Policy documents from partner countries show that these countries are reforming their qualifications systems and developing frameworks because they want to improve the quality and adaptability of their workforce and improve the quality of the provision, linking it more closely to labour market needs.

But to what extent are these expectations realistic? How can qualifications frameworks and reformed qualifications systems in partner countries influence the quality of learning? Can they actually contribute to better-quality results and make an impact on learning processes? Qualifications frameworks are developed in order to strengthen the coherence and links between qualifications; but are specific qualifications linked in the reform of qualifications systems in partner countries?

This chapter is about how qualifications frameworks in partner countries could influence the quality of learning. It should be clear from the start that qualifications frameworks alone cannot improve the quality of learning: they have to be considered as part of wider education reform policies.

Shaping Quality: Outcome vs. Institutional Approaches

Qualifications frameworks are classification tools, and the quality of learning is not reflected by the levels in qualifications frameworks. The level descriptors only specify levels of learning and generally say nothing about the routes to that learning. However, it is generally accepted that qualifications frameworks and reformed qualifications systems can assure some quality through the promotion of standards and the quality assurance of assessment and certification processes. Qualifications frameworks and reformed qualifications systems are instrumental to the standardisation of the results of education and training.