Vocational education and training - VET

This policy brief contributes to better understanding of national qualifications frameworks (NQFs) in Europe by providing insights into their main characteristics, scope and coverage, along with a discussion on their impact and the extent to which they are used.

The analysis is based primarily on information from Cedefop’s European inventory of NQFs, which was updated in cooperation with the European Commission, the ETF and the countries participating in the EQF process.

Volume I continues the role set by previous editions, presenting insights and knowledge from different contexts where regional and national qualifications frameworks are in place across the world. It serves as an observatory, shedding light on advancements and identifying areas that need improvement in line with emerging trends and policy priorities.

The second part of this two-volume publication provides an update on the progress made in establishing and implementing national and regional qualifications frameworks around the world since 2019.

It includes information on national frameworks’ objectives, functions and institutional arrangements, along with insights on their impact and future priorities. It is the result of cooperation between Cedefop, the ETF, UNESCO and the UNESCO Institute for Lifelong Learning.

After nearly a decade-and-a-half, the implementation of the Ethiopian Qualification Framework (EtQF) is set to start but, despite a recent update of the consultative document informing the framework’s further development, more work may be necessary for it to become a reality.

Artificial intelligence is developed on the basis of knowledge, understanding and the ability to act developed on the basis of academic research, teaching and learning. This is the traditional definition of learning outcomes, but AI raises issues that concern the important fourth dimension of learning outcomes – the willingness to act.

As the Council of Europe’s Reference Framework of Competences for Democratic Culture emphasises, we may be able to do things that, for ethical and other reasons, we should abstain from doing.

The European Commission has published ethical guidelines on the use of AI and data in teaching and learning, while the Council of Europe has published a book on AI and education seen through the lens of democracy, human rights and the rule of law.

What may be the gut reaction of many people, at least those of my generation – to say that we do not want to relate to AI or that we must somehow try to block its use – is not an option. The question is not whether higher education will need to deal with AI, but how we should do so.

That also holds true for the recognition of qualifications.

The classic case is one where a credentials evaluator examines a well-documented application by an individual who wishes to use his or her qualifications in a country other than the one in which the qualifications were earned. Thus, the qualifications must be assessed and given value in another education system and qualifications framework.

The methodology builds on at least two key assumptions: the documents are authentic and they certify the successful completion of academic work undertaken by the holder of the qualification. In other words, the documents have been issued by the institution whose name appears on the diploma, and the person named is the one who has earned the qualification.