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This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution.

Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET.

The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications.

The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes.

The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.

This paper aims to explore methodological and institutional challenges on application of the work-process analysis approach in the design and development of competence-based occupational standards for Lithuania.

The theoretical analysis is based on the review of scientific literature and the analysis of documents and methodical instruments (curricula and occupational standards). Empirical research is based on the observation and analysis of the processes of designing work-process-based occupational standards for Lithuania, including the face-to-face interviews with involved work-process experts on the shop-floor and stakeholders.

The application of a work-process-based approach in designing sectoral occupational standards enhances comprehensive and systemic design of qualifications. Work-process analysis approach helps to focus on the holistic concept of competence by considering different dimensions of work-processes. However, design and implementation of work-process-based occupational standards for the transitional and predominantly school-based vocational education and training (VET) systems encounter multiple methodological and institutional challenges.

The findings of research are based on the analysis and evaluation of the design of sectoral-occupational standards in the beginning and middle stages of this process. These findings can help to draw the assumptions about potential implications of implementation of these standards to the development of competence-based VET but are not sufficient to provide comprehensive and detailed forecasts.

The paper explores and evaluates an application of the innovative work process approach in the design and development of qualifications for the concrete country.

This paper seeks to concentrate on bottom‐up approaches in order to promote a European vocational education and training (VET) concept. The overall aim of this article is to demonstrate that sophisticated approaches still have a chance of becoming common practice in European countries.

The centre of the article is the discussion of a core occupational profile called ECO‐recycler, which tends to be an alternative to the discussion of a uniform European Qualification Framework. The method of participatory discourse is applied in order to shape a VET space jointly with European partners. However, the partnership should not only discuss an abstract level because the implementation of the ECO‐recycler is the main target of the discourse and it will be demonstrated how it works.

After the clarification of a bottom‐up approach, the implementation process of a core occupational profile in the partner countries is described.

The empirical approach for the creation of work process based core occupational profiles will be offered.

European policies must be changed if these approaches are pursued.

This article offers an alternative to existing European policy and will be of interest to those in the field.

The purpose of this article is to look closely at the development of a European Credit Transfer System for Vocational Education and Training (ECVET). The European Commission, together with the member States, are working on it and several pilot projects have been initiated within the Leonardo da Vinci Programme of the European Commission. The problem of the transfer as well as a convincing transparency of vocational competences has yet been developed. The aim is to discuss this in the article.

This contribution illustrates a model using the Dreyfus/Dreyfus approach of acquisition of profiles in such a way that the levels of competence development are not applied to overall professional actions (as shown for pilots, nurses, teachers and others), but to smaller entities of professional profiles.

While strongly taking into account work related tasks and contexts (objects, tools, work organisation) the authors define “groups of competencies” and apply Dreyfus' ladder to these new entities. That means the authors adopt Dreyfus' model in two ways: by applying the model to groups of competencies (corresponding to specific core work profiles) instead of using it for overall competency profiles (corresponding to professionals/ experts); and they make the model flexible and dynamic by not restricting it to a certain number of levels, but only defining the differences between levels.

The background of the paper is the so‐called work process analysis to identify the work related tasks and related groups of competencies.

The article offers a new concept for the European discussion of the Qualification Framework as well as the Credit Transfer System.

This article provides an alternative to existing European policy.

Parity of esteem between general and vocational education is a widely discussed topic in those countries which have established a system of vocational education and training (VET) beside the system of general education, leading to numerous qualifications and licenses. This paper aims to address this issue.

An explorative consideration of curricular basic structures of TVET and higher education will reveal the qualitative differences in the different study courses and entailing barriers for permeability between TVET and higher education. A deepening analysis compares the curricular structures and evaluates the differences with the aid of selected criteria.

The article clarifies the hidden obstacles of permeability between vocational and higher education, and points out ways to shape lateral and vertical permeability with a view to career paths to build up human capabilities. However, until now most of these do not entail permeability to learning pathways in higher education. This is especially true when vocational programmes do not prepare for higher education at the same time, i.e. do not include a university entrance qualification. This discussion has gained a new momentum with the adoption of the European Qualifications Framework by the European Parliament and the Council in 2008, motivating member states to reconsider this context. Since then there is an intensive debate about opening universities for learners with vocational qualifications.

Due to the traditionally clear‐cut division between vocational and academic education and a separate dealing with the different concepts, organizations and institutions, a comparative research with methods and instruments has not yet developed. With regard to a comparison of vocational and academic education, research is still at the very beginning. There are currently no confirmed reliable answers to the question how the transitions between vocational and academic education could be shaped in order to ensure their success.

European initiatives and the implementation of instruments such as the Qualifications Framework to support permeability call for ways to offer academic education with degrees to persons with a qualified vocational background. The curricular structures of the universities are currently not geared to these requirements.

The relevant social dimension aims at an equivalence of vocational and academic education that has been discussed in some European countries since the 1960s. Some European initiatives (EQF, ECVET, etc) over recent years have led to the opening of universities for persons with a qualified vocational background. This helps to overcome social barriers.

The value added is a frame for comparison of curricular structures. The findings can then be thoroughly discussed in connection with the European Qualification Framework. In addition the article offers options for overcoming the obstacles for comparative research on vocational and academically qualified persons.

The purpose of this paper is to address the development of a European architecture of vocational education and promotes and alternative proposal.

This paper is the result of discussions of researchers in the Institut Technik und Bildung on a European Qualification Framework.

The paper provides an alternative approach to the European Qualifications Framework that accepts learning in professional and occupational practice as a form of learning in its own right.

Even though the European Council has made a decision on the adoption of the EQF, this paper is a worthwhile contribution to the further dialogue that emphasises the notion of learning in settings of professional and occupational practice.

The practical question arises if the accreditation and assessment methods for learning through experience on the one hand and learning in formalised settings on the other can be the same.

The paper provides an alternative approach to the European Qualifications Framework and will be of interest to those in that field.

The purpose of this paper is to demonstrate that the internationalisation of nearly all spheres of society and the process of European integration will be leading to the development of a European vocational education and training (VET) architecture.

The analysis of the “Copenhagen process” is based on the EU documents on the realisation of a European Qualifications Framework and a credit transfer system.

The result of the study shows that the strategy adopted by the European Union for the establishment of a European area of vocational education is confronted with a dilemma. The European Qualifications Framework is highly abstract since any reference to real educational programmes and qualifications and any concrete provision for the transition and for the transferability between educational levels and sectors (vocational and higher education, initial and continuing training) was avoided in order to adhere to the anti‐harmonisation clause. The result is an abstract, hierachically structured one‐dimensional qualifications framework that lacks any reference to existing VET systems and that contradicts all scientific insights from VET research and knowledge research.

The implications for VET policy are far‐reaching. A European area of vocational education can be established only on the basis of European open core occupations and an open VET architecture, which ensures that vocational education becomes an integral part of national educational systems. The qualification of employees for the intermediary sector can be realised only as a European project.

There are only a few contributions available that undertake a conceptual analysis and critique of the European Qualifications Framework.

This paper aims to provide a critical analysis of the European Commission's and the member states' attempts to introduce a European Qualifications Framework and national frameworks respectively.

The paper is based on a review of policies and substantive desk research in countries that have applied a qualification framework approach.

The analysis shows that qualifications frameworks (QFs) are resisted partly from inertia and conservatism and partly because important educational purposes are being defended. NQF experiences suggest that hopes associated with QFs are unrealistic (e.g. accreditation of prior learning).

The paper draws mainly on conceptual and secondary analysis. In future primary empirical analysis would be desirable.

The findings are extremely relevant to policy makers on the European and national levels. The lessons from NQFs suggest incrementalism, building blocks, supporting policies, consensus and staying as close as possible to practice are important.

This paper is one of the few attempts to evaluate current initiatives based on prior experiences.

The quality of an education system or a comparative international assessment refers more and more to quantitative parameters, i.e. “educational indicators”. The paper aims to analyse the structure of several educational indicators and indicator systems and answer the question “What can educational indicators achieve?”

Starting with a general consideration of the term “indicator” the findings are applied to the educational area and the development of educational indicators is analysed critically.

Indicators allow for the illustration of outcomes and of system processes. Beginning in the 1950s, following the empirical turn in research methods, and the growing significance of approaches from economics of education, indicators are now applied in national and international settings. The findings show that the combination of the quantitative and qualitative approach is more successful as the isolated research.

The research is based on secondary analysis. A combination of quantitative and qualitative research methodology should be undertaken in following the progress of educational systems.

The findings of quantitative research based on educational indicators determine the general public and political discussion and often the discourse in the scientific community. The analysis shows that a critical distance especially when preparing political decisions is a necessary attitude.

The purpose of this paper is to question the appropriateness of a proposal for a new European Qualifications Framework. The framework has three perspectives: historical; analytical; and national.

The approaches are diverse since the first insists on the institutional and decision‐making processes at European level questioning the impact that could have on the recently formalised Open Method of Coordination. The second goes into more detailed analyses of the instrument itself and of its shortcomings both in conceptual terms and on its pragmatic ones. The last approach is a comparative one by which the French system is “benchmarked” against EQF guidelines.

The main conclusion is that there is obviously a political will to question the role and the structure of qualifications in view of an economy and a society of knowledge and that research has much to contribute – on very different levels – like the three chosen for this article.

Choosing to mix three quite different approaches in one short text is an attempt to be valued since it shows the different aspects under which a so‐called “neutral” instrument needs to be regarded.

Practically, this speaks for the further involvement of research in the present, very institutional and organisational discussions on European qualifications.

In terms of research, it is seldom that these various levels are considered together. The article proves that there is a case to do so.