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NATIONAL
QUALIFICATIONS
FRAMEWORKS
DEVELOPMENTS
INEUROPE
2019EN
Please cite this publication as:
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Publications O?ce of the European Union, 2020
© Cedefop, 2020
Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY4.0) licence (
). This means that reuse is allowed provided appropriate credit is given and any changes made are indicated. For any use or reproduction of photos or other material that is not owned by Cedefop, permission must be sought directly from the copyright holders. PRINT ISBN:978-92-896-3089-4
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(Cedefop) is the European Union's reference centre for vocational education and training, skills and qualifications. We provide information, research, analyses and evidence on vocational education and training, skills and qualifications for policy- making in the EU Member States. Cedefop was originally established in 1975 by Council Regulation (EEC)л No 337/75. This decision was repealed in 2019 by Regulation (EU) 2019/128 establishing Cedefop as a Union Agency with a renewed mandate.Europe 123, Thessaloniki (Pylea), GREECE
Postal address: Cedefop service post, Thermi, GREECETel. +30 2310490111, Fax +30 2310490020
Email: info@cedefop.europa.eu
Jürgen Siebel,
Executive Director
Barbara Dorn,
Chair of the Management Board
Foreword
So far, NQFs have helped strengthen transparency and trust in qualifications across dierent countries and education and training systems, which is crucial if we want to create a European education and training area. Employers" use of NQFs, however, has been limited. This suggests not enough awareness of their potential to support workforce planning, recruitment, and employee development. People"s formal qualifications may not always play a decisive role in these contexts but the actual skills and competences referenced by their credentials do, whether traditional methods or algorithms are used to match people to jobs. NQFs, related databases and certificate supplements need to be promoted in the business world, including qualifications and (micro)credentials awarded by the industry itself. As our analyses demonstrate, NQFs for lifelong learning are more than just technical tools. The debates that their creation triggered have brought together a variety of actors from very dierent worlds, who would normally not have an opportunity to communicate with one another. They have developed into platforms for reform. Maintaining these platforms, reecting on qualifications and skills policies regionally, nationally and at EU-level will be crucial, as NQFs will need regularly reviewing to remain up to date. NQF implementors will also need to be closely involved in the national skills strategies that the European Commission, with the European skills agenda, is promoting; these will help shape and create more agile, forward-looking, exible and permeable qualification and education and training systems. In this booklet, which complements our publications series on NQF devel opments, we have summarised and illustrated the state of play of the 43 frame works created to date in the EU, EFTA, candidate and potential countries and the UK. We are happy to see that our conceptual contributions and accompanying analyses to support these developments have helped achieve this progress.Head of department for
VET?systems and institutions
Cedefop Executive
Director
Overview and main tendencies
National qualifications frameworks
EU Member States
Contents
22.Portugal
23.Romania
24.Slovakia
25.Slovenia
26.Spain 27.
Sweden
28.Albania
29.Bosnia and Herzegovina .......................................................................л.......................................102
30.Iceland
31.Liechtenstein
32.Kosovo
33.Montenegro
34.North Macedonia
35.Norway
36.Serbia
37.Switzerland
38.Turkey
39.United Kingdom .......................................................................л.....................................................122
39.1England and Northern Ireland .......................................................................л.......................122
39.2Scotland
39.3Wales
Acronyms
References
Legislation
Further reading
National qualifications frameworks developments in Europe 2019List of tables
1.Austrian national qualifications framework ........................................................................
...........27 2.Flemish qualifications framework (FQF) ........................................................................
................30 3.Qualifications framework of the French Community of Belgium (CFC) ..........................................32
4. Qualifications framework of the German-speaking Community of Belgium (QDG) .......................35 5.Bulgarian national qualifications framework (BQF) ........................................................................
.37 6.Croatian national qualifications framework (CROQF) .....................................................................39
7.Cypriot national qualifications framework (CyQF) ........................................................................
..41 8.Czech education qualification types, NSK levels and links to EQF levels ......................................43
9.Danish national qualifications framework (DK NQF) .......................................................................46
10.Estonian national qualifications framework (EstQF) .......................................................................48
11.Finnish national qualifications framework (FiNQF) ........................................................................
.50 12.French national framework for vocational and professional qualifications .....................................53
13.German national qualifications framework (DQR) ........................................................................
..55 14.Hellenic national qualifications framework (HQF) ........................................................................
...58 15.Hungarian national qualifications framework (HuQF) .....................................................................61
16.Irish national qualifications framework ........................................................................
...................63 17.Italian qualifications referenced to the EQF ........................................................................
...........65 18.Latvian national qualifications framework (LQF) ........................................................................
.....68 19.Lithuanian national qualifications framework (LTQF) ......................................................................70
20.Luxembourg national qualifications framework (CLQ) ....................................................................72
21.Maltese national qualifications framework (MQF)........................................................................
...74 22.Dutch national qualifications framework (NLQF) ........................................................................
....76 22.Polish national qualifications framework (PQF) ........................................................................
......80 24.Portuguese national qualifications framework (QNQ) .....................................................................83
25.Romanian national qualifications framework (ROQF) .....................................................................85
26.Slovak national qualifications framework (SKKR) ........................................................................
...88 27.Slovenian national qualifications framework (SQF) ........................................................................
9028.
Spanish qualifications framework for higher education (MECES) and draft Spanish qualifications framework for lifelong learning (MECU) levels ............................93 29.
Swedish national qualifications framework (SeQF) ........................................................................
9630.
Albanian national qualifications framework (AQF) ........................................................................
10131.
The baseline qualifications framework in Bosnia and Herzegovina .............................................103
32.Icelandic national qualifications framework (ISQF) .......................................................................105
33.Indication of qualification types and levels in the Swiss NQF-VPQ and NQFL-BBV ....................107
34.Kosovo qualifications framework (KQF) ........................................................................
...............109 35.Montenegrin qualifications framework ........................................................................
.................111 36.Qualifications framework of North Macedonia ........................................................................
.....113 37.Norwegian national qualifications framework (NKR) ....................................................................115
38.The national qualifications framework of Serbia (NQFS) .............................................................117
39.Indication of qualification types and levels in the Swiss NQF-VPQ .............................................119
40.Turkish national qualifications framework (TQF) ........................................................................
...121 41.The Regulated qualifications framework (RQF) and the Framework for higher education qualifications (FHEQ) (England and Northern Ireland) .................................124 42.
Scottish credit and qualifications framework (SCQF) ...................................................................127
43.Credit and qualifications framework for Wales (CQFW) ...............................................................130
1Other initiatives on regional qualifications frameworks include for instance the Association of Southeast Asian Nations
(ASEAN) Qualifica-tions Reference Framework (AQRF); the Caribbean Community (CARICOM) Qualifications Framework (CQF); the Economic Community of
West African States Qualifications Systems; the Pacific Qualifications Framework; the Southern African Development Community (SADC)
Qualifications Framework; the Transnational Qualifications Framework for the Virtual University for Small States of the Commonwealth (TQF
VUSSC); and are ongoing on the African Continental Qualifications Framework (ACQF) and Gulf Qualifications Framework (GQF), etc.
2See Council of the European Union (2017).
327 EU Member States, EFTA countries (Iceland, Norway and Liechtenstein and Switzerland), EU candidate countries (Albania,
North Macedonia, Montenegro, Serbia, and Turkey), potential candidate countries (Bosnia and Herzegovina, Kosovo) and UK.
4In Ireland the National Skills Council annual publication, Monitoring Irelands skill supply, collects and reports outputs of the educa-
tion and training system using the NFQ. 5See Cedefop (2018).
The European qualifications framework (EQF) for lifelong learning has existed for more than a decade and is considered the most advanced regional qualifications framework in the world ( 1 ). Entering into force in 2008 and revised in 2017 ( 2 ), the EQF has become a common reference point for comparingqualifications across institutional and national borders, aiming to increase the overall transparency,
comparability, quality and portability of qualifications throughout Europe. The EQF has triggered development of learning outcomes-based national qualifications frameworks (NQFs) in Europe. Before 2005, NQFs had been set up in three European countries: Ireland, France and the UK. Important progress has been achieved in all 39 EQF participating countries ( 3 ) over the years. The EQF, based on learning outcomes, is the central hub linking all NQFs across Europe. Althoughquotesdbs_dbs32.pdfusesText_38[PDF] Les travaux d entretien et d amélioration 2
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