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EACEA National Policies Platform:Eurydice
National qualifications framework


2.Organisation and governance

2.5National qualifications framework

Last update: 27 November 2023

The Council of Ministers, by its Decision No. 67.445, dated 9/07/2008, approved a proposal for the appointment of a National Committee with the mission of developing a National Qualifications Framework (NQF) for Cyprus. The Committee has been set up and has taken over the task of developing an NQF in line with the QF for the EHEA and the EQF for LLL. The Permanent Secretary of the Ministry of Education and Culture presides over the Committee and the Directorate for VET at the Ministry is responsible for initiating and coordinating NQF developments. A first NQF draft, with detailed timetable for implementation, was presented in April 2010 and consultation with various stakeholders took place in spring 2011. First referencing report was presented to the EQF advisory group in June 2014.

A comprehensive national qualifications framework (NQF) has been developed, which includes all levels and types of qualifications from all subsystems of education and training, from primary to higher education. The NQF is also open to qualifications awarded outside the formal educational system. In this respect the System of Vocational Qualifications (SVQ), being developed by the Human Resource Development Authority of Cyprus (HRDA), is an integral, though distinct part of the NQF. Referencing of the Cyprus NQF to the European Qualifications Framework (EQF) for LLL is in progress; responsibility lies with the Ministry of Education and Culture, where the contact point has been established.  

The Cyprus NQF is not yet in operation. It will be established at the Ministry of Education and Culture as an in-service department and will be implemented gradually. New legislation on operation of the NQF is thought necessary.

Main policy objectives

The NQF's main objective is to classify qualifications according to predefined levels of learning outcomes. It is expected that the NQF will support recognition and validation of qualifications; enable progression and mobility; promote lifelong learning, e.g. by certifying learning outcomes acquired outside formal education; improve transparency, quality and relevance of qualifications; and, strengthen links with the labour market. One important policy objective is also to reinforce vocational education and training (VET) at secondary, post-secondary and tertiary levels.

Structure of the Cyprus NQF

An eight-level reference structure is adopted, with level descriptors being described in terms of knowledge, skills and competencies. Knowledge is defined by type and complexity of knowledge involved and ability to place one’s knowledge in a context. Skills are expressed by type of skills involved, complexity of problem-solving, and communication skills. Competencies are defined by space of action, cooperation and responsibility, and learning skills.


Source of information:

Cedefop (2015), CYPRUS – European inventory on NQF 2014.

Publication Analysis and overview of NQF developments in European countries.

Annual report 2014.  [Accessed 14.02.2015]. 

Further information on the Cyprus NQF and its level correspondence to the EQF can be found from the source of information.