Global National Qualifications Framework Inventory: Country Cases from EU and ETF Partner Countries

Certificates, diplomas and titles are commonly known as qualifications. Their purpose is to show employers, training providers, and individuals what the person holding the qualification has learned and can do. Every country issues many different qualifications, but for the European labor market to work as intended--that is for European citizens to be able to work in any European Union (EU) country--employers, schools, and education authorities need to understand what qualifications from other EU countries represent. The ETF (European Training Foundation) is an EU agency that helps transitional and developing countries to harness the potential of their human capital through the reform of education, training, and labour market systems in the context of the EU's external relations policy. The European Centre for the Development of Vocational Training (CEDEFOP) helps to achieve mutual understanding by contributing to the concept, design, development and implementation of common European instruments and principles in education and training. These are designed to help people progress through education and training to change career, move abroad for work or further education. The principles are expected to lead to greater consistency in employment, education and training policy throughout Europe. In addition, European Skills/Competencies, Qualifications and Occupations (ESCO) aims to provide a single language for all job seekers, employers, and educators. This report provides an inventory of recent National Qualifications Framework Developments in European Training Foundation Partner (ETF) countries. Countries from the following world regions included in this report are: (1) Western Balkans & Turkey; (2) Southern & Eastern Mediterranean; (3) Eastern Europe; and (4) Central Asia. Information provided here for each of the countries in a region includes such topics as: (1) Challenges needing to be addressed; (2) Main policy objectives; (3) Involvement of stakeholders and legal arrangements; (4) Levels, descriptors, and the use of learning outcomes; (5) Progression Pathways and Recognition and Validation of non-Formal and Informal Learning; (6) Referencing to regional framework; and (7) Important lessons and future plans. A bibliography is provided as well as a list of acronyms and abbreviations to assist in understanding and interpreting the information provided in this report.