Advanced search

The education ministry initiated new legislation instead of the originally proposed law on lifelong learning, which was previously recommended by the Lifelong learning and counselling strategy for 2021-30 and approved by the government. Although the strategy suggested drafting a new act on lifelong learning, the education ministry decided to submit an act on adult education. Since the development of comprehensive lifelong learning legislation covering learning from cradle to grave would...

The National Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:

1. mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
2. identifying workforce skills to support lifelong guidance and career development;
3. developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...

The most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...

Law No 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by:

1. expanding collaboration between vocational education and training institutions, and
2. strengthening synergies between different levels of the...

The external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.

The external review examines the following aspects:

Governance and management of quality

The review evaluates the comprehensive oversight...

The System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare the...

The following measures are foreseen:

1. development of the professional qualifications system, modernisation of professional standards and the creation and implementation of skills profiles;
2. creating, developing and supporting the implementation of a skills classification and competences catalogue in VET;
3. further development of the jobs and skills forecasting system OSKA, updating of the methodology for general analysis and sectoral surveys, extension of analytical capacity;
4. supporting the...

The government is investing in the development of a skills-oriented labour market. This entails describing the required knowledge, skills and behaviours for the performance of activities in terms of skills: a common skills language, called CompetentNL, is being developed for this purpose. CompetentNL is an online skills dictionary in which all possible skills are categorised and described and which is linked to the complete and continuously updated VET qualification structure. CompetentNL...

There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

1. second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...

The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...

In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.

The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...

An important innovation of the Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult training.

Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...

According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...

In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.

The project is aimed at creating and coordinating a network of further education entities. Within the project, reorganisation of the National register of qualifications (NSK) should take place, consisting of adapting the offer of authorisations to the needs of the labour market and optimising the network of authorised entities that award qualifications, among which are also VET schools. An emphasis will be put on the development of digital competences: educational programmes for the...

Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.

Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...

The project System of verifying qualifications, run by the State Institute of Vocational Education, started in 2019 and is expected to be completed on 1 February 2023. It aims to complement existing qualification standards of the National system of qualifications (NSQ) by developing assessment manuals and to suggest and pilot processes of validation of non-formal and informal learning concerning approximately 300 qualifications. 72 qualification cards placed in the national registry of NSQ...

To realise parity of esteem and increase the visibility and public perception of higher VET qualifications, a discussion on the establishment of a defined educational field for higher VET qualifications was started in 2019 within educational policy. The Ministry of Education commissioned a paper that should form the basis for further discussion and decision-making (Grundlagenpapier). This paper, which was drawn up by ibw, was presented and discussed in a conference with national and foreign...

Under the title Apprenticeship NEW for adults, the Federal Economic Chamber has taken the initiative within its education campaign (Bildungsoffensive) to develop a programme for people with a higher education entrance qualification that leads to a dual VET qualification at NQF/EQF level 5. Through this programme the attractiveness of dual VET programmes for these new target groups should be increased. At the same time, the programme should cover knowledge, skills and competences that enable...

In 2018, the ministry in charge of labour (MROSP) produced the CROQF web portal (currently: portal for advanced labour market monitoring), the central portal of labour market and education indicators. The portal offers insights into current labour market trends, rather than forecasts for the future. It integrates data on employment from the Croatian Pension Insurance Institute (HZMO), data on unemployment from the Croatian Employment Service (HZZ), enrolment in secondary and higher education...

The higher education qualifications framework was approved by the Ministry of Education in November 2018, but has not been included in the Higher Education Act so far. The approval provides a formal basis for the implementation of the document. The final step in the implementation of the Framework will be the development of the self-certification report, which will demonstrate the compatibility of the framework with the overarching qualifications framework of the European higher education area.

In July 2016, the Slovenian Qualifications Framework (SQF) Act came into force, serving as the legal basis for SQF implementation and full operationalisation. The SQF register describes qualifications in accordance with SQF and EQF levels and contains 1 684 qualifications (1 358 educational qualifications, 312 national vocational qualifications and 13 supplementary qualifications). The adoption of the SQF Act in 2016 opened up the system to supplementary qualifications awarded on the labour...

The National curriculum for VET (Nacionalni kurikulum za strukovno obrazovanje) was adopted in July 2018, as the common framework for the development of VET curricula (at CROQF/EQF levels 2-5) in Croatia. It sets out the purpose, values, aims and principles of VET in Croatia and describes teaching and learning processes, including work-based learning and learning cycles. It encompasses qualifications on CROQF/EQF levels 2-5 and defines the curricular framework for VET, which comprises...

The Ministry of Education and Research adopted, in November 2017, a regulation formalising the overall position and status of the NKR. A range of stakeholders were involved (including the Norwegian Agency for Quality Assurance in Education (NOKUT), the Norwegian Association of Higher Education Institutions and the National Union of Students in Norway. A reference group was established with representatives from higher education, upper secondary schools, vocational schools, social partners,...

In 2015-17, NQF and EQF levels continued to be added gradually to qualifications and certificates. The NQF and the levelling of qualifications thus became a visible part of national education databases. The framework is operational and forms an integral part of the Danish education and training landscape. Two (interconnected) websites are available: the nqf. dk website, which targets the international public; and the ug. dk website, which provides the national public with comprehensive...

In 2017, Portuguese legislation introduced a National credit system for VET in line with ECVET principles, which was intended to support permeability between VET pathways and higher education, as well as mobility within Europe. A major priority is that the system supports adult qualifications. It applies to level 2, 4 and 5 qualifications of the national qualifications framework, QNQ (Quadro Nacional de Qualificações). It also applies to certified training programmes/courses, which are...

In 2015, the National Agency for Qualification and VET (ANQEP) introduced a new methodology for designing qualifications based on learning outcomes. It applies to VET qualifications at levels 2, 4 and 5 of the NQF.

Since 2016, ANQEP has been organising and monitoring several training courses for coordinators and trainers from professional schools where qualifications will be developed according to this new methodology. It has also been carrying out training sessions for the different VET...

The 2016-19 action plan for education includes the aim to develop a national policy on the recognition of prior learning (RPL) (objective 2.1, action No 44) by 2018. The 2025 National skills strategy that was published in 2016 has, among its objectives, the development of a system for RPL and better recognition of workplace learning in support of lifelong learning. In 2017, QQI published policies and criteria for validation in FET. RPL is also a part of the review of the national framework...

Established in 2003, the Irish national framework of qualifications (NFQ) is a 10-level, single national entity through which all learning achievements may be measured and related to each other. Underpinned by quality assurance principles, the Irish NFQ describes qualifications in the Irish education and training system and sets out what each qualification says about what learners know, understand and are able to do. It also sets out qualifications pathways from one NFQ level to the next.

In...

The Italian context has been characterised in recent years by reform processes aimed at building an Italian lifelong learning system and a national system of skills certification. The several acts adopted, including the inter-ministerial Decree of 30 June 2015 regarding the QNQR (National framework of regional qualifications) and the inter-ministerial Decree of 8 January 2018, defining the QNQ (the Italian national qualifications framework), in line with the European principles for the...

The Law 92/2012 on the reform of the labour market defines for the first time in Italy the validation of non-formal and informal learning, as one of the key elements to ensure and implement lifelong learning in a comprehensive and systematic manner, establishing rules and regulatory requirements (standards) concerning the characteristics of the system and the stakeholders involved, ensuring transparency, usability and broad accessibility of validation/certification services (IVC).

In recent...

In June 2015, an inter-ministerial Decree (signed by the education and labour ministries) introduced an operational framework for the recognition of regional qualifications and related skills competences at a national level (National framework of regional qualifications, QNQR). The agreement was endorsed by an inter-ministerial decree signed in June by the education and labour ministries. Mutual recognition of regional qualifications and standard procedures (including the issuing of final...

In 2013, the Legislative Decree No 13 article 8 sets up the National repertory of education and training and professional qualifications.

In 2014, the National Technical Committee was established and works for the development of the National repertory that is a comprehensive collection of national, regional and sectorial repertories existing and encoded by the entitling bodies. The entitling bodies are the qualification authorities: education ministry (for school and university...

A national strategy on lifelong learning has been defined, together with the implementation of legislative norms on the identification and validation of competences acquired in different contexts, through which the National system for the certification of competences has been launched. Since 2012, as a consequence of the Recommendation for validation of non-formal and informal learning (2012), a national legal framework on validation of competences has been progressively developed in...

The 2015 National vocational education and training policy proposed measures to:

1. mainstream modular structures (as they allow for unit transfer) by 2017;
2. use ECVET for MQF/EQF levels 1 to 4 and ECTS for VET and academic qualifications at levels 5 to 8;
3. base validation processes and assessment on ECVET.

All courses at EQF/MQF levels 1 to 4, including part-time ones, are modular-based on units and follow ECVET recommendations. Similarly, courses at EQF/MQF levels 5 to 8 are modular-based and...

The National vocational and training policy mapped the VET sector in Malta and identified areas for future actions.

In 2016, the National Commission for Further and Higher Education (NCFHE) published the fourth revised edition of the referencing report that sets the parameters for all qualifications and awards that can be conferred in Malta. It reflects on the range of current reforms representing a move towards a more modular based concept as building blocks for qualifications. Such an approach is intended to allow for and promote lifelong learning for non-traditional learners. It calls for better...

The compulsory education system has reviewed all its curricula in terms of learning outcomes and will be introducing them as from the academic year 2019-20.

The development of the SKKR has been a lengthy process. It progressed in parallel to the wider reform of VET and involved various stakeholders. Work on the SKKR and the national qualifications register (NQR) has been closely related: the description of qualifications, in terms of standards, forms the content of the register; their levelling is the content of the SKKR. Together with representatives of the sectoral council and other stakeholders, 1 000 qualifications, including standards, had...

The so-called 'shortened studies' (ISCED 353) were put in place in 2015/16 in line with the Act on VET (61/2015). They target young people and adults who want to broaden or deepen their qualification or acquire another one to improve their employability. Based on the mainstream three-year programme, they focus on occupation-related areas and last either one or two years, depending on learners' previous field of study. Two-year studies lead to a certificate of apprenticeship; participants of...

In September 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...

The legal basis supporting the Swedish national qualifications framework (SeQF) came into force on 1 October 2015. The SeQF was referenced to the European qualifications framework (EQF) in June 2016 and can be considered to have reached (an early) operational status. It is operated by the National Agency for Higher Vocational Education assisted by a council comprising representatives from social partners, national education and employment agencies and student organisations. A register of...

The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.

In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1 qualifications...

The Romanian national qualifications framework was referenced to the EQF in April 2018 and the next revision of the referencing report is foreseen to take place in 2023.

The 2015 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification ('awarding bodies'), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.

Also, new rules on the recognition of...

The PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.

While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...

The in 2018 Work-based Learning and Apprenticeship Act stipulates that the VET provider is responsible for identifying and supervising the suitability of sponsors and trainers and ensuring that trainers must have sufficient technical experience, technical qualifications and personal competences. The act specifies technical qualifications as a certification recognised by the Malta qualifications framework (MQF) or by international qualification structures recognised by industry in a technical...

The Latvian qualifications framework (LQF) is a comprehensive eight-level framework covering formal education and training, including VET. It is a framework for developing standards and qualifications, and promoting quality in education and training.

All VET diplomas include a reference to LQF.

Social partners (employer and employee organisations) have been actively involved in the design of the implementing regulations of apprenticeship through participation in the sectoral expert councils. The 2017 amendments of the VET law strengthen the role of the councils in their various roles: promote cooperation between companies and schools; evaluate and collect information about the companies involved in apprenticeship; consult companies on issues related to apprenticeship; evaluate the...

The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres de...

A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...

For 2015-17, the main emphasis in the education ministry was the elaboration of proposals that a specific working group delivered in 2015. The main ideas of the working group were:

1. the school should be responsible for the training of learners throughout their studies, including the workplace training;
2. the basic education at the commencement of VET needs to be broader and more subjects need to be offered for those who have not yet decided what they would like to study;
3. to develop further the...

In 2016, the National Office of VET and Adult Learning introduced VET framework curricula for vocational grammar schools. Designed by the working committees of the Chamber of Commerce and Industry and based on national standards and examination requirements, the curricula, apart from vocational competences and skills, also include personal, interpersonal and methodological competences and set out appropriate learning methods.

The HuQF was referenced to the European qualifications framework (EQF) in February 2015. Consideration is being given to introducing qualifications acquired in non-formal learning contexts, as well as some remaining CVET qualifications, master craftsman, and postgraduate specialisation programmes. Strengthening the learning outcomes approach has been identified as a key area for further work.

The HQF was referenced to the EQF in 2015 but self-certification against the qualifications framework for the European higher education area (EHEA) remains a challenge.

In 2017, a ministerial decision on a quality framework for VET curricula was adopted. The content of the decision included the definition of learning outcomes, the connection with occupational profiles and issues regarding the design of VET curricula.

Moreover, as a consequence of Law 4485/2017 (Official Gazette...

The key element of the 2016 strategic framework was the design and implementation of the post-secondary apprenticeship year, which is offered by vocational upper secondary schools (EPAL). For the establishment of its regulatory basis, a demanding legislative process was needed (for example, through regulating the EPAL apprenticeship year, setting the quality framework for apprenticeships, introducing pilot apprenticeship programmes). Law 4610/2019 integrated all the amendments related to...

In 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.

Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.

These skills/areas of competence are: conducting research and information monitoring,...

In 2015, social partners created a professional certificate which recognises basic knowledge and skills needed for the workplace (Certificat de connaissances et de compétences professionnelles). To enhance training for illiterate individuals seeking to earn this certificate, nationally referred to as Cléa, the national agency for literacy (Agence nationale de lutte contre l'illettrisme, ANLCI) created a correspondence chart. This chart effectively links the competences from the ANLCI...

In the reporting period, work to adapt the current five-level structure of the French framework to the eight-level structure of the EQF was carried out. Article 31 of the 2018 Law for the freedom to choose one's professional future introduced a new vocational qualifications framework, which establishes the correspondence between the national five-level structure and the EQF levels. The EQF NCP for France is, as of 1 January 2019, hosted by France Compétences.

Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...

The Act on the Finnish national framework for qualifications and other competence (Act 93/2017) and the related government Decree (120/2017) entered into force in March 2017. The framework covers the entire education/qualifications system. In this framework, the qualifications, syllabuses and other extensive competence modules of the Finnish national education system were classified into eight levels based on learning outcomes. The referencing to the EQF was completed in December 2017.

As part of the 2018 reform the Ministry of Education confirmed in February 2017 the restructuring of vocational qualifications as of January 2019. The number of vocational qualifications has decreased from 351 to 164 (43 vocational qualifications, 65 further vocational qualifications and 56 specialist vocational qualifications). The new qualification structure, which is composed of broader qualifications, helps individual learners better organise their competence development in a more...

The EstQF was referenced to the EQF in 2011. Following the VET reform in 2013, the referencing report was revised and updated in 2016 to include developments in the education system.

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...

In 2017, the Ministry of Education approved a proposal for revising the national curriculum for upper secondary education (RVP) and the educational programmes of individual schools (SVP). The revision of curriculum documents is among the national priorities until 2020.

The guiding principles for the revision process are permeability, quality, flexibility, learner orientation. Revision of the national curricula of IVET programmes, particularly the work-based learning elements in school-based...

Proposals for legislative and institutional changes aiming to improve the transition from school to labour market by extending the duration of in-company training; in EQF 4 programmes, workplace internship usually takes two weeks only, hence the proposal for extension to eight weeks.

Some schools, especially those offering hospitality and tourism programmes, have already extended the length of practical training in their curricula. Proposals prepared by the Pospolu project will be further...

The CyQF was referenced to the EQF in February 2017. A more thorough analysis of the System of Vocational Qualifications (SVQ) and how it is connected with formal education was presented to the EQF advisory group. The CyQF booklet, which provides full information on the CyQF and its social benefits, was prepared and circulated to all stakeholders. The implementation of the CyQF is progressing smoothly. The referencing report will be updated when there are changes in the Cyprus education...

On 18 May 2017, the Council of Ministers approved the establishment of the National Qualifications Authority, with the mandate to:

• further improve quality assurance systems in education and training;
• monitor and integrate in the CyQF the scheme for the validation of non-formal and informal learning after its completion;
• monitor the CyQF/EQF levels on the certificates, diplomas and Europass documents;
• further strengthen the legal aspect of CyQF;
• develop a registry for the CyQF.

The National...

Since the academic year 2017/18, the EQF/NQF level of the occupation in which the qualification is acquired is stated in the completion documents: the 'vocational qualifications certificate' and the 'vocational training certificate for part of the profession'. This applies both for young and adult learners. Changes to legislation are still needed to support the setting up of the BQF. A working group has to be established to prepare these amendments. The framework is not yet operational. The...

The Francophone qualifications framework for lifelong learning (CFC) was formally adopted in February 2015. A steering and positioning authority has been operational since 2016. This body is tasked with managing the implementation of the CFC, including positioning qualifications. In the first stage of implementation, only qualifications delivered by public providers will be included. The qualifications directory was opened in August 2017, making it possible to position qualifications for a...

In February 2017, the French Community Parliament adopted and the Ministry of the French Community approved the Decree on dual learning programmes in adult education, leading to certificates of value equal to that of upper secondary school-based VET programmes (nationally referred to as full-time programmes).

The programmes are specifically targeted to sectors experiencing skills shortages. The qualification certificate issued for a dual learning programme can be referenced to the national...

There is increased cooperation between different validation providers (inside as well as outside education) and the willingness to create a single framework linking validation processes to the Flemish qualifications framework (FQF). In July 2015, the concept for an integrated framework for validation in Flanders was approved by the Flemish government; a task force was set up to develop the integrated policy framework and to draft a decree on validation. A cost-benefit analysis has been...

In 2016 arrangements were made to facilitate the update of the content of the professional qualifications and to provide partial qualifications. Professional qualifications have been levelled individually (as opposed to being placed as a block) in a process involving the main social partners. Since 2017 it is possible to update the content of the professional qualifications. The procedures take into account the nature of the changes: technical or substantive changes, changes with or without...

On the 26 April 2019, the Flemish Government approved a new Decree on common principles about the quality assurance of training (and validation) pathways outside the formal education system, leading to professional qualification, formally linked to the Flemish qualifications framework (Vlaamse kwalificatiestructuur). The decree prescribes the terms for certifying professional qualifications by regulating the conditions for quality control at the level of the provider and that of the training...

A new Engineering Act (IngG 2017) came into force on 1 May 2017. Graduates of VET colleges of engineering (HTL) or of VET colleges in the agricultural and forestry/environmental sector (HBLA) who have a minimum of 3 years relevant professional experience, can now apply for certification to obtain the formal engineer qualification (Ingenieur, NQF/EQF level 6).

Beside the engineer qualification discussed above, application for certification is also allowed for other qualifications comparable in...

The NQF development and implementation process is the responsibility of the Ministry of Education, Science and Research (BMBWF). It is supported by the NQF Steering Group, which includes representatives from all ministries, the higher education area, the social partners, continuing education and training as well as the provinces. Quality assurance steps to improve procedures and processes have been taken continously. These are coordinated by the National Coordination Point (NCP), and all...

The federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications came into force in July 2016. It was introduced by the Federal Ministry for Europe, Integration and Foreign Affairs, which was the main responsible body for integration issues until 2020 when the integration agenda was transferred to the Federal Chancellery. A federal recognition portal was established by the Integration Fund (ÖIF), along with information centres,...

The policy development refers to a comprehensive process for aligning master craftsperson qualifications to the requirements of the NQF. The concept includes the definition of learning outcomes, the preparation of training documents, the development of guidelines for the design of examinations, the preparation of examiners and the provision of information to potential candidates and companies. The approach is intended to ensure compatibility with both the NQF and the trade regulations...