This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.

Meeting the expectations of higher education teachers and assistants for training within the INOVUP project. All university teachers work with students, but not all of them are aware that the teaching approach is as important and as relevant as the subject content. Within the INOVUP project, university teachers receive training in higher education didactics to raise the quality of instruction. The main premise of the project is that the teaching method is related to the acquired knowledge, understanding of the content, motivation for work and cooperation between students and teachers. The article addresses teachers’ responses to and expectations of these training events and how these expectations are met. The results show that more than three-quarters of the participants seek practical, usable knowledge. The participants are mostly satisfied with the training, which they consider to be a positive contribution to the acquisition of theoretical and practical knowledge and motivation for further deepening their knowledge. Based on these findings, recommendations can be put forward to upgrade training for future participants.