Actuellement, en France, les niveaux de formation sont déterminés par la nomenclature approuvée par décision, du 21 mars 1969, du groupe permanent de la formation professionnelle et de la promotion sociale, le 21 mars 1969, nomenclature fixée par les travaux de la Commission statistique nationale de la formation professionnelle et de la promotion sociale. Cette dernière s'appuyait sur la circulaire n°II-67-300 du 11 juillet 1967 qui venait chambouler le classement de la circulaire du 22-12-1959. Elle sera modifiée par la circulaire n°91-031 du 13 février 1991. Le classement de 1959 partait du niveau le plus bas, le niveau I, pour arriver au niveau le plus élevé, le niveau V, qui correspondait à l'Enseignement supérieur. Le classement de 1967 partait du niveau le plus bas, le niveau VI, pour arriver au niveau I. La circulaire de 1991 a simplifié l'ensemble en réduisant l'ensemble à seulement 5 niveaux: Niveau V: niveau brevet des collèges; Niveau IV: niveau baccalauréat; Niveau III: niveau bac + 2; Niveau II: niveau bac + 3 ou bac + 4; Niveau I: niveau au moins égal à bac + 5.

Niveau V: Personnel occupant des emplois exigeant normalement un niveau de formation équivalent à celui du brevet d'études professionnelles (BEP) ou du certificat d'aptitude professionnelle (CAP), et par assimilation, du certificat de formation professionnelle des adultes (CFPA) du premier degré. Ce niveau correspond à une qualification complète pour l'exercice d'une activité bien déterminée avec la capacité d'utiliser les instruments et les techniques qui s'y rapportent. Cette activité concerne principalement un travail d'exécution qui peut être autonome dans la limite des techniques qui y sont afférentes.
Niveau IV: Personnel occupant des emplois de maîtrise ou d'ouvrier hautement qualifié et pouvant attester d'un niveau de formation équivalent à celui du brevet professionnel (BP), du brevet de technicien (BT), du baccalauréat professionnel ou du baccalauréat technologique. Une qualification de niveau IV implique davantage de connaissances théoriques que le niveau précédent. Cette activité concerne principalement un travail technique qui peut être exécuté de façon autonome et/ou comporter des responsabilités d'encadrement (maîtrise) et de coordination.
Niveau III: Personnel occupant des emplois qui exigent normalement des formations du niveau du diplôme des Instituts Universitaires de Technologie (DUT) ou du brevet de technicien supérieur (BTS) ou de fin de premier cycle de l'enseignement supérieur. La qualification de niveau III correspond à des connaissances et des capacités de niveau supérieur sans toutefois comporter la maîtrise des fondements scientifiques des domaines concernés. Les capacités et connaissances requises permettent d'assurer de façon autonome ou indépendante des responsabilités de conception et/ou d'encadrement et/ou de gestion.
Niveau II: Personnel occupant des emplois exigeant normalement une formation d'un niveau comparable à celui de la licence ou de la maîtrise. A ce niveau, l'exercice d'une activité professionnelle salariée ou indépendante implique la maîtrise des fondements scientifiques de la profession, conduisant généralement à l'autonomie dans l'exercice de cette activité.
Niveau I: Personnel occupant des emplois exigeant normalement une formation de niveau supérieur à celui de la maîtrise. En plus d'une connaissance affirmée des fondements scientifiques d'une activité professionnelle, une qualification de niveau I nécessite la maîtrise de processus de conception ou de recherche.
L'Europe a défini 8 niveaux pour le European Qualifications Framework (EQF). Ils vont du niveau le plus bas, le niveau 1, au niveau le plus haut, le niveau 8. Les niveaux 1 à 4 relèvent du secondaire, les niveaux 5 à 8 de l'Enseignement supérieur.La progression est donc inverse de celle du système français. Le système français ne reconnaît toujours pas le doctorat comme un niveau de qualification. Le doctorat est encore complètement inconnu dans les grilles salariales hexagonales. Le système européen correspond en fait aux niveaux définis par la circulaire du 22-12-1959, simplement le niveau V s'est décomposé en quatre niveaux permettant d'intégrer le LMD.
Voici l'EQF: Level 1 The learning outcomes relevant to Level 1 are: basic general knowledge, basic skills required to carry out simple tasks, work or study under direct supervision in a structured context.
Level 2: The learning outcomes relevant to Level 2 are: basic factual knowledge of a field of work or study, basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools, work or study under supervision with some autonomy.
Level 3: The learning outcomes relevant to Level 3 are: knowledge of facts, principles, processes and general concepts, in a field of work or study, a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information, take responsibility for completion of tasks in work or study, adapt own behaviour to circumstances in solving problems.
Level 4: The learning outcomes relevant to Level 4 are: factual and theoretical knowledge in broad contexts within a field of work or study, a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study, exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change, supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities.
Level 5*: The learning outcomes relevant to Level 5 are: comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge, a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems, exercise management and supervision in contexts of work or study activities where there is unpredictable change, review and develop performance of self and others.
Level 6**: The learning outcomes relevant to Level 6 are: advanced knowledge of a field of work or study, involving a critical understanding of theories and principles, advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study, manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts, take responsibility for managing professional development of individuals and groups.
Level 7***: The learning outcomes relevant to Level 7 are: highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research, critical awareness of knowledge issues in a field and at the interface between different fields, specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields, manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches, take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams.
Level 8****: The learning outcomes relevant to Level 8 are: knowledge at the most advanced frontier of a field of work or study and at the interface between fields, the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice, demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research.
Compatibility with the Framework for Qualifications of the European Higher Education Area
* The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5.
** The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 6.
*** The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 7.
**** The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 8.

The conference, “Qualifications for lifelong learning and employability”, is to take place in Thessaloniki on 05-06 October 2009.
The conference will provide the opportunity to present and discuss Cedefop’s research results from the view point of European and national education and training policy, research, the labour market and the individuals. The event will bring together government experts, social partners, academia and other stakeholders from all over Europe to discuss the overall implications of the changes in the role and functions of qualifications to support policy development and cooperation in education and training at national and European level. Cedefop is organising this event.

Date: 20.5.2009
Lieu: Prague - Czech Republic
Site: eu2009.cz.

会議の品質保証の職業訓練に.
日付： 2009年5月20日
場所：プラハ-チェコ共和国
ウェブサイト： eu2009.cz

International conference "THE EUROPEAN QUALIFICATIONS FRAMEWORK LINKING TO A GLOBALISED WORLD", European Parliament, Brussels, 29-30 January 2009
The European Qualifications Framework (EQF) has been conceived as an instrument to promote internal mobility within the European single market in support of the goals of the Lisbon Strategy. However, the EQF does have the potential to connect with the international community outside of the EU by being parallel to developments elsewhere in the world. The first ever global conference on EQF conference to be held in the European Parliament on 29-30 January will explore this external dimension and provide an opportunity for exchanging views on different experiences of frameworks and to build partnerships with international stakeholders.
The conference is a collaborative activity of the European Training Foundation, Cedefop, and the Directorate General for Education and Culture of the European Commission. It supports the work of the European Qualifications Framework Advisory Group established by the European Council and the European Parliament to facilitate the implementation of the EQF. The Chair of the Employment and Social Affairs Committee of the Parliament, Mr. Jan Andersson, will host the conference at the European Parliament, and the conference is patronised by the EU Presidency of the Czech Republic.
By bringing together policymakers, officials and experts from across the world, this event will specifically consider the role that qualification frameworks based on learning outcomes can play in improving the transparency of qualifications in the context of increasing mobility, as well as looking at the implications of the EQF and national or regional qualification frameworks as international reference points. In doing so it will look further at the learning outcomes approach as a ‘common language’ for describing and comparing qualifications internationally and the EQF as a platform for dialogue on increased co-operation between national and regional qualifications systems.
Find out more : Conference Agenda, European Qualifications Framework, Background information, Cedefop.
Conferenza internazionale dal titolo "Quadro europeo delle qualifiche con link a un mondo globalizzato", il Parlamento europeo, Bruxelles, 29-30 gennaio 2009. Il Quadro europeo delle qualifiche (QEQ) è stato concepito come uno strumento per promuovere la mobilità interna all'interno del mercato unico europeo, a sostegno degli obiettivi della strategia di Lisbona.  Per saperne di più: Conferenza Agenda, Quadro europeo delle qualifiche, le informazioni, il Cedefop.

The EQF is a common European reference framework which links countries' qualifications systems together, acting as a translation device to make qualifications more readable. It has two principal aims: to promote citizens' mobility between countries and to facilitate their lifelong learning.
The EQF was formally adopted by the European Parliament and the Council on 23 April 2008.  The EQF text is available at:
On 24 October 2007, the European Parliament voted in favour of adopting the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF).
The EQF will link countries' qualifications systems, acting as a translation device to make qualifications more readable to Member States, employers and individuals and so enable individual citizens to move to another country to work or study.
Following the agreement between the Parliament, the Council and the Commission, the EQF will be formally adopted by the Council in the coming weeks.
At the national level, the EQF will, and is indeed already doing this, promote the development of national qualifications frameworks (NQFs). Qualifications frameworks promote lifelong learning by, for example, making it easier for people to move between different types of education and training institution, for example between higher education and vocational education and training.
As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training, as well as higher education. It applies to all types of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training.
The core of the EQF is its eight reference levels describing what a learner knows, understands and is able to do - their 'learning outcomes' - regardless of where a particular qualification was acquired. The EQF reference levels therefore shift the focus away from the traditional approach, which emphasises learning inputs (length of a learning experience, type of institution). Shifting the focus to learning outcomes:

• supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provisions;
• facilitates the validation of non-formal and informal learning;
• facilitates the transfer and use of qualifications across different countries and education and training systems.

The EQF foresees that Member States relate their national qualifications systems to the EQF by 2010 and that their qualifications contain a reference to the EQF by 2012. It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education.
The EQF is therefore an example of a common European reference developed in close cooperation with the countries and for their citizens' benefit.
>> Frequently asked questions about EQF
See the background to the development of the EQF, including information on the consultation process.
On 24 October 2007, the European Parliament approved the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF). The EQF will provide a common language to describe qualifications which will help Member States, employers and individuals compare qualifications across the EU’s diverse education and training systems. The adoption of the proposal follows almost 2 years of consultation across Europe. Following the agreement between the European Parliament, the Council and the Commission, the EQF will be formally adopted by the Council before the end of 2007.
A general approach was subsequently agreed in the Education Committee and endorsed by the November 2006 Council.  The EQF will continue to legislative co-decision procedure in the Parliament and Council during 2007.
Ján Figel’, European Commissioner for Education, Training, Culture and Multilingualism, said: “People in Europe too often face obstacles when they try to move from one country to another to learn or work, or when they want to build upon previous education or training. The EQF will help to solve that problem: it will make different national qualifications more understandable across Europe, and so promote access to education and training. Once adopted, it will increase mobility for learning or working. We believe the EQF is a key initiative in creating more jobs and growth, helping people in Europe to face the challenges of a globalising, knowledge-based world economy.”
The proposal is one of the concrete outcomes of the “Education and Training 2010” work programme established after the Lisbon European Council in 2000, and was specifically called for by the 2005 and 2006 Spring European Councils. It was developed following an extensive consultation with Member States, the social partners and other stakeholders. It forms part of the Community Lisbon Programme, actions put forward by the Commission in support of the Member States’ efforts to secure the objectives for social and economic development agreed in March 2000.
See the background to the development of the EQF, including information on the consultation process, the two conferences and associated documents.
The core element of the European Qualifications Framework (EQF) is a set of eight reference levels describing what a learner knows, understands and is able to do - their 'learning outcomes' - regardless of the system where a particular qualification was acquired. The EQF reference levels therefore shift the focus away from the traditional approach, which emphasises learning inputs (length of a learning experience, type of institution). Shifting the focus to learning outcomes

• supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provisions;
• facilitates the validation of non-formal and informal learning;
• facilitates the transfer and use of qualifications across different countries and education and training systems.

As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training, as well as higher education. The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training.
The draft recommendation foresees that Member States relate their national qualifications systems to the EQF (by 2009). It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education. The EQF will function as a type of translation device to make relationships between qualifications and different systems clearer.
The EQF will therefore help European education and training systems become more transparent and accessible to the general public.
The EQF proposal was approved by the European Parliament on 24 October 2007:
>> DG EAC published on 25 May the second Call for Proposals to test and develop the EQF. The Call aims to support projects in developing and testing the EQF, including national and sectoral qualifications frameworks. Details of the Call can be accessed at: http://eacea.ec.europa.eu/static/en/llp/eqf/index_en.htm
Presentation given by Commissioner Ján Figel'on 12 July at the Informal Meeting of Education and Training Ministers in London.