Introduction

Interest in the concept of NQFs on the part of the partner countries has been overwhelming. The ETF project on NQFs could be characterised as a small-scale exploration in most countries, but the response, especially in South Eastern Europe, was beyond all expectations. This was not because the concepts of NQF or EQF were particularly well understood, nor was there a clear picture about their implications. An important reason for those countries that are seeking accession to the EU is probably that the concept made them feel closer to Europe; when an NQF is related to the EQF, the quality of education and qualifications will be accepted or better recognised throughout the EU. For those countries that are not seeking accession, the rationale for interest is based on an ambition to improve education and training so that it makes a stronger contribution to growth in human and social capital and to economic performance. This corresponds with the goals of the Lisbon Process for EU countries.

For many of the Newly Independent States (NIS), ‘standards’ and ‘occupational classifications’ were familiar concepts in the former Soviet Union. They served the purpose of unifying the education and training system throughout the country from the centre in Moscow. This may have contributed to the easy acceptance of the idea of NQFs in the NIS. Moreover, since the early 1990s the creation of a new European Education Space has been a frequently promoted vision in Russia.