Transnational peer review develops quality through shared learning
Transnational peer review increases understanding of different education systems
Perho Culinary, Tourism & Business College carried out a transnational peer review in spring 2025 focusing on the quality of teaching and learning, with particular attention given to the promotion of sustainable development. The review involved colleagues from vocational education institutions in Finland, Croatia, Slovenia and Estonia. Likewise, Finnish representatives participated in peer reviews conducted in these countries.
According to Juha Kuokkanen, Quality Manager at Perho, transnational peer review provides valuable comparative insight into vocational education practices in different countries, as well as fresh ideas and alternative approaches for organisational development. In addition, the reviews strengthen international networks and partnerships, he noted during a feedback webinar held after the review visits.
Based on Perho’s experience, combining self-assessment with external peer review helps identify organisational strengths and provides valuable insights into concrete areas for improvement. At the same time, the self-assessment phase offers an excellent opportunity to engage both staff and students in quality development. Such involvement initiates development work at an early stage of the process, strengthening collaboration, shared understanding and a culture of continuous improvement.
Kuokkanen emphasised the importance of allocating sufficient time for stakeholder engagement and for collecting the information required for the review process. Students who participated in the transnational peer review regarded the experience positively and appreciated the opportunity to contribute to the development of their institution.
The Transnational Dimension Enriches the Process
Petteri Ora, Development Director at Kiipula Vocational College and leader of the peer review team, emphasises that peer review is an interactive and collaborative method of organisational development that, despite its supportive and collegial nature, has a strong and rigorous core.
In transnational peer reviews, discussions are enriched by reviewers’ diverse educational system backgrounds. Although vocational education may appear relatively similar across Europe at first glance, education and learning are shaped by different contextual factors in each country. According to Ora, the peer review methodology and criteria provide an excellent starting point for understanding another country’s practices and ways of thinking.
Building a shared understanding of national education system and the factors influencing vocational education is particularly important when preparing for a review. Ora also points out that when the common working language is “broken English”, discussions and review interviews require slightly more time. However, these exchanges offer significant learning opportunities for everyone involved.
What is transnational peer review?
Peer review is a form of external evaluation designed to support the quality assurance and continuous improvement of vocational education and training providers. During a peer review, experts from other VET institutions – known as peers – evaluate the activities of the reviewed institution and provide feedback. The review is based on established criteria and supporting evidence.
In a transnational peer review, colleagues from different countries participate alongside national reviewers, bringing new perspectives and valuable transnational benchmarking information to the process.
Transnational peer review criteria create a common language for evaluation
As part of the project, The Transnational Peer Review Criteria for Vocational Education and Training Providers -handbook were updated. Particular attention was given to the perspectives of sustainable development and digitalisation. The revised criteria were piloted during the peer review visits.
The criteria have been designed to be applicable across different education systems and cover the institution’s activities as a whole. The framework consists of 14 thematic areas, each based on the principles of continuous improvement and the EQAVET+ framework.
The EQAVET Project
Through its EQAVET initiatives, the European Commission promotes quality in vocational education and training across Europe and supports the common objectives agreed upon by Member States for VET. In Finland, the Finnish National Agency for Education acts as the national EQAVET National Reference Point (NRP).
The project on promoting international peer review formed part of an EQAVET initiative implemented between 2023 and August 2026. The work will continue in a new project period from September 2026 to 2029.
Transnational peer review of Perho
The peer review event at Perho was coordinated by Quality Manager Juha Kuokkanen from Perho Business College. The review team was led by Development Director Petteri Ora from Kiipula Vocational College. The reviewers included: Laura Hahl, Quality and Development Manager, Kiipula Vocational College, Finland; Dijana Dijanić Pleško, Teacher, Agronomska škola Zagreb, Croatia; Nataša Kristan, Director, School Centre Kranj, Slovenia and Enna Kallasvee, Head of the Tourism, Catering and Accommodation Department, Haapsalu Vocational Education and Training Centre, Estonia.
More information: Lead Adviser for Education Riikka Vacker, riikka.vacker [at] oph.fi (riikka[dot]vacker[at]oph[dot]fi)