examples across different branches, education segments, and countries, followed by hands-on curriculum development exercises tailored to the Jordanian VET system. The second day emphasised reflection, brainstorming, and discussion on curriculum improvement, challenges, and the role of micro-credentials and modular learning pathways in supporting VET reform in Jordan.

THE FOLLOW UP ACTIVITY

Title of the activity: Preparation and delivery of the short report  “Key Policy-Relevant Feedback from the TAM on VET Curriculum Design Incorporating EU Insights”

Dates: December 2025

Audience: The primary audience was staff of the Accreditation and Quality Assurance Commission (AQAC) working on VET standards and quality assurance. The report was informed by feedback from approximately 20–30 TAM participants, including VET programme coordinators, academic staff, HERE members, representatives of universities and technical colleges, and some industry stakeholders.

Description: The follow-up activity focused on compiling, analysing, and synthesising policy-relevant feedback collected during the TAM into a concise analytical report. The report was formally shared with AQAC to support its ongoing work on VET standards, micro-credentials, and curriculum development. The activity aimed to harmonise national efforts by providing structured stakeholder input and to inform future updates of VET frameworks and accreditation practices in Jordan.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Promote the systematic use and development of micro-credentials within the Jordanian VET system.
• Strengthen alignment of VET curricula with labour market needs through closer cooperation with industry, including SMEs.
• Develop national guidelines for competency-based and modular VET curriculum design.
• Establish a national committee or coordination mechanism involving AQAC, HEIs, VET institutions, and relevant stakeholders to guide VET curriculum reform.
• Align national VET standards with EU approaches, including modular structures and reference to the European Qualifications Framework.
• Integrate digital, AI-related, and green skills into VET curricula as core components.
• Support pilot initiatives and capacity-building activities to test and refine updated VET curriculum models before wider rollout.

RESOURCES AND BACKGROUND MATERIAL

• European Commission (n.d.) EQAVET – European Quality Assurance in Vocational Education and Training. Available at: https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/working-together/eqavet-european-quality-assurance-vocational-education-and-training_en
• Federal Ministry of Education and Research (Germany) (n.d.) EQF referencing report – Germany. Available at: https://europass.europa.eu/en/document-library/eqf-referencing-report-german
• FIBAA (n.d.) The European Qualifications Framework for Lifelong Learning: Descriptors defining levels in the European Qualifications Framework (EQF). Bonn: FIBAA.
  Available at: https://www.fibaa.org/fileadmin/redakteur/pdf/ZERT/EQF-English.pdf
• European Commission (n.d.) European Skills Agenda. Available at: https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/european-skills-agenda_en