Skip to main content
European Commission logo
EACEA National Policies Platform:Eurydice
National qualifications framework


2.Organisation and governance

2.5National qualifications framework

Last update: 27 November 2023

The Ministry of National Education and the National Council of Qualifications and Adult Training have established a nomenclature with the names of qualifications and titles provided within the Romanian higher education system, in compliance with the provisions of Law 288/2004 and the developments specific to the National Framework of Higher Education Qualifications.

The objective is twofold:

  • to regulate the qualifications and titles awarded to higher education graduates who have entered the higher education system since 2005;

  • to ensure an appropriate wording of the study papers issued in higher education  (Diploma Supplement), and the transparency required by the Bologna Process.

In the area of technical and vocational education and training (TVET), the National Qualifications Framework has been developed through a revision of TVET qualifications and curriculum.

The objectives are:

  • the recognition of qualifications awarded in a particular context, in other learning or work contexts

  • revision of TVET qualifications based on reference levels and competence descriptors

  • improving the quality and efficiency of TVET; improving the relevance of vocational qualifications to the labour market and to learners

  • better involvement of social partners in the process of qualifications description and updating

  • developing the conditions for the implementation of the European credit transfer and accumulation system (ECVET) in accordance with the Recommendation of the European Parliament and the Council of 18 June 2009.

With the draft Lifelong Learning Strategy, the initiatives that have been mentioned are expected to be continued, promoted and developed through:

  • an harmonisation of assessment and certification procedures at different levels and in institutions with responsibilities in this area (schools implementing second chance programmes, centres that certify competences, other assessment systems)

  • the parallel implementation of the transferable credit system for key competences

  • promoting these systems among those who need them most (disadvantaged groups in the labour market, people living in isolated rural areas, young people and adults in difficulty, etc.)

  • initiating a national program to train competence assessors and career advisors who work in this area

  • improving the quality assurance mechanisms for this alternative certification in order to raise its credibility.