Allocating qualifications to the German qualifications framework

Policy development
Practical measure/Initiative
Germany
Download PDF version
Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28136

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The National qualifications framework for lifelong learning in Germany (Deutscher Qualifikationsrahmen für lebenslanges Lernen, DQR) has eight levels and is based on learning outcomes. The DQR was referenced to the European qualifications framework (EQF) in 2012 and was given official status in May 2013. VET qualifications are present on nearly all DQR/EQF levels except level 8; 3-year apprenticeships lead to level 4.

The DQR was developed under the joint responsibility of the Federal Ministry of Education and Research (BMBF) and the Standing Conference of the Ministers of Education and Cultural Affairs (KMK). To develop the DQR and coordinate the process, they set up a Federal-Länder Coordination Group DQR (B-L-KG DQR), which also included the Federal Ministry of Economics and Climate Action (BMWK) and the Conference of Ministers of Economics. Other relevant stakeholders are also involved in the development and implementation of the DQR, such as higher education and VET institutions, social partners and business organisations, as well as experts from academia and practice.

Objectives

Goals and objectives of the policy development.

The German qualifications framework (DQR) was developed to make the German education system more transparent. Referencing the DQR to the European qualifications framework (EQF) makes it easier to compare qualifications, in Europe and in Germany. This supports the mobility of learners and workers.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2016, 21 qualifications from regulated further training were allocated to the DQR. The Federal Ministry of Education and Research (BMBF) commissioned a study on the use of the DQR by main target groups: learners, employees, employers, and education providers. The final report with recommendations for action was published in December 2016.

In 2017, for the first time, further vocational training qualifications were assigned to DQR levels 6 and 7. General education qualifications were assigned to Level 2 (lower secondary school leaving certificate), Level 3 (intermediate secondary school leaving certificate), and Level 4 (higher education entrance qualification). Thus, in addition to the equivalence of vocational and higher education, the equivalence of vocational and general education was made visible. Criteria and procedures to include non-formal (not State-regulated) qualifications in the DQR have been developed and tested since 2017. The DQR is updated every year; the updates reflect the creation of new qualifications and changes in the existing qualifications. For example, training and further training ordinances that are uniformly regulated throughout Germany or vocational qualifications that are regulated by State law are modernised or new ones are created to meet the current requirements of business, politics and society.

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

At their meeting in April 2019, the DQR committees decided on further allocations of further training qualifications assigned to DQR levels 5 and 6.

In August 2019, the list of qualifications assigned to the DQR was updated.

2020
Implementation

In June 2020, the BIBB published a position statement on the DQR. The President of the Federal Institute for Vocational Education and Training (BIBB) spoke in favour of making the German qualifications framework (DQR) more binding and more effective, thereby supporting equivalence, permeability and lifelong learning in the entire education system. VET, in particular, will become more attractive.

2021
Implementation

In August 2021, the list of qualifications assigned to the DQR was updated.

2022
Implementation

In August 2022, the list of qualifications assigned to the DQR was updated. The discussion about formalising the qualifications framework has gained new impetus.

2023
Implementation

In August 2023, the list of qualifications assigned to the DQR was updated.

2024
Implementation

In August 2024, the list of qualifications assigned to the DQR was updated.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Federal Ministry of Education and Research (BMBF)
  • Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
  • Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
  • Federal States (Länder)
  • Federal Ministry of Economic Affairs and Climate Action (BMWK)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Adult learners
  • Persons in employment, including those at risk of unemployment

Entities providing VET

  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Further developing national quality assurance systems

This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Germany

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Allocating qualifications to the German qualifications framework: Germany. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28136