The main objective of the QUAHVET project was to strengthen the attractiveness and quality of guidance towards Higher Vocational Education and Training (HVET) at EQF level 5, with the aim of increasing the number of upper secondary school students and graduates choosing these pathways. The project aimed to address three key challenges: the fragmentation of guidance services, the low attractiveness of HVET compared to university education, and the limited participation of adult graduates—particularly NEETs—in non-academic post-secondary education. To address these needs, QUAHVET pursued three specific objectives: 1. To develop a multi-stakeholder territorial guidance system based on a Quality Assurance approach, to connect upper secondary schools and HVET institutions in a continuous and structured process. 2. To improve the quality and impact of guidance actions in upper secondary schools, by strengthening the skills of students and guidance staff and promoting a culture of informed career decision-making. 3. To increase access to HVET for specific target groups such as adult graduates and NEETs, through digital tools, local cooperation models, and innovative communication strategies.
We decided to submit the QUAHVET project in response to a series of concrete and relevant needs identified at both local and transnational levels, in line with European priorities. The project addressed the need to increase the number of enrollments in Higher Vocational Education and Training (HVET) pathways, in order to meet the growing demand from companies. These pathways are still little known, undervalued, and often perceived as “second-class” compared to university education. EU data show an under-representation of EQF level 5 programs compared to other tertiary education levels, despite growing demand from businesses. A second need concerned the low quality of guidance systems, which are often not integrated between upper secondary schools and HVET providers, and rarely able to capitalize on evidence-based approaches or shared quality standards. In most of the countries involved, guidance processes are poorly structured and fragmented. Finally, the need emerged to strengthen the competences of HVET staff, make schools more attractive for graduates and school leavers, and promote the reintegration of NEETs, through stable territorial alliances and innovative guidance tools.