Germany 2024

The DQR has reached operational status. For example, the framework, along with the DQR database provides broad information on qualifications, improving the transparency within the qualifications system (European Commission & Cedefop, 2022).

There are two distinct procedures for introducing qualifications awarded both within and outside formal education and training into the DQR. The B-L-KS has the overall responsibility for managing these procedures.

Regarding formal qualifications, the first step was to include and level qualifications from all education subsystems to the DQR in 2012. They have served as anchor or reference qualifications for the further levelling of additional qualifications. Institutions responsible for the legal regulation of formal qualifications (i.e. qualifications regulated by the government at federal or State level) should submit a proposal to the B-L-KS for inclusion in the DQR. The proposal includes a template providing detailed information (legal basis, curriculum, examination regulations, and other relevant documents, e.g. standards) on the individual qualification or qualification type (in the case of a qualification type, the template should include a detailed description of an anchor qualification) and a justification for the suggested DQR level for the qualification (type). The applying institution is responsible for ensuring the accuracy of and validating the suggested DQR level. The B-L-KS reviews the proposal in cooperation with the DQR working group to ensure coherence with the DQR. Consensus is required to reach a decision ([11]More information (in German) can be found in the DQR handbook.). New or updated formal qualifications that fall under a qualification type already included in the DQR are automatically added to the framework after the official directory of recognised training occupations is updated (this occurs once per year). This en bloc inclusion is used for IVET and several CVET qualifications (B-L-KS, 2013; European Commission & Cedefop, 2024).

The B-L-KS and DQR working group have agreed on a procedure for the inclusion of qualifications awarded outside formal education and training. The procedure is currently in its initial phase. Qualification providers (typically private or public organisations and civil society actors) are responsible for submitting a proposal, accompanied by a dossier containing curriculum documents and other supporting material. The dossier is reviewed by three independent experts, commissioned for this task by the B‑L‑KS, against the descriptors of the targeted DQR level. On-site visits by the reviewers can be arranged if needed. The reviewers' evaluation report and joint recommendation are forwarded to the B‑L‑KS and DQR working group. The final decision is taken by consensus between the two bodies. The procedure involves a fee (currently EUR 4 500), paid by providers, to cover the cost of the external reviewers. Qualification providers may request detailed information directly from the B-L-KS (European Commission & Cedefop, 2024).

DQR/EQF levels are indicated on VET certificates from level 3 and above, as well as the relevant Europass certificate supplements. It is planned that DQR/EQF levels also be indicated on the certificates for qualifications awarded outside formal education and training. The DQR qualifications database indicates the DQR/EQF levels of all qualifications (European Commission & Cedefop, 2024). It is intended for DQR/EQF levels to be automatically included on VET certificates; several responsible bodies, such as chambers, have already begun implement this ([12]Source: internal communication with the Federal Ministry of Education and Research.).

The DQR website is the main communication tool, targeting the broader public (European Commission & Cedefop, 2024).The DQR handbook outlines the criteria and procedures for including qualifications in the framework. It targets three main groups: competent institutions in the different education sectors, the professional community, and citizens (European Commission & Cedefop, 2022).

Implementation of the DQR is a joint process involving a broad range of stakeholders across various parts of education and training and the labour market; all stakeholders use their own channels to communicate the DQR to their respective target audiences.

All DQR qualifications are included in the DQR qualifications database (1 346 as of September 2024). The function 'Qualification search' (Qualifikationssuche) informs users about the DQR level of a specific qualification, or about which qualifications are allocated to a given level. The database provides, for each qualification, information in German and English about the qualification title, DQR/EQF level, education field, description (as an open text) of what the learner is expected to know, understand and able to do, as well as the awarding body or competent authority, entry requirements, and pathways to acquire the qualification (European Commission & Cedefop, 2022).

There is variation in the learning outcomes descriptions. They can be presented either as running text or as bullet points, while their length varies accordingly. Shortened or summary versions of these descriptions are used in Europass certificate supplements and Europass diploma supplements. The database and the corresponding list of qualifications are updated annually to reflect newly assigned qualifications and/or changes in the scope of already levelled qualification types. The database is connected to the Europass platform (via the Qualifications Dataset Register), and the DQR website includes links to the Europass portal and the Federal Employment Agency's portal ([13]Database for profession and training opportunities available in German: Berufenet.) (European Commission & Cedefop, 2022).

The DQR enjoys a high level of awareness and usage among the organisations responsible for awarding DQR qualifications. For example, the DQR level descriptors are used to restructure initial and continuing VET training regulations and plans. There is also ongoing interest among providers of non-formal and private qualifications, who use the DQR descriptors as a competence model when designing qualifications.

Citizens, overall, have moderate awareness of the DQR. They regularly contact the B-L-KS seeking information about the positioning of a specific qualification within the DQR, or about the requirements for achieving a qualification at a particular DQR level. Such enquiries suggest that learners are, to some extent, aware of the DQR and consider it when deciding which learning opportunity to pursue. Workers and jobseekers, seeking employment or further learning, often request information on whether a qualification is recognised by the labour market, or whether qualifications assigned to the same DQR level are equivalent. The volume of such enquiries has remained stable since 2020 (European Commission & Cedefop, 2022; 2024).

There are no explicit data referring to the use of the DQR by labour market stakeholders. However, as representatives of labour market actors are members of the DQR working group and involved in the design and renewal of qualifications, for example in VET, they are aware of the framework and use the DQR and its level descriptors. Experience also indicates that vacancy notices sometimes specify the DQR level of the required qualification. Occasionally, the B-L-KS receives questions from employers (particularly from the public sector) about the implications of DQR levels for job openings and recruitment procedures. Trade unions use the DQR in campaigns to promote parity of esteem between vocational and general education. In general, labour market representatives have a high level of awareness, but make moderate use of the DQR (European Commission & Cedefop, 2022; 2024).

The DQR has enhanced the transparency and comparability of qualifications across different subsystems of the formal education system. This function of the framework has been supported by the DQR database and the use of learning outcomes as a common language that bridges different education subsystems. The opening-up of the DQR to qualifications awarded outside formal education and training is expected to improve transparency and comparability of qualifications further (European Commission & Cedefop, 2022; 2024). The DQR has facilitated transparency between VET and higher education, thereby impacting accreditation practices. For example, universities and universities of applied sciences increasingly use the DQR in procedures for accrediting competences acquired in other education subsystems. The DQR has contributed to promoting permeability in education and training, helping reduce barriers between sectors and institutions. It is also reported that the DQR has significantly strengthened parity of esteem, especially between VET and higher education. With the allocation, introduction, and development of VET qualifications at DQR levels 6 and 7, this parity became more visible. This is also reflected in the increasing willingness of universities to recognise competences acquired outside higher education. However, this has also led to some confusion, as some learners or jobseekers have mistakenly assumed that parity of esteem implies equivalence and interchangeability between different education and training subsystems (European Commission & Cedefop, 2022; 2024).

The DQR has influenced the design of qualifications standards. For example, the level descriptors are increasingly used in the non-formal sector when designing qualifications. Although quality assurance bodies do not directly use the DQR, it does influence the quality assurance of regulated continuing VET qualifications; its competence model and level descriptors serve as one source of information among others when formulating quality criteria. Further, the DQR can be viewed as offering an additional mark of quality, since the inclusion of a qualification in the framework requires evidence that it is supported by adequate quality assurance measures (European Commission & Cedefop, 2024). The institutional framework of the DQR promotes dialogue and cooperation among education and training subsystems. The B-L-KS is composed of representatives from ministries responsible for general, vocational, and higher education, while the German Rectors' Conference is a member of the DQR working group. In parallel, the working group provides a platform for cooperation between education and the labour market (see Chapter 5) (European Commission & Cedefop, 2024).