This study of EQF level 5 qualifications on the basis of learning outcomes reveals much greater complexity, diversity and dynamism than previously assumed. But where they fit within the spectrum of education and training is not always clear. Typical level 5 qualifications are provided by short-cycle higher education programmes; yet the study finds that half of learning outcomes at this level are vocational education and training or outside the formal system. The more accurate picture of level 5 qualifications provided by the study demonstrates how policy-makers can use the EQF to identify gaps in their education and training systems.

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EURASHE organised its 24th Annual Conference ‘Qualifications for the Labour Market‘ in Yerevan (Armenia) on 15-16 May 2014.
The material of the conference has now been published!
All presentations and speeches of the conference are available in our online library here, and on the dedicated page of the conference here.
All the photographs of the event, as well as the conference report, and the summary of the evaluation forms will be available in the coming days. Stay tuned! More...

Qualifications that correspond to level 5 of the European qualifications framework (EQF) appeal to learners as they open up prospects on several fronts - immediate employment, career advancement, and further learning.
At the same time, their focus on advanced technical and managerial skills makes them valuable to employers. These qualifications are typically associated with short-cycle higher education programmes. Yet about 50% of qualifications at EQF level 5 are found elsewhere: in initial and continuing vocational education and training, in general education, or even entirely outside the formal education and training system. The close examination provided in Cedefop’s recent publication Qualifications at level 5: progressing in a career or to higher education indicates the true weight of these qualifications in the labour market. It also demonstrates how policy-makers can use the EQF to improve education and training subsystems, and strengthens links between them. In particular, it can help policy-makers determine whether their own qualifications landscape lacks options which combine labour-market and higher education appeal. They can thus use level 5 as a platform for developing new qualifications, as is already happening in several European countries.
More in the Cedefop briefing note The hidden potential of level 5 qualifications. More...

Following extensive national consultations with stakeholders, countries present the results of the referencing of their national qualifications levels to the appropriate levels of the European Qualifications Framework based on a set of criteria agreed at European level.
The interactive table below allows you to compare national qualifications systems or frameworks of countries that have already related their national qualifications levels to the EQF. To compare how one country references its national qualification levels to the EQF with another, select a flag of the country of your choice to start the process.
The blue box at the top of the comparison chart gives access to all key information on the qualification system of the selected country. It leads you to the National Coordination Point (NCP) of the country, which provides access to information and guidance to stakeholders on how national qualifications relate to the EQF through their national qualifications systems. Furthermore, the detailed report on the national referencing processes ("national referencing report") and the presentation of the national qualifications systems ("NQF/NQS") may also be reached from the blue box.
Below it is presented how the national qualifications levels of the selected country relate to the eight reference levels of the EQF. By clicking on the levels of the EQF, you will find the description of the relevant EQF level in terms of learning outcomes: knowledge, skills and competences. As you will see some national qualifications levels are and may be linked to one, two or more EQF levels. This indicates that NQF levels may be significantly broad. It may also occur that two or more NQF levels are related to a single EQF level, which indicates that those national levels are significantly narrow. At present, some countries have qualifications levels below EQF level one. As EQF starts at EQF Level 1, referencing national qualifications levels below that level is not possible.
For each NQF level (click on the NQF level) there is a description, in particular of its learning outcomes, as well as examples of qualifications at that level (up to five). There are many more qualifications at each NQF level; however, the examples aim to get a better idea of what qualifications an NQF level contains. Depending on the characteristics of the national qualifications systems, countries provide examples of individual qualifications or types of qualifications. More detailed information on these examples is provided through access to national websites and databases of qualifications. More...

The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning.
The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems.
Agreed upon by the European institutions in 2008, the EQF is being put in practice across Europe. It encourages countries to relate their national qualifications systems to the EQF so that all new qualifications issued from 2012 carry a reference to an appropriate EQF level. An EQF national coordination point has been designated for this purpose in each country.

Shifting focus
The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. Levels of national qualifications will be related to one (or in some cases two or several, as relevant for the national systems) of the reference levels of the EQF, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison between national qualifications and may facilitate the recognition of qualifications when people move to another country.
The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational at each of its levels. The learning outcomes approach shifts the focus from the traditional system which emphasises 'learning inputs', such as the length of a learning experience, or type of institution to what the learner has acquired by the end of the learning process. This also encourages lifelong learning by promoting the validation of non-formal and informal learning, which reflects a wider shift within which the EQF is acting as a catalyst for reforms: the EQF does not aim at reforming systems (as does for instance the implementation of the European Area of Higher Education and implementing the EQF does not require any reform of the education and training system at any level. The EQF requires that all qualifications are described in terms of learning outcomes, but this doesn't mean that the systems awarding these qualifications need to be reformed. However, most Member States are now developing their own National Qualifications Frameworks (NQFs) based on learning outcomes. Several countries already have one in force.

Easier comparison
At present, an enterprise in France may hesitate to recruit a job applicant from, say, Sweden, because it does not understand the level of the qualifications presented by the Swedish candidate. But once the EQF is fully implemented, a Swedish person's certificates will bear a reference to an EQF reference level. The French authorities will have already decided where their own national certificates in the field concerned lie, so the French enterprise would use the EQF reference to get a better idea of how the Swedish qualification compares to French qualifications.

Promoting transparency and synergies
The transparency and coherence of the implementation of the EQF is monitored by the EQF Advisory Group, which brings together representatives from national authorities and other European stakeholders. The EQF initiative is closely related to the qualifications framework for the European Higher Education Area: the two frameworks are compatible and their implementation is coordinated at national and European level. More...

In order to share a common understanding of key concepts related to the EQF, the recommendation establishing the EQF defines these key terms that are shared by all EU Member States, EEA and candidate countries participating in the EQF.

Competence

‘Competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. More...

In this page you will find policy documents, reports and articles related to the EQF.
Legal documents. More...