European Qualifications Framework

What is the European Qualifications Framework (EQF)?

The European Qualifications Framework (EQF) is a European-wide qualifications framework which joins the qualifications of different EU members together. In a way, it is a translation of different national qualifications which makes qualifications in different EU countries easier to understand. The EQF aims to facilitate mobility of students and workers within the EU in order to encourage development mobile and flexible workforce throughout Europe and to help develop lifelong learning. The EQF is voluntary and the member countries are not obliged to cross reference their frameworks but the number of completed cross references is expected to increase in the near future.

What Does the EQF Offer?

The EQF enables the learners, learning providers and employers to compare qualifications between different national systems. This is thought to help increase mobility in the labour market within and between the countries because it makes it easy to determine a person’s level of qualification which in turn will improve the balance between demand and supply of knowledge and skills.

Which Qualifications the EQF Covers?

The EQF is a lifelong learning framework and covers all types of qualifications ranging from those acquired at the end of compulsory education (Level 1) to the highest qualifications such as Doctorate (Level 8 in the QCF and Level 12 in the SCQF). It also includes vocational qualifications. Just like the QCF, the EQF consists of 8 levels which indicate the difficulty level. And just like the QCF as well as the SCQF, the EQF is focused on the outcome of learning and the person’s actual knowledge and skills rather than the amount of study needed to complete the qualification programme.

What the EQF Does Not Do?

The EQF is intended to provide information and facilitate comparison between different national qualification systems. But it will not:
• replace the national qualifications or require any adjustments
• include or reference individual qualifications
• have any regulatory role or power
• have any qualification awarding functions or power
• describe levels of qualifications in terms of outcome of learning

How Does the EQF Relate to the Bologna Process?

The framework that was adopted by the Bologna Process covers three cycles of higher education qualifications – 1st cycle which usually awards the Bachelor’s Degree, 2nd cycle awarding the Master’s Degree and the 3rd cycle which awards the Doctoral Degree. The EQF, on the other hand, is designed as a lifelong learning framework and as a result, it covers all qualifications including but not exclusively academic ones like the Bologna Process.

Levels in the European Qualifications Framework (EQF)

The learning outcomes are defined in terms of:

Knowledge: in the context of EQF, knowledge is described as theoretical and/or factual.
Skills: In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).
Responsibility and autonomy: In the context of the EQF responsibility and autonomy is described as the ability of the learner to apply knowledge and skills autonomously and with responsibility.

Level 1 - learning outcomes

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Knowledge

Basic general knowledge

Skills

Basic skills required to carry out simple tasks

Responsibility and autonomy

Work or study under direct supervision in a structured context

Level 2 - learning outcomes

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Knowledge

Basic factual knowledge of a field of work or study

Skills

Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools

Responsibility and autonomy

Work or study under supervision with some autonomy

Level 3 - learning outcomes

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Knowledge

Knowledge of facts, principles, processes and general concepts, in a field of work or study

Skills

A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

Responsibility and autonomy

Take responsibility for completion of tasks in work or study; adapt own behaviour to circumstances in solving problems

Level 4 - learning outcomes

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Knowledge

Factual and theoretical knowledge in broad contexts within a field of work or study

Skills

A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Responsibility and autonomy

Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities

Level 5 - learning outcomes

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Knowledge

Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge

Skills

A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems

Responsibility and autonomy

Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others

Level 6 - learning outcomes

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Knowledge

Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others

Skills

Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study

Responsibility and autonomy

Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups

Level 7 - learning outcomes

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Knowledge

Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research

Critical awareness of knowledge issues in a field and at the interface between different fields

Skills

Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields

Responsibility and autonomy

Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams

Level 8 - learning outcomes

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Knowledge

Knowledge at the most advanced frontier of a field of work or study and at the interface between fields

Skills

The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice

Responsibility and autonomy

Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research

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