Netherlands 2024

The development of the NLQF was prompted by the 2008 Council recommendation on the EQF. The NLQF is operational. The adoption of the NLQF Act gives new impetus to implementation actions and strengthens the NLQF's role in promoting lifelong learning (European Commission & Cedefop, 2024).

The EQF-NCP develops, in cooperation with the education ministry, a multiyear policy plan on which the annual action plans are based. The 2024-28 policy plan describes the vision, mission, key objectives, and governance structure of the NLQF. The main focal points include providing information on the NLQF and EQF, managing the NLQF, including non-formal qualifications and managing the register of non-formal qualifications (European Commission & Cedefop, 2024).

Including formal qualifications in the NLQF is the responsibility of the education ministry. All formal qualifications have been levelled to the NLQF, following a batch approach. Each level of the education system has been linked to an NLQF level. For instance, the VET system has four levels; since level 4 is linked to NLQF level 4, all level 4 qualifications are linked to NLQF level 4. The Cooperation Organisation for VET and the Labour Market is responsible for maintaining the framework and files of regulated VET qualifications. The organisation uses the NLQF level descriptors as VET level descriptors and develops new qualifications files, based on those descriptors. The minister approves the files, which also include the NLQF level. New regulated higher education qualifications are included in the NLQF based on accreditation by the NVAO (NLQF NCP, 2019).

The EQF-NCP is responsible for including non-formal qualifications in the NLQF. Requests from private training providers, companies, sectors, or examination bodies can be submitted through a digital application system. Initially, the procedure includes a validity check on the provider as a conditional step (for first-time applicants). This step ensures the trustworthiness of the organisation, looking at aspects such as legal status, property rights, sustainability, and quality assurance. Approved quality assurance arrangements include accreditation by the Accreditation Organisation of the Netherlands and Flanders, supervision by the Inspectorate of Education, fulfilment of the criteria of International Organization for Standardization standard 9001:2008/2015, and supervision by the Stichting Examenkamer. In the absence of an approved external quality system, an on-site organisational audit is carried out. Validation is granted for six years, during which the applicant can submit qualifications for inclusion and levelling.

Subsequently, the training provider applies for level classification in the NLQF by suggesting the most appropriate level for a qualification, based on a comparison of its learning outcomes with the NLQF level descriptors. Qualifications should be concluded with a summative assessment that is independent of the learning path and be labour market-relevant or have a substantial number of study hours ([7]Initially, only non-formal qualifications with a minimum of 400 hours of nominal study time could be included. Now, smaller qualifications can also be included.).

The EQF- NCP is supported by 17 external experts and four auditors, as well as by the programme council, the quality commission, the classification commission, and the appeal committee. Initially the EQF - NCP checks if the application is complete to give the green light for the procedure to begin. The programme council decides on the validity of providers, based on advice from the quality commission (which, depending on approved quality assurance arrangements, considers a report drafted by either the applicant or one or two independent auditors) and the classification commission (which makes recommendations on qualification levels based on assessment by a team of independent experts). The programme council also makes the final decision on the levelling of non-formal qualifications, based on advice from the independent classification commission (which considers a report drafted by two independent education experts). The 'best fit' principle is used for level classification. The programme council and the two commissions are each include at least of one representative of the labour market, one of the formal education sector, and one of the non-regulated education and training sector. Validity checks cost between EUR 1 000 and EUR 2 400, depending on whether an approved quality assurance system is in place. Submitting one qualification for inclusion costs EUR 2 400. Re-evaluation of organisational validity and of the qualification classification (every six years) costs EUR 1 000 each. The procedure takes 13 weeks in total (European Commission & Cedefop, 2024). In cases of a positive decision, the qualification is included in the NLQF register of non-formal qualifications; the registration is valid for six years (NLQF NCP, 2019; NLQF NCP 2025) ([8]More information in English on the EQF-NCP website.).

The procedures for including international qualifications in the NLQF are essentially the same as those for non-formal qualifications. However, there is the further condition that the organisation granting the international qualification must be a Dutch legal entity, registered with the Chamber of Commerce in the Netherlands (NLQF NCP, 2022a).

According to the NLQF Act, the NLQF level is stated on all formal qualifications. The task of level indication is assigned to the EQF-NCP. NLQF/EQF levels are already indicated on all non-formal qualifications included in the framework. EQF and NLQF levels are mentioned in the comprehensive NLQF database and the NLQF register of non-formal qualifications for some VET and higher education qualifications. NLQF/EQF levels are indicated on some Europass certificate supplements and most diploma supplements (European Commission & Cedefop, 2024).

Following the adoption of the NLQF Act, which includes rules on how NLQF communication should be conducted, the education ministry is developing a communication strategy targeting end users and aiming to ensure the effectiveness of the Act. The EQF-NCP has developed an analytical communication plan. It defines key actions and campaigns to promote the positive impact of the NLQF, the use of NLQF levels in job vacancies, and the use of NLQF levels in LinkedIn profiles. The EQF-NCP has created numerous materials and tools to support non-formal providers which have included their qualifications or are aiming to do so (a toolbox, validity and classification application manuals, level indication process tutorials, guidelines for communication and use of the NLQF logo, LinkedIn content and guidelines for the description of qualifications in learning outcomes). It has also produced material to disseminate the NLQF to the broader public (leaflets, videos, facts and figures, the magazine 10 years NLQF, etc.) ([9]More information (in Dutch) on these materials and tools is available on the NLQF NCP website.).

Systematic work has been carried out by the NCP to inform potential stakeholders about the framework. There are information sessions on the EQF and the NLQF for different stakeholders (employers, employees, education providers) and webinars, for example, for HR or career guidance professionals and employer organisations. Annual meetings are held with policymakers, social partners, associations of education providers, and social services (European Commission & Cedefop, 2022; 2024).

The NLQF Qualifications Database covers formal general education and VET qualifications at levels 1 to 4 and 223 non-formal qualifications (in total 1 303, March 2025). Qualifications from higher education are yet to be included. The database includes a comparison function, search and filter functions (EQF and NLQF levels, field, ISCED‑F), education sector, organisation granting the qualification, and awarding body for the qualification, workload (hours) and ECTS), and descriptions of the learning outcomes of the qualifications. It is connected to the Europass platform.

NLQF non-formal qualifications are entered into the NLQF register of non-formal qualifications, which is interconnected with the database. By February 2025, 279 such qualifications were included in the register.

The database and register target education providers, learners, employers, employees, and professionals in the field of education. Their purpose is to provide information on and build trust in NLQF qualifications (European Commission & Cedefop, 2022).

Education and training providers are kept well informed about the NLQF through communication events, workshops and webinars. The growing number of applications for level classification of non-formal qualifications shows that non-formal providers are highly aware of, and use the framework. Formal qualifications in VET and higher education are developed with NLQF level descriptors in mind, and EQF/NLQF levels are included in study guides. Learners' awareness and use of the framework remain low, except for those interested in studying abroad. The new NLQF act is expected to increase awareness by requiring NLQF levels to be indicated on diplomas and certificates. Among workers, jobseekers and employers, awareness and use of the NLQF are also low but improving, partly due to funding opportunities for education and training programmes leading to NLQF qualifications and targeted communication campaigns. NIDAP findings showed that awareness among large enterprises (with more than 1 000 employees) has steadily grown since 2014; in 2023, approximately 20% of respondents knew what NLQF stands for, and another 20% had heard of it but did not know its meaning. Since 2021, NLQF levels have been used (to a limited extent) in job advertisements some employment agreements. Trade unions and employment services are aware of the framework but do not use it extensively (European Commission & Cedefop, 2024).

Recognition authorities and quality assurance organisations are also well informed about the framework. However, it is less well known among guidance and counselling practitioners, though they have recently been included in the EQF-NCP's communication activities (European Commission & Cedefop, 2022; 2024).

Several evaluation studies have assessed aspects of the NLQF over the years, including its implementation, added value, communication and marketing, stakeholders' views on its functioning, and the potential impact of the draft NLQF Law ([10]Hobéon (2013), Ockham Institute for Policy Support (2013, 2017), and Stoel & Wentzel (2014, 2015).).

NIDAP regularly conducts studies to assess the awareness, use and impact of the NLQF. The most recent study measured the NLQF's impact on workers, trainers and employers. The findings were used to improve the level classification procedure and shape the communication plan. The study made the following recommendations (European Commission & Cedefop, 2024):

1. communication efforts should highlight the NLQF's benefits for educators and employers, focus on managers, emphasise how the framework promotes a learning culture, and target employers not yet using the NLQF to ensure awareness continues to grow;
2. the EQF-NCP should inform human resource services about how the NLQF acts as a valuable tool for understanding the level of skills, knowledge and competences of job candidates;
3. the communication strategy should directly target employees.

A previous study assessed the NLQF's impact on participation in lifelong development, focusing on schools, employees and employers, and identified actions to increase awareness and use of the framework (NIDAP & NLQF NCP, 2020). Key elements evaluated included the NLQF's importance and relevance for target groups, the extent of its recognition, reasons for using the framework, possible actions to improve dissemination, and the functioning of the NLQF-NCP. This study contributed to the development of online procedures for the inclusion of qualifications in the NLQF, and led to a decision to focus communication efforts on employers (European Commission & Cedefop, 2022).

The NLQF plays a crucial role in increasing the transparency of non-formal qualifications, especially as many formal providers are exploring the option of offering non-formal qualifications. The NQFL provides employees and employers with information on the quality, content, length, and labour market relevance of these qualifications (European Commission & Cedefop, 2024). Employers viewed the NLQF positively as a system that allows education levels to be compared and determined quickly and clearly (NIDAP & NLQF NCP, 2020). According to the Ockham Institute for Policy Support (2017), the inclusion of non-formal qualifications in the NLQF increases their visibility and value. The NLQF also links various training pathways, creating more opportunities for further learning, clarifying choices, and facilitating decisions on admissions and exemptions. The NLQF has improved the quality of non-formal qualifications by validating providers and classifying qualifications. Applying for NLQF levelling has led to rationalisation of intended learning outcomes, improved examinations, and reflection on training programmes. The EQF-NCP promotes the use of learning outcomes, for example by organising workshops. A strong indication of the NLQF's support for international mobility is the high number of emails the EQF-NCP receives with questions on the topic. However, mobility is sometimes hindered by differing regulations, for example, on recognition at national level (European Commission & Cedefop, 2024).

Regarding the NLQF's impact on participation in lifelong development, stakeholders believe that the NLQF offers clear benefits. Educational institutions with qualifications already levelled to the NLQF intend to continue using the classification in the future (NIDAP & NLQF NCP, 2020). The NLQF's importance is twofold (NIDAP & NLQF NCP, 2020):

1. it is a widely accepted framework that promotes lifelong learning;
2. it supports education at lower levels and strengthens lifelong learning ambitions among less-educated individuals, reducing the risk of segregation.

Inclusion in the NLQF is a prerequisite for courses to access the STAP subsidy, which promotes lifelong learning; this approach will continue with the SLIM subsidy. For schools and education institutions, the main reasons for using the NLQF are the improved quality of education and strengthened corporate identity. Well-organised communication efforts have brought formal and non-formal education subsystems closer together, for example, through information sessions (European Commission & Cedefop, 2024).