Cedefop newsletter

Established in 2008 and revised to reflect new trends and challenges in 2017, the EQF serves as a translation tool, making national qualifications more comparable and easier to understand. Fast forward to the end of 2024, with Spain as the final country to complete the process, the EQF is finally fully referenced across all EU member states, marking the culmination of a 15-year journey.

The EQF enables policy-makers, education experts, employers, workers, and citizens to better understand and compare European qualifications and qualification systems across different countries and education and training systems. Covering qualifications at all levels and systems, and rooted in a learning outcomes approach, the EQF facilitates cross-border mobility of learners and workers. Extending beyond EU borders, the EQF process involves a total of 41 participating countries; 37 have already linked their frameworks. The EQF Advisory Group, with Cedefop as an active member, drives this collaborative process.

EQF: a key tool for promoting transparency, comparability, and recognition of qualifications

As highlighted in the study analysing 20 years of cooperation on transparency, the EQF is a key tool for promoting transparency, comparability, and recognition of qualifications. By enhancing transparency and fostering lifelong learning and mobility throughout Europe, the EQF completion is an important development for current EU policy initiatives, such as the European Skills Portability Initiative and the action plan to tackle labour and skills shortages, both crucial for Europe’s competitiveness.

What does this mean for European learners, workers, employers, and youth?

1. The EQF acts as a translation tool, making it easier to compare qualifications and their levels across countries. For example, Spanish qualifications can now be compared more easily with those awarded in other EU member states.
2. There will be more mobility opportunities for European workers and learners.
3.  Newly issued Spanish qualifications (e.g. diplomas and certificates) can now display the relevant EQF level, making qualifications more transparent and easier to understand. This leads to more opportunities for: a) lifelong learning, as all qualifications will have broader recognition,  and b) labour mobility, as authorities and employers across Europe will better understand the original qualification, its level, the associated learning outcomes, and the opportunities it can unlock.

Dynamic Qualification Frameworks for evolving needs

National education and training systems are continuously evolving to address the shifting demands of labour markets and societal needs. NQFs are living frameworks, as demonstrated by their ongoing development—such as the inclusion of new qualification types like microcredentials or qualifications awarded outside the formal education and training system—and the regular submission of updated referencing reports. These updates feed into the EQF process, providing an accurate and informed representation of qualifications systems and reinforcing trust in the European Qualifications Framework.

As the world of work and learning evolves, Cedefop will continue to work closely with the European Commission, Member States, and social partners to provide expert support for the implementation of the EQF and NQFs, as well as monitor and analyse NQF developments, which are accessible through the NQF online tool.
 

This recommendation introduced a more ambitious concept of ILA as a delivery mode for individual training entitlements (personal budgets or accounts), for all working-age adults. These entitlements are transferrable and can be accumulated over time, and allow individuals to fund labour market relevant training, career guidance, or validation opportunities. 
Following the Council Recommendation, Cedefop is supporting EU countries by building the evidence base to assist stakeholders in the design and implementation of ILAs.

Cedefop study on individual learning accounts - the emerging findings

Cedefop is currently finalising a study examining the potential for ILAs development in five EU Member States - Germany, Estonia, Ireland, the Netherlands, and Austria. 
The emerging findings suggest that current financing arrangements for adult learning in the analysed countries are quite complex, with significant public funding schemes already supporting individual adult learning. This complexity presents the challenge of ensuring that newly introduced ILAs effectively complement existing funding instruments rather than overlap with them.
According to the study, countries that complement supply-side funding strategies with multiple, well-established demand-side financing instruments supporting individual adult learning - often implemented at regional or local level and targeted to specific groups of adults, as it is in the case of Austria, Germany, or the Netherlands - are more conducive to implementing ILAs. On the other hand, countries where significant supply-side funding schemes dominate and demand-side schemes are used sparingly, such as Estonia and Ireland, tend to face less favourable conditions for implementing large-scale, fully-fledged ILAs. 
In addition, as a financing instrument, ILAs seem to be a better fit for either relatively short training programmes or those delivered in a low-intensity manner over several years. 

Country-specific insights:  

Interesting observations emerge from individual country case-studies:

• In the Netherlands, the recently discontinued STAP budget scheme, which was close to the concept of ILAs, suggests the need to adopt a phased approach, starting small based on available budgets, and maintaining strict quality assurance for eligible training programmes and providers. 
• The case of Austria offers the opportunity to study both a national demand-side scheme close to ILA (Skilled Workers Grant), provided by the Public Employment Service, and various regional ILA-type instruments provided by the Länder (regions). 
• Similarly, in Germany, the study looks at the long experience in implementing different national and regional demand-side schemes (mostly targeted voucher schemes) as well as the on-going reforms to adjust them to the changing socio-economic context.
• In Estonia, well-established supply-side funding arrangements are playing a major role, making the system less conducive for any new large-scale demand-side instrument, such as ILAs. 
• Finally, the Irish case presents a system where adult learning is largely financed by a National Training Fund, based on a company levy. Here, supply-side funding strategies dominate, leaving less potential space for (large-scale) ILAs as an additional financing instrument.

These emerging findings were presented and discussed during Cedefop’s virtual-get-together Financing adult learning: zooming in on individual learning accounts, (October 2024). The findings and the recording of the event are available here. 

This creates cohesive and portable skills and qualifications profiles. At the same time, flexible learning systems support lifelong learning and facilitate mobility for both workers and learners, ensuring adaptability in a dynamic economy.

Why transparency and transferability of learning outcomes matter

Since the turn of the century, transparency and transferability of qualifications have been a cornerstone of European cooperation, aiming to improve the flexibility of learning systems in both higher education (Bologna Process) and vocational education and training (VET) (Copenhagen Declaration). 
The emphasis on learning outcomes  aligns with current EU priorities, including the digital and green transitions, skills portability, and addressing labour shortages. As the EU strives to improve fair intra-EU mobility for workers and learners, transparency and transferability of skills become vital. For learners, it means more opportunities to upskill and reskill, adapting to changing job markets. For businesses, it ensures access to a skilled workforce capable of meeting new challenges. 
Countries and stakeholders are actively working to implement these changes. For instance, the European Qualifications Framework (EQF), is a key initiative promoting cross-policy and cross-sector cooperation. National Qualifications Frameworks (NQFs) are also being developed to support these goals, ensuring that qualifications are transparent, comparable, and recognised across borders.

A 20-year Journey of transparency and transferability in learning outcomes

A recent Cedefop publication, Transparency and transferability of learning outcomes: a 20-year journey, sheds light on two decades of EU and national efforts to reduce barriers to lifelong learning, underscoring significant progress in European cooperation and identifies critical achievements:

1. A growing focus on learning outcomes centered on the needs of individuals across education and training sectors.
2. Increased recognition of learning beyond formal settings, such as non-formal and informal learning.
3. Convergence of policy initiatives and national developments, fostering coherence in lifelong learning systems.
4. Stronger commitment to transparent, comparable, and recognised qualifications.
5. Advocacy for flexible learning systems and pathways, enabling mobility and adaptability.
    

While Cedefop’s research highlights increasingly coherent policy frameworks that promote learning mobility, the varying degrees of connection between policy initiatives reveal opportunities to strengthen cross-policy and cross-sector cooperation. This would foster more interconnected and flexible learning systems, benefiting individuals across Europe. 

Looking forward, transparency and transferability of learning outcomes will remain top priorities for EU policymakers. These efforts will drive further synergies with key initiatives like the ongoing implementation of the EQF, the new Europass portal, and Digital Credentials. Together, these tools will enhance transparency and recognition of learning outcomes, especially in an increasingly digitalized world.

The seminar underscored the interconnected goals of excellence and inclusion within the European VET framework, and highlighted the essential role of strategic partnerships in achieving these objectives. It explored how national VET systems are addressing these priorities, drawing on insights from Cedefop’s monitoring of national implementation plans (NIPs) across EU Member States.

Hungary's innovative approach

Launched in 2020 as part of Hungary’s system-level VET reforms, the Hungarian Presidency showcased its certified technician programme as a prime example of integrating excellence and inclusivity into VET. The programme offers students an EQF level 5 vocational qualification alongside the maturita, enabling seamless progression to higher education. 

Schools deliver this training in partnership with higher education institutions and, in some cases, dual training partners. This collaboration allows students to transition seamlessly to higher education dual training, maintaining their engagement with the same company where they held a vocational training contract. This approach fosters continuity and strengthens industry connections.

The programme features advanced curricula that emphasise excellence by targeting high-achieving students. Simultaneously, it promotes inclusion by offering flexible entry points after grade 10, ensuring accessibility to a broader range of learners.

The future of excellence and inclusion

Looking ahead, participants at the seminar predicted that excellence and inclusion will gain even greater significance in the EU VET framework beyond 2025, shaping the future of European VET.

As Europe continues to navigate the challenges and opportunities of the modern educational landscape, the need for strategic partnerships and innovative programmes is more critical than ever. These initiatives must combine excellence with inclusivity to enhance the appeal of VET, ensuring it remains a strong pillar of the continent’s educational and economic development.