The EIESP methodology can be described as:

Holistic and systemic , i.e. ensuring moves between reflection on overall goals and values, and actions on specific programmes and initiatives to achieve these goals. It combines theory and practice in evaluating policies, systems, programmes and projects.

Comparative and European , i.e. setting programmes, problems and trends in a comparative perspective to help position the client among a number of policy criteria and cultures.

Formative , i.e. helping partners and clients to come to grips with the concepts, frameworks and terminology in current use on the European scene in order to make sense of the process of change in education and thus enable them to intervene in a reflective manner.

Participative, i.e. providing for a continuous dialogue with relevant stakeholders throughout the life of a project and ensuring appropriate dissemination of results.

The Institute implements a wide range of approaches . Some examples are given below:

Strategy development:

• 2003-2004 Developing Strategies for National Qualifications Frameworks in the Western Balkans. Work undertaken for the European Training Foundation.
• 1996-2000 LEONARDO: feasibility for a "European Network of Reference Structures for Vocational Qualifications-NATNET" to enhance transparency of qualifications. The results were piloted by a linked project (NETREF/EURO-NETREF), and the outcomes integrated into the work of the European Forum for the Transparency of Qualifications as the Reference Points set up in all the member states.
• Contributions to sectoral and regional policy development through action-research and evaluation.

Evaluation of systems and reforms:

• 2004 Mid-term review of the TACIS EuropeAid project "Vocational Education and Training linked to the development of SMEs in Kazakhstan " as part of the ETF team.
• 1994-95, participation in the OECD review of the national policies for education in the Czech Republic .

Programme evaluation:

• 2004 The External Evaluation of Curriculum Development projects funded in the framework of the SOCRATES programme for the European Commission.
• 1999-2000: SOCRATES 2000 Evaluation Study (1999-2000) for the European Commission .
• 2002-2005 evaluation of a pilot programme tackling barriers to workforce training in Wales, funded by the Welsh Assembly Government, in partnership with Newidiem/Aradconsulting.

Evaluation of European-funded innovative projects:

• EQUAL and LEONARDO: formative project and partnership evaluations.
• Evaluation of regionally/nationally funded pilot actions.
• Previous evaluations: project funded under ADAPT , EMPLOYMENT , Comenius, Leonardo I and Euroform.

Comparative policy analyses and national case-studies:

• 2004: The French case-study on the implementation of the Bologna Process for a project coordinated by the University of Kassel ( Germany ).
• 2002-2003: an assessment of parity of esteem and lessons learned from the innovative ideas piloted by European-funded projects, funded by the Welsh government and LEONARDO.
• 2002-2003: survey in the French construction and plastics industries as part of a Spanish LEONARDO project on design, validation and certification of vocational qualifications the role of the social partners.

Trans-national surveys and statistical studies:

• 2005 statistical study on Student mobility in higher education and in vocational education and training for the European Parliament in partnership with the University of Kassel ( Germany ).
• 2002 contribution to the report on Key indicators on vocational education and training in the New Independent States and Mongolia for the European Training Foundation .
• 1994-96, a statistical survey of student mobility among the 15 Member States of the EU for DG Education.

Project design:

• 1992-2000: design of ADAPT and EMPLOYMENT projects within consultancy undertaken for the Welsh Joint Education Committee (UK).

Technical Assistance and support in the framework of major European programmes (PHARE, TACIS, MEDA): Since the 1990s, projects in the context of VET curricula and assessment reforms, developing education and training management capacity and VET responsiveness to labour market requirements in transition countries: Poland , Romania , Albania , Bosnia-Herzegovina , Uzbekistan , Kyrgyzstan , etc.

Staff and institutional development: Study visits for decision-makers and practitioners were integrated into several major projects which the Institute ran or contributed to. In such VET policy development projects the study visit provided a structured opportunity for key actors in the systems to place the issues facing their system among several European approaches. Examples: Bosnia (EU PHARE 1996-2001), Moldova (TACIS 1998-2000), Albania (UNESCO 1996-1997), the "Strategies for VET in Europe " projects in the early 1990s for the UK Department of Employment and the Norwegian Ministry of Education.