Larysa Petrenko
https://orcid.org/0000-0002-7604-7273
COMPARISON AND HARMONISATION OF QUALIFICATIONS IN THE CONTEXT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN EDUCATION AREA: THEORETICAL AND CONCEPTUAL PRINCIPLES
Full text (pdf)
Language: Ukrainian
Abstract. The article provides a theoretical justification and conceptualisation of the principles of comparison and harmonisation of qualifications in the context of Ukraineʼs integration into the European Education Area. The author’s approach is based on a comprehensive analysis of scientific sources, EU regulations (particularly the European Qualifications Framework (EQF) and Directive 2005/36/EC), and provisions of Ukrainian legislation governing the development of the National Qualifications Framework (NQF). The study synthesises the framework, competence-based, institutional, and functional approaches, enabling the development of a conceptual model for qualifications harmonisation. The research identifies and characterises the main models of harmonisation applied in the EU, including the general recognition system, sectoral approach, and temporary mobility mechanisms. Key concepts of “qualification” and “competence” are conceptually aligned in the context of the NQF-EQF relationship. Limitations inherent in qualifications frameworks are revealed, including institutional inertia and manifestations of academic drift. On this basis, a conceptual model of qualifications harmonisation for Ukraineʼs integration into the European Educational Area is proposed, integrating the reference framework (EQF), a competence-based description of learning outcomes, institutional coordination (National Qualifications Agency), and functional relevance to labour market requirements (ESCO/ECVET). It is concluded that the theoretical-conceptual principles of Ukraineʼs integration into the European educational area should rely on the standardisation of level descriptors, the unification of approaches to formulating learning outcomes, and the development of qualifications recognition infrastructure. Based on this, recommendations are proposed for improving Ukraineʼs education policy aimed at qualifications harmonisation, ensuring their transparency, and enhancing professional mobility. The novelty of the study lies in developing a conceptual model of qualifications harmonisation for Ukraineʼs integration into the European Educational Area, which enables overcoming limitations of traditional approaches and forms the conceptual-theoretical basis for the development of European integration policy in the field of qualifications.
Keywords: qualification, harmonisation, EQF, NQF, competence, European integration, conceptual model.
https://doi.org/10.32987/2617-8532-2026-1-40-53
Keywords: qualification, harmonisation, EQF, NQF, competence, European integration, conceptual model.
https://doi.org/10.32987/2617-8532-2026-1-40-53
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2. Osadchyi, V., Yeremieiev, V., Sharov, S., Osadcha, K., & Koniukhov, S. (2016). Comparison of national qualifications frameworks by means of web-oriented intelligent information system. Information Technologies and Learning Tools, 56(6), 121-136. DOI: https://doi.org/10.33407/itlt.v56i6.1493 [in Ukrainian].
3. Semihina, T., Rashkevych, Yu., & Solodka, N. (2023). Sectoral qualifications frameworks in the world context and prospects for Ukraine. Educational Analytics of Ukraine, 3(24), 21-33. DOI: https://doi.org/10.32987/2617-8532-2023-3-21-33 [in Ukrainian].
4. Aleksieieva, I. (2017). European qualifications framework – supporting structure for integration of national education systems. Actual Questions of Pharmaceutical and Medical Science and Practice, 10(2), 201-206. DOI: https://doi.org/10.14739/2409-2932.2017.2.103777 [in Ukrainian].
5. Bidyuk, N., & Ratushniak, N. (2022). Swedish experience of teacher professional training in the context of educational reforms in Ukraine. Comparative Professional Pedagogy, 12(2), 45-53. DOI: https://doi.org/10.31891/2308-4081/2022-12(2)-5 [in Ukrainian].
6. Radkevich, V., Pukhivska, L., Borodiyenko, O., Radkevich, O., Bazelyuk, N., Korchinska, N., …& Artemchuk, V. (2018). Modern models of vocational education and training in European Union countries: Comparative experience. Kyiv. Retrieved from https://lib.iitta.gov.ua/id/eprint/711545/ [in Ukrainian].
7. Konstantinov, S. (2023). Harmonization of education in Ukraine with the European educational area. New Ukrainian Law, 4, 113-119. DOI: https://doi.org/10.51989/NUL.2023.4.15 [in Ukrainian].
8. Young, M. F. D. (2003). National qualifications frameworks as a global phenomenon: A comparative perspective. Journal of Education and Work, 16(3), 223-237. DOI: https://doi.org/10.1080/1363908032000099412.
9. Maurer, M. (2025). Why are qualifications frameworks so ineffective? The role of academic drift in their implementation in Bangladesh and Switzerland. Journal of Vocational Education & Training, 78(1), 23-43. DOI: https://doi.org/10.1080/13636820.2025.2476063.
10. Allais, S. (2010). The implementation and impact of national qualifications frameworks: Report of a study in 16 countries. Geneva: International Labour Office. Retrieved from https://tinyurl.com/yv2wsr2h.
11. Klakla, J., Staska, Z., & Gliniecka, M. (2025). Qualifications beyond borders: Recognition of Ukrainian diplomas and qualifications in Poland. Warsaw. Retrieved from https://www.case-research.eu/en/qualifications-beyond-borders-recognition-of-ukrainian-diplomas-and-qualifications-in-poland.
12. Gajdos, M. (2021). Labor market in Poland – analysis of diversity. Conference Quality Production Improvement, 3(1), 242-250. Retrieved from https://reference-global.com/article/10.2478/cqpi-2021-0023.
13. European Commission. (2023). Comparison report of the European Qualifications Framework and the Ukrainian National Qualifications Framework. Luxembourg: Publications Office of the European Union. Retrieved from https://europass.europa.eu/system/files/2023-02/Comparison%20report%20final%20rev%2023-02-2023%20EN.pdf.
14. European Union. (2005). Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications. Official Journal of the European Union, L 255/22. Retrieved from https://eur-lex.europa.eu/eli/dir/2005/36/oj/eng.
15. European Union. (2013). Directive 2013/55/EU of the European Parliament and of the Council of 20 November 2013 amending Directive 2005/36/EC on the recognition of professional qualifications and Regulation (EU) No 1024/2012 on administrative cooperation through the Internal Market Information System (‘the IMI Regulation’). Official Journal of the European Union, L 354/132. Retrieved from https://eur-lex.europa.eu/eli/dir/2013/55/oj/eng.
16. Cedefop. (n. d.). National qualifications frameworks (NQFs). Retrieved from https://www.cedefop.europa.eu/en/projects/national-qualifications-framework-nqf.
17. Verkhovna Rada of Ukraine. (2014). On higher education (Act No. 1556-VII, July 1). Retrieved from https://zakon.rada.gov.ua/laws/show/1556-18#Text [in Ukrainian].
18. Europass. (n. d.). What is ESCO and how is it used in Europass? Retrieved from https://europass.europa.eu/uk/what-esco-and-how-it-used-europass.
19. Cedefop. (n. d.). European credit system for vocational education and training (ECVET). Retrieved from https://www.cedefop.europa.eu/en/projects/european-credit-system-vocational-education-and-training-ecvet.
20. Osadchyi, V., & Symonenko, S. (2015). Comparative analysis of national qualifications frameworks in higher education of Ukraine and European countries. Pedagogical Discourse, 19, 145-154. Retrieved from https://www.academia.edu/98203812 [in Ukrainian].
21. Ovcharuk, O. V. (2009). Competency-based approach in education: Pan-European approaches. Information Technologies and Learning Tools, 13(5). DOI: https://doi.org/10.33407/itlt.v13i5.176 [in Ukrainian].
22. Council of Europe. (1997). Convention on the Recognition of Qualifications concerning Higher Education in the European Region. European Treaty Series, 165. Retrieved from https://www.coe.int/en/web/conventions/full-list/-/conventions/treaty/165.
23. ENIC-NARIC Networks. (n. d.). Retrieved from: https://www.enic-naric.net.
24. Cedefop. (2022). Comparing vocational education and training qualifications: Towards methodologies for analysing and comparing learning outcomes. Publications Office of the European Union. Retrieved from https://www.cedefop.europa.eu/en/publications/3090.
25. Europass. (n. d.). Europass digital tools. Retrieved from https://europass.europa.eu/en/europass-digital-tools.
26. European Union. (2009). Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET). Official Journal of the European Union, C 155/11. URL: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2009.155.01.0011.01.ENG.
27. Semihina, T., & Haiduk, I. (2022). Evaluation of state policy on qualifications: Problematic issues. Development of scientific thought of post-industrial society: Modern discourse : Proceedings of the 2nd International Scientific Conference. Lviv. DOI: https://doi.org/10.36074/mcnd-18.11.2022 [in Ukrainian].
28. EHEA. (2018). Ministerial Conference Paris, 2018. Retrieved from https://ehea.info/page-ministerial-conference-paris-2018.
29. Kovtunets, V., Londar, S., Melnyk, S., & Kovtunets, O. (2024). Digital tools for matching qualifications to levels of the national qualifications framework. Information Technologies and Learning Tools, 100(2), 16–27. DOI: https://doi.org/10.33407/itlt.v100i2.5313.
30. Allais, S. (2014). Selling out education: National qualifications frameworks and the neglect of knowledge. Rotterdam: Sense Publishers.
