Turkish Qualifications Framework (TQF)
The Turkish Qualifications Framework (TQF) is a national tool for transparency and classification that includes diplomas and certificates issued by authorized institutions in Türkiye (MoNE, YÖK, and VQA). These qualifications are structured according to learning outcomes and are subject to quality assurance measures.
The TQF aims to support the development of new qualifications, improve existing qualifications, facilitate recognition of prior learning, identify pathways for horizontal and vertical transitions between qualifications, ensure international comparability of qualifications. The legal framework governing the TQF includes the Regulation on the Principles and Procedures for the Implementation of the Turkish Qualifications Framework, published in the Official Gazette on November 19, 2015 (No. 29537), and the Communiqué on the Turkish Qualifications Framework, published on January 2, 2016 (No. 29581).
According to the Regulation, the TQF is governed by three main bodies. These bodies are TQF Coordination Council, TQF Council and TQF Concultation Committee. These bodies are actively involved in managing the framework, and decisions are made through coordinated governance.
Only qualifications that are quality-assured, defined through a learning outcomes approach, and included in the Turkish Qualifications Database can be part of the TQF. As of March 27, 2025, the TQF includes1,325 qualifications under the responsibility of CoHE and 398 qualifications under the responsibility of VQA. Qualifications included in the TQF are entitled to display the TQF Logo on graduation certificates, transcripts, and diploma supplements. This logo includes a QR code that links to detailed information about the qualification in both Turkish and English. The TQF Logo reflects strong institutional coordination and serves as a symbol of quality assurance and alignment with the European Qualifications Framework (EQF).
Structure of the TQF and Quality Assurance
The TQF organizes quality-assured qualifications into 8 levels, ranked by increasing complexity and learning outcomes. The framework’s structure is built on three core elements: Levels (1–8), Qualification Types, Qualification Categories. Each level is defined by a set of level descriptors that outline the minimum learning outcomes in terms of knowledge, skills, and competences. These descriptors serve as a basis for designing qualifications and related tools. A single level may include multiple types of qualifications (e.g., Level 4 includes a Vocational Qualification Certificate, High School Diploma, and Master Certificate). However, qualifications at the same level do not substitute one another and offer different rights, authorizations, or exemptions. Their coexistence at the same level reflects a form of reputational equivalence, acknowledging that they require comparable levels of effort and complexity.
The aim of TQF is to define qualifications based on the principles of learning outcomes and levels, ensure transparency and comparability among qualifications, and modernize the education system. Alongside these goals, the TQF seeks to facilitate employment and mobility and to contribute to individuals’ lifelong learning. The most critical tool for achieving these objectives is the quality assurance of qualifications. In short, quality assurance is the cornerstone of all qualifications under the TQF.
In this context, the Regulation on Ensuring the Quality Assurance of Qualifications to be Included in the TQF (TQF Quality Assurance Regulation) was published in the Official Gazette on March 25, 2018, and entered into force. This Regulation covers all qualifications awarded through formal and non-formal education and training programs, as well as the validation of non-formal and informal learning. It sets out the quality assurance criteria and defines the responsibilities of institutions involved in quality assurance. The Regulation establishes criteria that all quality assurance systems must meet. In line with this, MoNE, YÖK and VQA are responsible for establishing and maintaining quality assurance systems that comply with these standards and for operating them in accordance with the types of qualifications they oversee.
Referencing the TQF to the EQF
The European Qualifications Framework (EQF) was developed by European Union member states to standardize and align education, training, and learning across Europe. Its main purpose is to enhance the transparency and comparability of qualifications by describing knowledge, skills, and competences using a common reference system. The EQF also guides national systems through its set of recommendations.
An EQF Advisory Group, established by the European Commission, evaluates referencing reports and ensures alignment with EQF principles. This group also oversees implementation of the EQF Recommendation and the Council of Europe’s 2012 Recommendation on the Recognition of Non-Formal and Informal Learning.
According to the EQF Recommendation, each country should designate a National Coordination Point (NCP) to support the referencing process in a transparent and quality-oriented manner. In 2008, Türkiye appointed the VQA as its EQF NCP. Since then, the VQA has represented Türkiye in the EQF Advisory Group and led the development of the TQF, ensuring broad stakeholder participation. As a result, the Türkiye Referencing Report was submitted to the EQF Advisory Group in 2017. Following the Group’s evaluation, the TQF was officially referenced to the EQF.
This referencing enhances the international transparency and recognition of qualifications included in the TQF. As national systems, responsible institutions, qualification levels, and quality assurance processes evolve over time, the EQF Recommendation calls for referencing reports to be updated accordingly. In light of significant developments in Türkiye’s education, training, and qualification systems—as well as the implementation of the TQF—the referencing report was updated and resubmitted to the EQF Advisory Group in March 2025, ensuring continued alignment through a re-referencing process.