National qualifications frameworks (NQFs) have, over the last five years, become key instruments for the restructuring and reform of education, training and qualifications systems in Europe. While very few countries had considered this approach prior to 2005, the situation today is very different. The majority of European countries (as well as candidate countries to the EU and partner countries) are currently working actively on the development and implementation of national frameworks. Even if the number of countries having fully implemented such frameworks is still low (Ireland, France, Malta and the UK), almost all are now signalling that they will introduce comprehensive, overarching qualifications frameworks covering all parts of their education, training and qualifications systems.

The key explanation to this rapid development of comprehensive, overarching frameworks is probably the European Qualifications Framework for lifelong learning (EQF) adopted in 2008 by the European Parliament and Council. The EQF is a device to ‘translate’ and compare qualifications across Europe, so even if NQFs are important for reaching European objectives, they are increasingly seen as instruments for addressing national objectives. It seems clear to most of the education community that effective reform requires agendas and initiatives with strong local roots and the broad participation of those with a stake in outcomes, including not only officials but also students, parents, teachers, and communities. Unless the beneficiaries of the reform become its bearers, it is likely to be stillborn. This is not a case in which reformers select discrete entries from a large menu of reforms.