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FAQ

1. Why the EQF is called a “meta-framework”?

2. What are the principles behind the EQF descriptors and what is the meaning of their wording?

3. What is meant by the terms “knowledge, skills and competence” and why do we use them?

4. Why aren’t there more dimensions in the EQF as in other frameworks?

5. Isn’t competence the overall notion for all learning? Isn’t the EQF a framework of competences?

6. Is it possible to relate a qualification to different levels?

7. Is one column of the descriptors table more important than the other?

8. Does the EQF have to be seen as a ladder and do all steps have to be taken to reach a qualification on a certain level?

9. Can the descriptors of the EQF also be used for National Qualifications Frameworks?

10. Why certain key competences, e.g. “learning to learn”, are not included in the EQF?

11. Can the EQF be used to classify education programmes and occupations?

12. What is the relationship between the EQF and the framework for the European Higher Education Area?