Once attending this conference an looking at the following foto, It is crystal clear the ramarkable number of countries that are involved in the NQF impolementation as the current figures and data reflects: Overall progress in 2016
- 39 countries are currently cooperating on the European qualifications framework.
- 33 countries have officially established or formally adopted their national qualifications frameworks (NQFs); 6 countries are still working on the design and the formal adoption of their NQFs;
- 16 countries have got fully operational frameworks: Belgium (FL), Czech Republic partial framework for vocational qualifications – NSK), Denmark, Estonia, France, Germany, Ireland, Lithuania, Liechtenstein, Malta, the Netherlands, Norway, Portugal, Slovenia, Switzerland and the UK.
- 35 countries are working towards comprehensive NQFs covering all types and levels of qualification from formal education and training (Vet, HE, general education) (similar with 2015);
- 31 countries presented referencing reports showing how national frameworks relate to the European qualifications frameworks (26 in 2015);
- 26 countries linked to the qualifications framework for the European higher education area (QF-EHEA), 17 jointly with the EQF referencing (24 and 15 respectively in 2015)
- 21 countries have introduced level references in their national qualifications documents or databases. Several other countries have indicated their intention to do so in 2017 e.g. Austria, Belgium (Flanders and Wallonia), Bulgaria and Hungary.
In conclusion, it is neccesary to put efforts into encouraging all the members of EU to be involved in this topic in order to achieve the main purposes of each country NQF:
- Make each country qualifications easier to understand by describing them in terms of learning outcomes.
- Support lifelong learning, including qualifications acquired through formal education, but also integrating validation of non-formal and informal learning.
- Should be easier to identify, validate and recognise all kinds of learning outcomes (including non-formal and informal learning), regardless of the way they were acquired.