The European Qualifications Framework For Lifelong Learning
European
Qualifications
Framework
The european QualificaTions framework
for lifelong learning
http://ec.europa.eu/dgs/education_culture
The european QualificaTions framework for lifelong learning
DescripTors Defining levels in The european QualificaTions framework (eQf)
KNOWLEDGE
SKILLS
COMPETENCE
Each of the 8 levels is defined by
In the context of EQF, knowledge
In the context of EQF, skil s are de-
In the context of EQF, competence is
a set of descriptors indicating the
is described as theoretical and/or
scribed as cognitive (involving the
described in terms of responsibility
learning outcomes relevant to
factual.
use of logical, intuitive and creative
and autonomy.
qualifications at that level in any
thinking) and practical (involving
system of qualifications.
manual dexterity and the use of
methods, materials, tools and in-
struments).
The learning outcomes
> basic general knowledge
> basic skil s required to carry out
> work or study under direct supervi-
relevant to Level 1 are
simple tasks
sion in a structured context
VEL 1
LE
The learning outcomes
> basic factual knowledge of a field of > basic cognitive and practical skil s
> work or study under supervision
relevant to Level 2 are
work or study
required to use relevant information
with some autonomy
in order to carry out tasks and to
VEL 2
solve routine problems using simple
LE
rules and tools
The learning outcomes
> knowledge of facts, principles, pro-
> a range of cognitive and practical
> take responsibility for completion of
relevant to Level 3 are
cesses and general concepts, in a
skil s required to accomplish tasks
tasks in work or study
field of work or study
and solve problems by selecting
> adapt own behaviour to circum-
VEL 3
and applying basic methods, tools,
stances in solving problems
LE
materials and information
The learning outcomes
> factual and theoretical knowledge
> a range of cognitive and practical
> exercise self-management within
relevant to Level 4 are
in broad contexts within a field of
skil s required to generate solutions
the guidelines of work or study con-
work or study
to specific problems in a field of
texts that are usual y predictable,
work or study
but are subject to change
> supervise the routine work of
VEL 4
others, taking some responsibility
LE
for the evaluation and improvement
of work or study activities
The learning outcomes rel-
> comprehensive, specialised, factual
> a comprehensive range of cognitive > exercise management and supervi-
evant to Level 5 are
and theoretical knowledge within
and practical skil s required to de-
sion in contexts of work or study
a field of work or study and an
velop creative solutions to abstract
activities where there is unpredict-
awareness of the boundaries of that
problems
able change
knowledge
> review and develop performance of
VEL 5*
self and others
LE
The learning outcomes rel-
> advanced knowledge of a field of
> advanced skil s, demonstrating
> manage complex technical or
evant to Level 6 are
work or study, involving a critical
mastery and innovation, required to
professional activities or projects,
understanding of theories and prin-
solve complex and unpredictable
taking responsibility for decision-
ciples
problems in a specialised field of
making in unpredictable work or
work or study
study contexts
VEL 6**
> take responsibility for managing
LE
professional development of indi-
viduals and groups
The learning outcomes rel-
> highly specialised knowledge, some > specialised problem-solving skil s
> manage and transform work or
evant to Level 7 are
of which is at the forefront of know-
required in research and/or in-
study contexts that are complex,
ledge in a field of work or study, as
novation in order to develop new
unpredictable and require new
the basis for original thinking
knowledge and procedures and to
strategic approaches
and/or research
integrate knowledge from different > take responsibility for contribut-
>
fields
ing to professional knowledge and
VEL 7***
critical awareness of knowledge
issues in a field and at the interface
practice and/or for reviewing the
LE
between different fields
strategic performance of teams
The learning outcomes rel-
> knowledge at the most advanced
> the most advanced and specialised
> demonstrate substantial authority,
evant to Level 8 are
frontier of a field of work or study
skil s and techniques, including syn-
innovation, autonomy, scholarly
and at the interface between fields
thesis and evaluation, required to
and professional integrity and sus-
solve critical problems in research
tained commitment to the develop-
and/or innovation and to extend
ment of new ideas or processes at
and redefine existing knowledge or
the forefront of work or study con-
VEL 8****
professional practice
texts including research
LE
The Framework for Qualifications of the European
** The descriptor for the first cycle in the Frame-
responds to the learning outcomes for EQF level 7.
Compatibility with the Framework for Higher Education Area provides descriptors for cy- work for Qualifications of the European Higher **** The descriptor for the third cycle in the Frame-
Qualifications of the European Higher cles. Each cycle descriptor offers a generic statement Education Area agreed by the ministers responsible work for Qualifications of the European Higher Edu-
Education Area
of typical expectations of achievements and abili-
for higher education at their meeting in Bergen in
cation Area agreed by the ministers responsible for
ties associated with qualifications that represent the
May 2005 in the framework of the Bologna process
higher education at their meeting in Bergen in May
end of that cycle.
corresponds to the learning outcomes for EQF level 6.
2005 in the framework of the Bologna process cor-
*
The descriptor for the higher education short
*** The descriptor for the second cycle in the Frame-
responds to the learning outcomes for EQF level 8.
cycle (within or linked to the first cycle), developed
work for Qualifications of the European Higher Edu-
by the Joint Quality Initiative as part of the Bologna
cation Area agreed by the ministers responsible for
process, corresponds to the learning outcomes for
higher education at their meeting in Bergen in May
EQF level 5.
2005 in the framework of the Bologna process cor-
N
C
-
3
0
-
0
8
-
2
7
2
-E
The european QualificaTions framework for lifelong learning
N
-D
What is the EQF and what are its benefits?
• supports a better match between the needs
tions framework for Higher Education developed
The EQF is a common European reference sys-
of the labour market (for knowledge, skills and
under the Bologna Process. Specifical y, the
tem which will link different countries’ national
competences) and education and training pro-
EQF descriptors at levels 5-8 refer to the higher
qualifications systems and frameworks together.
vision
education descriptors agreed under the Bologna
In practice, it will function as a translation de-
• facilitates the validation of non-formal and
Process. However, the formulation of the EQF
vice making qualifications more readable. This
informal learning
level descriptors differs from the Bologna level
will help learners and workers wishing to move
• facilitates the transfer and use of qualifications
descriptors developed specifical y for higher
between countries or change jobs or move be-
across different countries and education and
education needs because, as a lifelong learning
tween educational institutions at home.
training systems.
framework the EQF also encompasses vocational
It also recognises that Europe’s education sys-
education and training (VET) and work contexts,
Who is the EQF for?
tems are so diverse that comparisons based on
including at the highest levels.
The primary users of the EQF will be bodies in
inputs, say length of study, are impracticable.
charge of national and/or sectoral qualification
More information is available at:
systems and frameworks. Once they have related
Does the EQF award qualifications?
ec.europa.eu/eqf
their respective systems to the EQF, the EQF will
No, the EQF describes levels of qualifications in
help individuals, employers and education and
terms of learning outcomes. The awarding of
training providers compare individual qualifica-
qualifications will remain a matter for national
tions from different countries and education and
qualifications bodies.
training systems.
What do countries have to do? What are
What levels and what types of education
the deadlines for implementation?
does the EQF cover?
It’s a voluntary framework, so there are no formal
As an instrument for the promotion of lifelong
legal obligations on the countries. 2010 is the
learning, the EQF encompasses general and
recommended target date for countries to relate
adult education, vocational education and train-
their qualifications systems to the EQF, 2012 for
ing as well as higher education. The eight levels
them to ensure that individual qualification cer-
cover the entire span of qualifications from those
tificates bear a reference to the appropriate EQF
achieved at the end of compulsory education to
level.
those awarded at the highest level of academic
and professional or vocational education and
What is the relationship with “Europass”?
training. Each level should in principle be attain-
able by way of a variety of education and career
Europass introduced a portfolio of documents to be
paths.
used by individuals to describe their qualifications
and competences. Europass does not, however,
Why does the EQF use learning out-
compare levels of qualifications. In the future, all
comes?
relevant Europass documents, in particular the
The EQF uses 8 reference levels based on learning Europass diploma supplement and the Europass
outcomes (defined in terms of knowledge, skills
certificate supplement, should contain a clear refer-
http://ec.europa.eu/dgs/education_culture
and competences). The EQF shifts the focus from
ence to the appropriate EQF level.
input (lengths of a learning experience, type of
institution) to what a person holding a particular
What is the relationship with the Bologna
qualification actual y knows and is able to do.
process in higher education?
European
Qualifications
Shifting the focus to learning outcomes
The EQF is ful y compatible with the qualifica-
Framework
