African Continental Qualifications Framework

MAPPING STUDYCountry Report – UPDATE 2021
Working Paper
Sistema Nacional deQualificações

SNQ
Unidade de Coordenação do
Sistema Nacional de Qualificações

CABO VERDESIFASkills for Youth Employability Programme
Author: Eduarda Castel-Branco
European Training Foundation - ETF
October 2021

1

This report is the UPDATE (2021) of the working paper on the National Qualifications Framework of Cabo Verde,
which is part of the Mapping Study of qualifications frameworks in Africa, elaborated in 2020 in the context of the
project AU EU Skills for Youth Employability: SIFA Technical Cooperation – Developing the African Continental
Qualifications Framework (ACQF).
The reports of this collection are:••

Reports on countries' qualifications frameworks: Angola, Cape Verde, Cameroon, Côte d’Ivoire, Egypt,
Ethiopia, Kenya, Morocco, Mozambique, Nigeria, Senegal, South Africa and Togo
Reports on qualifications frameworks of Regional Economic Communities: East African Community(EAC), Economic Community of West African States (ECOWAS), Southern African Development
Community (SADC)

The contents of this paper are the sole responsibility of the author / authors and do not necessarily reflect theviews of the EU, BMZ, the project, GIZ, and ETF. While every effort was made to verify the contents of the working
papers, we encourage the reader to provide us supplementary information where any unintended omissions are
identified: ecb@etf.europa.eu
Reproduction is authorised provided the source is acknowledged.
October 2021

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Contents
Acronyms .................................................................................................................................................4
1.

Snapshot of the NQF of Cabo Verde ................................................................................................52.

Introduction and context .................................................................................................................7

3.

4.

5.

6.

2.1

NQF snapshot .........................................................................................................................7

2.2

Policy context .........................................................................................................................8

2.3

NQF legal basis .......................................................................................................................9

Policy objectives ..............................................................................................................................9
3.1

Education and training reforms .............................................................................................9

3.2

Aims of NQF ..........................................................................................................................11

Levels, learning outcomes and qualifications ................................................................................11
4.1

NQF scope and structure......................................................................................................11

4.2

Types of qualifications ..........................................................................................................12

4.3

Quality assurance of qualifications ......................................................................................13

4.4

Use of learning outcomes and standards ............................................................................16

4.5

Credit systems ......................................................................................................................17

Institutional arrangements and stakeholder involvement ............................................................18
5.1

Governance and institutional arrangements for the NQF ...................................................18

5.2

Roles and functions of actors and stakeholders ..................................................................19

Recognising and validating non-formal and informal learning and learning pathways ................19
6.1

Arrangements for recognition of prior learning (RPL) .........................................................19

Stage of development of RPL (RVCC).................................................................................................20
7.

8.

9.

NQF implementation and impact ..................................................................................................21
7.1

Key achievements and main findings ...................................................................................21

7.2

Qualifications registers and databases ................................................................................22

7.3

Qualification documents ......................................................................................................23

7.4

Recognition of foreign qualifications ...................................................................................23

Referencing to regional framework/ other frameworks ...............................................................25
8.1

Referencing to regional frameworks ....................................................................................25

8.2

International cooperation ....................................................................................................25

8.3

International donor support ................................................................................................26

Important lessons and future plans...............................................................................................26

References .............................................................................................................................................27
Annex .....................................................................................................................................................30

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Acronyms
ACQF
ARES
AU
AUC
CESP
CNEP
CNQ
CTIP
CTS
CVA2030
DESP
ECTS
EAC
ECOWAS
EU
ETF
EQF
HAQAA
HEI
IEFP
ME
REC
RJGDES
NQF
PEDS
RVCC
SADC
SNQ
STC-EST
UC-SNQ

African Continental Qualifications Framework
Regulatory Agency of Higher Education
African Union
African Union Commission
Courses Higher Professional Studies
National Commission of Professional Equivalences
National Catalogue of Qualifications
Interministerial Technical Qualification Committee
Sectoral Technical Committees
Cabo Verde Ambitions 2030
Diploma of Higher Professional Study
European Credit and Transfer System
East African Community
Economic Community of Western African States
European Union
European Training Foundation
European Qualifications Framework
Harmonisation of African Higher Education Quality Assurance and Accreditation
Higher Education Institution
Institute of Employment and Professional Training
Ministry of Education
Regional Economic Community
Legal Regime of Degrees and Diplomas of Higher Education
National Qualifications Framework
Strategic Plan of Sustainable Development
Recognition Validation and Certification of Competences
Southern African Development Community
National Qualifications System
Specialised Technical Committee-on Education, Science and Technology
Coordination Unit of the National Qualifications System4

1.

Snapshot of the NQF of Cabo Verde

Main milestones of the history of the SNQ-NQF in Cabo Verde:-2009: Legislation regulating the UC-SNQ
2010: Legal Acts establishing: the SNQ, the NQF and the National Catalogue of Qualifications(CNQ)
2013: Legal regime on accreditation of training institutions
2014: Regulated the system of recognition, validation. and certification of competences
2018: Adopted new legal Act on SNQ; new regulation on the organisation of the UC-SNQ
2020: Adopted new legal Acts on CNQ and on NQF

The National Qualifications Framework (NQF) of Cabo Verde has 10 years of experience and has
been operationalised as an instrument of the National Qualifications System (SNQ). This is afundamental characteristic that marks the nature and functions of the NQF and its interconnection
with the other instruments of the SNQ.
The SNQ comprises the instruments necessary for the promotion, development and integration oftraining offer and qualifications, and the evaluation and certification of competences enabling
professional, human, and social development of the individuals and responding to the needs of theeconomic system. The SNQ is operationalised by the combined action of the following instruments:-

The NQF (in Portuguese: QNQ)The CNQ
The credit system
The individual register of qualifications and competences
The system of monitoring, evaluation and quality improvement of the SNQ
The system of recognition, validation and certification of competences (RVCC)

The legal basis of the SNQ and NQF is extensive and comprises specific legal Acts, listed in Chapter 5of this report. The first NQF legal Act was the Decree-Law Nr 65/2010 of 27 December, regulating thenature, structure and effects of the NQF. The history of the SNQ and the NQF in Cabo Verde took its
initial steps with the first Decree-Law Nr 20/2010 of 14 June 2010, establishing the legal regime of the
SNQ and its components, including the NQF. In 2018, as a result of evaluation, the country adopted
new legislation on the SNQ (Decree-Law 4/2018), expanding its structural components, reinforcing its
role in information and orientation for employment and in a more effective integration of thesubsystems of education and training. In the same line of reform, in February 2020, two legal Acts
regulating the CNQ (Joint Portaria 9/2020 of 20/02) and the NQF (The joint Portaria Nr 10/2020, of
20/02) were developed and adopted by the Ministry of Education and the Ministry of Finance.
The objectives of the NQF defined in 2010 have been reinforced in the Joint Portaria Nr 10/2020, byadding emphasis on readability, transparency, and comparability of qualifications – in the educationand training system and in the labour market. The other objectives of the NQF comprise integration
and articulation of qualifications from the various subsystems, improvement of transparency ofqualifications, promotion of access, evaluation and quality of qualifications, application of the learning
outcomes approach to describe qualifications and promote validation of non-formal and informal
learning and thereby support the integration of low qualified and unemployed citizens in the labour
market and in lifelong learning, promotion of close cooperation and links with the European
Qualifications Framework (EQF) and with other NQFs, notably ECOWAS states. Finally, the NQF assures5

that all qualifications and certificates issued by the competent entities contain a clear reference to therelevant NQF level.
The level structure of NQF has been unwavering over the decade: eight levels have been defined bydescriptors combining three domains of learning, namely, knowledge, skills and responsibility andautonomy. The NQF is inclusive and comprehensive, its scope covers qualifications from basic,
secondary and higher education as well processes of validation, recognition and certification ofcompetences obtained via non-formal and informal learning.
The application of the learning outcomes approach in the design and description of qualifications is
one of the key objectives of the NQF, as defined in the NQF legal Act (Joint Portaria Nr 10/2020).
Learning outcomes appear to play a manifold role, namely, in conceptual and technical design of unitsof competence and training modules that structure qualifications and in making access toqualifications more socially-minded and inclusive for citizens with a limited schooling history but
tangible life and work experience.
The governance of the NQF, in the frame of the SNQ, is assured by the UC-SNQ, established via
Decree-Law Nr 62/2009 (14/12/2009). A decade later the UC-SNQ remains the core governing
structure and its leading and coordinating role was reinforced (Decree-Law Nr 7/2018). The UC-SNQ
is led by the Unit Coordinator and comprises a) the Inter-ministerial Technical Committee for
Qualification (CTIQ), b) the Executive Secretariat, c) the National Commission of Professional
Equivalences (CNEP), a specialised body of the SNQ. The social partners contribute to the coordinationof the SNQ through statutory participation in CTIQ and in CNEP. Other entities that integrate thegovernance and implementation of the SNQ include the Institute of Employment and Professional
Training (IEFP), Sectoral Technical Committees (CTS), and higher education institutions (HEIs).
The operated changes reinforce the role and action of the UC-SNQ in integrating and aligning the offer
of education and training through the CNQ, harmonising the development of professional profiles andtraining modules and in working for efficient articulation of the subsystems of education andconvergence between academic and professional qualifications.
The activities of the SNQ, including the NQF, are firstly funded by the state budget, and by othersources. By legislation, the relevant public and private institutions, that is, IEFP and the Professional
Orders (associations), have the duty to support the UC-SNQ in implementing the SNQ.
By legislation (Decree-Law 4/2018), the NQF is monitored, as part of the system of monitoring,evaluation and quality improvement of the SNQ. Monitoring and evaluation of the SNQ and NQF is acompetence of the public institutions in charge of education and training policies. The social partners,in articulation with the public organs, shall participate in monitoring and evaluation of the NQF/SNQ.
The online CNQ is available on the home page of UC-SNQ. Currently, it includes 63 professional
qualifications of four NQF levels (2, 3, 4, and 5), distributed in 15 professional families. The webpageof each professional family contains extensive information on the respective qualifications, inparticular the professional profile by units of competence and the training plan by modules: example.
Moreover, the CNQ webpage includes comprehensive information on the legal and methodologicalaspects guiding development of qualifications, on the professional families and the related sector
studies (example of study of IT sector).
The updated register of accredited programmes in higher education leading to qualifications ismanaged by the Higher Education Regulatory Agency (ARES) and the summary list is published at6

Agencia Reguladora do Ensino Superior. Currently, this register includes 205 accredited programmesof NQF levels 6, 7, and 8 (licenciatura, master and doctorate).
The perspective developments of the SNQ are planned in that the UC-SNQ was entrusted with thedevelopment of a wide range of policies and instruments the coming years. This portfolio ofdevelopments comprises the framework of key competences, the credit system for professional
education and training, modular training, model of dual professional training, distance learning modeland the model of “training checks”.

2.

Introduction and context

2.1 NQF snapshot
The country report on the national qualifications framework (NQF) of Cape Verde,1 elaborated in thecontext of the Mapping Study of the African Continental Qualifications Framework (ACQF) project isthe main source of information used in this country report. Several chapters benefited frominformation updates, gathered from official websites and sources, especially: the Government of Cape
Verde, Coordination Unit of the National Qualifications System (UC-SNQ), the National Institute of
Statistics, and the United Nations Development Programme (UNDP) Human Development Index.
The NQF of Cape Verde has ten years of experience and has been conceived and operationalised as
an instrument of the national qualifications system (the Sistema Nacional de Qualificações – SNQ).
This system marks the nature and functions of the NQF and its interconnection with the other
instruments of the SNQ. The SNQ comprises the instruments necessary for the promotion,
development and integration of training and qualifications, and the evaluation and certification ofcompetences enabling professional, human and social development of the individuals and responding
to the needs of the economic system. The SNQ is operationalised by the combined action of thefollowing instruments:-

The NQF (in Portuguese: the Quadro Nacional de Qualificações – QNQ)The National Catalogue of Qualifications (CNQ)
The credit system
The individual register of qualifications and competences
The system of monitoring, evaluation and quality improvement of the SNQ
The system of recognition, validation and certification of competences (RVCC).

The main milestones of the history of the SNQ-NQF in Cape Verde are as follows:-

2009: Enacted legislation regulating the NQF governance body – the Coordination Unit of the
National Qualifications System (UC-SNQ) (decree-law no. 62/2009)2010: Approved the legal Acts establishing the SNQ, the NQF and the CNQ
2013: Approved legislation on the legal regime on accreditation of training institutions
2014: Regulated the system of RVCC
2018: Adopted new legal Act on SNQ; new regulation on the organisation of the UC-SNQ

1

ACQF Mapping Study: Cape Verde. 2020. Country report. AU-EU Skills for Youth Employability Programme – SIFA TechnicalCooperation. Author: E. Castel-Branco. https://www.nepad.org/skillsportalforyouth/publication/african-

continental-qualifications-framework-acqf-mapping-study7-2020: Adopted new legal Acts on CNQ and on NQF (Joint Portaria no. 9 and no. 10/2020).

2.2 Policy context
The Republic of Cabo Verde (Cape Verde) is an island country in the central Atlantic Ocean. The ten
volcanic islands have a combined land area of 4 033 km2, and the capital – Praia – is locatedapproximately 650 km west of Dakar (Senegal). According to the World Population Review,2 the total
population was 562 659 in 2021, and the growth rate was 1.1 per cent. According to National Instituteof Statistics (INE), the share of population below 15 years of age is approximately 28 per cent, and thatof the age group 15–34 years is approximately 36 per cent. Politics in Cape Verde have been largely
consensus-oriented, and since its independence from Portugal in 1975, the country has notexperienced a single coup d’état. Elections are considered free and fair, and parties in power alternate
regularly. Cape Verde is a member of Economic Community of West African States (ECOWAS).3
Cabo Verde’s Human Development Index (HDI) for 2019 is 0.665,4 putting the country in the medium
human development category and positioning it at 126 out of 189 countries and territories. Cape
Verde’s 2019 HDI of 0.665 is above the average of 0.631 for countries in the medium humandevelopment group and above the average of 0.547 for countries in sub-Saharan Africa. The country’s
HDI has registered visible progress in the last two decades. Between 1990 and 2019, Cape Verde’s life
expectancy at birth increased by 8.3 years (72.8 years in 2018), mean years of schooling increased by
2.8 years (to reach 6.3 years) and expected years of schooling increased by 1.2 years (12.7 years). Cape
Verde’s gross national income per capita increased by about 146.5 per cent between 1990 and 2019,reaching 7.019 PPP$).
However, labour market indicators have degraded in the period 2019–2020. The Covid-19 crisis has
adversely affected the economy, in which tourism and related economic activities (hotel, restaurants
and recreation travel) play a central role. INE labour market data (2020) shows a visible decline of theactivity rate (from 57.4 to 53 per cent), and of the employment rate (from 50.9 to 45.3 per cent), witha related increase of the unemployment rate (11.3 to 14.5 per cent).5
A new Strategic Plan for Sustainable Development (PEDS) 2030 is in consultation, through a widemobilisation of debates, strategic discussions and thematic studies under the umbrella of the Platform
Cape Verde Ambitions 2030 (CVA2030). The agenda of CVA2030 is comprehensive and includes all major
domains of socio-economic sustainable development, including human capital development; postCovid-19, economic and business recovery; resilience and climate action; and the blue and digital
economies. The previous plan (2017–2021) was based on 35 programmes articulated around 3 pillars
and 4 objectives, which jointly aimed to contribute to Cape Verde’s sustainable development with full
employment.

2 World Population Review. https://worldpopulationreview.com. Accessed: 16/08/2021
3 https://www.ecowas.int
4 http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/CPV.pdf
5 https://ine.cv/quadros/estatistica-do-mercado-trabalho-inquerito-multi-objetivo-continuo-2020/8

2.3 NQF legal basis
The legal basis of the SNQ and NQF is extensive and comprises specific legal Acts, listed in Chapter 9of this report. The first NQF legal Act was the decree-law no. 65/2010 of 27 December,6 regulating
the nature, structure and effects of the NQF. The SNQ and the NQF in Cape Verde took its initial steps
with the first decree-law no. 20/2010 of 14 June 2010, establishing the legal regime of the SNQ and
its components, including the NQF.7
In 2018, as a result of evaluation, the country adopted new legislation on the SNQ (decree-law no.
4/2018),8 expanding its structural components, reinforcing its role in information and orientation for
employment and in a more effective integration of the subsystems of education and training. In thesame line of reform, in February 2020, two legal Acts regulating the CNQ (Joint Portaria no. 9/2020)
and the NQF (Joint Portaria no. 10/2020) were jointly developed and adopted by the Ministry of
Education and the Ministry of Finance.9

3.

Policy objectives

3.1 Education and training reforms
The Education Strategic Plan 2017–2021 (Plano Estratégico da Educação de Cabo Verde – PES) reflects
the education objectives set in the PEDS 2017–2021 and is aligned with the Government Programme
2016–2021.10 The plan specifies a framework of priorities and the investment programmes andactions, which jointly contribute to the country’s vision for development of human resources alignedwith the national macro-economic perspectives. The plan provides a detailed diagnostic of the current
status, challenges and performances of all subsystems of education.
The priorities are articulated around access to education and efficiency of education management.
They are a) universalised access to preschool education, basic and secondary education; b) improved
and relevant education services; and c) reinforced efficiency and management of education.
These priorities of education policy are unpacked in five investment programmes, representing theshared vision between the Ministry of Education and the Ministry of Finance:-

Preschool education: universalisation of access-Obligatory basic education: bases for life-

Reinforcement and consolidation of secondary education

6

Decree-Law Nr 65/2010 of 27 December, Regulates the nature, structure and effects of the National Qualifications
Framework (in Portuguese: Regula a natureza, a estrutura e os efeitos do Quadro Nacional de Qualificações – QNQ.
Boletim Oficial Nr 50 – I serie, 27/12/2010. At: https://kiosk.incv.cv/1.1.50.85/
7 Decree-Law Nr 20/2010 of 14 June, Regulates the legal regime of the National Qualifications System (SNQ) (inPortuguese: Regula o Regime Jurídico Geral do Sistema Nacional de Qualificações (SNQ). At:
https://kiosk.incv.cv/V/2010/6/14/1.1.22.171/„
8 Decree-Law Nr 4/2018 of 10 January, Establishes the new legal regime of the National Qualifications System (SNQ) (inPortuguese: Estabelece novo regime jurídico do Sistema Nacional de Qualificações (SNQ). At:

https://kiosk.incv.cv/V/2018/1/10/1.1.4.2461/
9 Portaria conjunta Nr 9/2020 of 17 February, and Joint Portaria Nr 10/2020 of the Ministry of Finance and Ministry of
Education, At: http://iefp.cv/wp-content/uploads/2020/02/bo_20-02-2020_20-CNQ-e-QNQ.pdf
10 https://minedu.gov.cv/documentos1

9-Higher education, science and innovation-

Education management: the pillar of change.

Structure of the education system
Cape Verde has an ample legal basis regulating the education system as a whole and the particulardomains of each of the subsystems. The fundamental legal act is the Legislative Decree No. 13/2018
of 7 December, amending the Legislative Decree no. 2/2010 of 7 May, which defined the bases of theeducation system. The Legislative Decree No. 13/2018 defines in detail the structure of the education
system (Table 1).
Table 1: Structure of the education system
Section of
the law no.
13/2018
Section II
Section III

Section IV

Section V

Subsystem

CyclesPreschool
education
Basic educationeight years

Qualifications

Observations: age,progression
From four years of age- first cycle: four years (1st –4th)- second cycle: four years (5th–8th)

From six years of age

Secondaryeducation
four years- 9th–12th years- Two optional pathways: generaland technical. Permeability
between general and technical isguaranteed- Artistic education: via technicalpathway or via complementary yearof secondary education

Diploma and certificate

Highereducation- University
education- Polytechnic
education

Three cycles of study:
1. Licenciatura: Credits
correspondent to six to eightsemesters. Some areas of study
require higher number of credits
2. Master: Credits corresponding tothree to four semesters.

Academic degrees:- Licenciatura(certificate)- Mestrado (Master):certified by amagister letter- Doctorate: doctoral
letter

Licenciatura degree: Canbe awarded in university
and polytechnic
education

Non-academic postsecondary courses(CESP) lead to Diplomaof Higher Professional
Study (DESP)

DESP: Creditstransferable to continue
education to obtainlicenciatura degree in thesame area of study

1.

In some cases: Integrated cycle
after secondary education of ten to
twelve semesters
3. Doctorate
Post-secondary education: courses ofprofessional nature, not leading toacademic degree (CESP – Courses
Higher Professional Studies)

For the technicalpathway: double
certification (academic
and professional)
For artistic education:
diploma

Progression uponconclusion of secondary
education:- To higher education- Professional training(initial and continuous)

Master and doctorate
degrees: Only inuniversity education

10Section VI

Extra-school
education

Adult education- Alphabetisation- Continuing education: cultural,scientific and technologicalupskilling

Basic education andyouth and adults- First cycle (twoyears): certificate

Basic education of youth and adults
articulates general and professional
training (age: 15+, with or withoutschooling)- Second cycle (twoyears): diploma(equivalent todiploma of basic
education)

Component of technical-professional
training- Skill development for the exercise
of a profession and integration in
the world of work
- Lifelong learning

Technical-professional
training is closely
articulated with thenational system of
professional training
and apprenticeship

In both modalities:
Learning is organised inunits (accumulation andtransfer), flexible andadaptable to different
individual needs andcompetences

3.2 Aims of NQF
The objectives of the NQF defined in 2010 have been reinforced in the Joint Portaria No. 10/2020, byadding emphasis on readability, transparency, and comparability of qualifications – in the educationand training system and in the labour market. Article 4 defines the objectives of the NQF:
-

-

-

-

4.

Integrate and articulate the qualifications obtained in different subsystems of education,
vocational education and higher education and those obtained from non-formal and informal
pathways and professional experience;
improve transparency of qualifications, supporting their value in the labour market, educationand training and other contexts of personal and social life;
promote access, evaluation and quality of qualifications;apply a competence-based approach to define and describe qualifications and promotevalidation of non-formal and informal learning; tap into the advantages of this approach toincrease the participation in lifelong learning of the population at risk of unemployment andprecarious employment;
promote close links with the European Qualifications Framework and with NQFs of othercountries, notably ECOWAS member countries, with the aim to improve people’s mobility andfacilitate recognition of skills and competences;improve readability, transparency and comparability of qualifications in the education andtraining system and employment training; andadopt adequate measures assuring that all new certificates and diplomas issued by thecompetent authorities contain a clear reference to the adequate NQF level.

Levels, learning outcomes and qualifications

4.1 NQF scope and structure
The NQF is structured in eight levels, from basic education (Level 1) to doctorate degree (Level 8).

11

The NQF is inclusive and comprehensive – its scope covers qualifications from basic, secondary andhigher education as well processes of validation, recognition and certification of competences
obtained via non-formal and informal learning.
Article 5 of the NQF legal Act of 2020 (Joint Portaria No. 10/2020) and its Annex II define the structureof the NQF and the level descriptors. Qualification levels represent learning outcomes and are definedby descriptors in three domains of learning:-

Knowledge
SkillsResponsibility and autonomy.

The domains of level descriptors are defined as follows:-

Knowledge – the body of facts, principles, theories, and practices related to a field of study,
work or professional training, and is the outcome of assimilation of information throughlearning.

-

Skills – the ability to apply knowledge and use acquired resources to complete tasks and solve
problems, and are described as cognitive, including the application of logical, intuitive andcreative thinking, and practical, implying manual dexterity and use of methods, materials,
tools and instruments.

-

Responsibility and autonomy – the proven ability to apply knowledge, skills and personal,social and methodological skills in professional situations, and in study and training contexts
for purposes of professional and personal development.

4.2 Types of qualifications
The NQF legislation defines a qualification as ‘the formal outcome of an assessment and validation
process, which is obtained when a competent authority determines that an individual has achievedlearning outcomes to given standards’. The UC-SNQ clarifies further: ‘A qualification is obtained
through a formal process of evaluation and validation of professional competences – knowledge andskills that allow the exercise of professional activity according to the requirements of the labour
market.’The NQF includes qualifications of different types, as illustrated in Table 1 and Table 2. Two main types ofqualifications are awarded in Cape Verde:-

Diplomas
Certificates.

Annex 1 of the new NQF legal Act of 2020 (Portaria No. 10/2020) presents the alignment of accreditedqualifications with NQF levels (Table 2).

Table 2: Structure of the NQF – accredited qualifications
NQF level

Qualification1

Diploma of basic obligatory education12

2

Diploma of basic adult education with double certification pathway corresponding
to professional qualification of Level 2
Certificate of professional qualification of Level 2

3

Certificate of Secondary Education (10th class)
Certificate of professional qualification of Level 3

4

Diploma of secondary education (12th class general strand)
Diploma of secondary education (12th class of technical strand corresponding toprofessional qualification of Level 4) with double certification
Certificate of professional qualification of Level 4 with double certification
Certificate of professional qualification of Level 4

5

Diploma of higher professional studies (DESP) with training of professional
qualifications of Level 5 (CESP – Courses Higher Professional Studies).
Certificate of the complementary professionalising class (ACP) with training ofprofessional qualification of Level 5
Certificate of professional qualification of Level 5 with double certification
Certificate of professional qualification of Level 5

6Academic degree licenciatura

7

Academic degree master8

Academic degree doctorate

Source: Portaria conjunta 10/2020. Annex 1.

Higher education diplomas (DESP, Carta de Curso, Carta Magistral e Carta Doutoral) are accompaniedby the Diploma Supplement, regulated by Portaria No. 18/2014. The Diploma Supplement does not
replace the diploma but complements the information on the programme and its level, for purposesof transparency and comparison. The adopted structure is aligned with international practice.

4.3 Quality assurance of qualifications
Legal base of quality assurance
In vocational training
Accreditation of institutions

13

-

Decree-Law No. 6/2013 of 11 February.11 Establishes the legal regime for accreditation of training

institutions in relation to provision of courses and programmes of professional training.
Other legal Acts defining elements of quality assurance of programmes and qualifications in
professional education:-

Joint Portaria No. 9/2020 (CNQ) and 10/2020 (NQF) of 20 February on the principles andrelated regulations: components of professional qualifications, format and structure of unitsof competence and of training modules.

In higher education, the fundamental legal Act is the Law No. 121/VIII/2016 of 24 March,12 which
creates the Regulatory Agency of Higher Education (ARES) and approves its statute.
Other legal Acts on quality assurance of higher education:--

Decree-Law No. 20/2012 of 19 June. Establishes the legal regime of HEIs.13
Decree-Law No. 22/2012 of 7 August. Establishes the legal regime of academic degrees anddiplomas in higher education.14
Despacho 05/2014 of 28 May 2014. Defines the general parameters of the process of
selection of professionals for the Bank of Evaluators of higher education institutions (HEIs).15
General Directorate of Higher Education – National System of Evaluation of Higher Education
Directives of the National Quality Assurance System (Sistema Nacional de Garantia da
Qualidade do Ensino Superior –SNAQES), of 7 October 2014.16
General Directorate of Higher Education – National System of Evaluation of Higher
Education, 7 October 2014, Guide for external institutional evaluation of HEIs.17

Quality assurance processes
In vocational training, quality assurance processes consist of:-harmonised development and validation of qualifications (professional profiles and training
plan and modules) and their inclusion in the CNQ; andaccreditation of institutions providing training.

Only those institutions holding a valid accreditation licence (Alvará) can operate as training providers
in the field of professional training. The accreditation system for professional training entities applies
to all public or private entities, national or foreign, regularly constituted or registered in Cape Verde,with legal personality, which meet all the requirements established in the accreditation regime ofentities for the development of initial and/or continuing vocational training courses.
Schools
11 http://snq.cv/wp-content/uploads/2019/07/Regime_Acreditacao_Entidades-Formadoras_DL-n%C2%BA6-2013.pdf
12 https://kiosk.incv.cv/V/2016/3/24/1.1.21.2165/
13 https://www.dgesc.gov.cv/index.php/ensino-superior-de-cv/legislacao/send/9-legislacao/182-regime-juridico-das-instituicoes-do-ensino
14 https://www.dgesc.gov.cv/index.php/ensino-superior-de-cv/legislacao/send/9-legislacao/175-regime-juridico-dasinstituicoes-do-ensino-superior-cabo-verde
15 https://www.dgesc.gov.cv/index.php/ensino-superior-de-cv/legislacao/send/9-legislacao/838-diretrizes-do-sistemanacional-de-garantias-da-qualidade-do-ensino-superior
16 https://www.dgesc.gov.cv/index.php/ensino-superior-de-cv/legislacao/send/9-legislacao/677-directivas-do-sistemanacional-de-garantia-da-qualidade-do-ensino-superior-snaqes
17 https://www.dgesc.gov.cv/index.php/ensino-superior-de-cv/legislacao/send/9-legislacao/680-guiao-para-avaliacaoinstitucional-externa-das-ies-de-cabo-verde

14

The Ministry of Education is responsible for quality assurance of secondary schools, notably for theirlicensing. Moreover, those secondary schools (technical) providing training programmes included in
the Catalogue of Professional Qualifications shall be accredited by the UC-SNQ. This outreach of the
UC-SNQ’s system of accreditation is fundamental to ascertain coherence and supervision over the
performance of providers and the final trustworthiness of the achieved professional qualifications of
the CNQ.
Higher education
By legislation, the national quality assurance system consists of the processes:-

evaluation – twofold: a) internal (self-evaluation) of HEIs and b) external evaluation; andaccreditation and registration: a) creation of HEIs; b) creation of study cycles (programmes)
leading to degrees and diplomas.

All HEIs are obliged to establish internal systems of evaluation and a guarantee of quality and carryout regular self-evaluation of performance (Article 73 of Decree-Law No. 20/2012).
External evaluation covers the following institutional dimensions of the HEIs: institutional
development, institutional management, infrastructure, academic policy, and human resources
policy.
The supervision of HEIs and their study programmes is a competence of ARES.
Currently there are ten accredited HEIs listed in ARES. Information on the respective legal acts ofaccreditation is published in the same webpage.
Quality assurance bodies
UC-SNQ’s role
The UC-SNQ is responsible for the processes of accreditation of institutions providing training courses
in the subsystem of Professional Training (with links to secondary education of the technical strand).
ARES’s mission and functions
In higher education, the only quality assurance body is the ARES, created by Law No. 121/VIII/2016 of
24 March. Article 5 states that ARES is independent in the exercise of its functions and is not boundby superintendence or guardianship by the government with respect to regulatory functions, without
prejudice to the supervisory powers conferred on the National Assembly. All governmental organs andinstitutions working in the sector of higher education have the duty to collaborate with ARES andprovide information relating to the quality assurance system.
ARES is tasked with four main competences: regulatory, supervisory, sanction and consultative.
The purpose of ARES is to guarantee the quality of higher education through:-evaluation, accreditation and registration of HEIs and their study cycles (programmes);
accreditation of the internal systems of quality assurance of HEIs;
recognition of degrees and diplomas awarded by foreign HEIs;
organisation and maintenance of an information system on higher education; andperformance of the functions of supervision and control of the functioning of public andprivate HEIs.

15

ARES’s specific functions of quality assurance include, amongst others: defining quality standards;
promoting the accreditation of study cycles and institutions to ensure compliance with the legal
requirements; supervising and controlling of the performance of the HEIs; giving advice and support
on quality assurance of higher education; studying and surveying the quality assurance system ofhigher education in Cape Verde; and providing information, statistical data and studies to support thedefinition of measures and strategies for higher education and research policies
ARES is governed by:-an administration council, the main collegial executive organ;
the fiscal organ, which is in charge of legal and economic-financial control; andthe consultative council, which contributes to the efficient, effective and balanced exercise of
the regulatory activity and provides advice to the administration council.

Cape Verde participates in the Harmonisation of African Higher Education, Quality Assurance andAccreditation (HAQAA) initiative of the Africa-European Union Partnership. HAQAA focuses on
harmonisation of quality assurance and accreditation in higher education.

4.4 Use of learning outcomes and standards
The application of the learning outcomes approach in the design and description of qualifications is
one of the key objectives of the NQF, as defined in Article 4 of the NQF legal Act (Joint Portaria No.
10/2020). Furthermore, Article 4 specifies that the application of the learning outcomes approach isessential to promote validation of non-formal and informal learning, thereby offering vulnerable
citizens possibilities to access lifelong learning and to enter the labour market.
Learning outcomes appear to play a manifold role in the conceptual and technical design of units ofcompetence of professional profiles and in training modules, which together structure qualifications,and in ensuring a socially minded access to qualifications, inclusive for citizens with a limited schoolinghistory but tangible life and work experience.
The application of the learning outcomes approach is well rooted and established in qualifications
design and management in the subsystem of vocational training. The UC-SNQ organises regularcapacity-building programmes on the competence-based approach in vocational qualifications andtraining for stakeholders and practitioners. 18
Conceptual basis
The conceptual and methodological underpinnings for the design and management of professional
qualifications have been developed and adopted through legal Acts and explained and disseminatedthrough handbooks. The UC-SNQ assures the coordination, oversight and dissemination of thisknowledge and methodological base.
The Qualifications Regime of UC-SNQ defines the wider principles of professional qualifications:-wide scope and based on competencies, with value and meaning for the labour market;
adaptable to the evolution of production modes and occupations;

18 https://snq.cv/destaques/

16

-

-

-

based on concepts of professional skills that ensure workers’ ability to work in different
contexts and production situations;compliance with the requirements and formats of professional profiles structured incompetence units, and training programmes organised in modules associated withcompetence units;
supported by learning programmes that are the basis of the training offered in technicaleducation and the vocational training system, and enable the implementation of the modular
training system; anddesigned and formulated to support validation of individuals’ learning outcomes acquired in
all types of learning contexts.

The established structure of a professional qualification included in the CNQ is depicted in Figure 1.
Figure 1: Structure of professional qualifications (Portaria no. 9/2020)
National Catalogue of Qualifications (CNQ)
Professional qualification - structure
PROFISSIONAL PROFILETRAINING PLAN

Units ofcompetence (UC)Training Modules
(TM)

UC1:

TM1

UC2:

Programme ofinitial training

TM2:

Modular training

UC3:

TM3

UC4:

TM4l

UC5:

TM5:

Source: UC-SNQ – Presentation at ACQF webinar on 8 May 2020

4.5 Credit systems
In professional training-

Legal basis: SNQ, Decree-Law No. 4/2018 of 10 January: Article 11

The System of Credits of Professional-Technical Education is based on the attribution of credit points
to qualifications of double certification in the NQF, which are integrated in the CNQ. The specificregulatory text is in development. Credit accumulation and transfer is permitted to enable mobility,
notably in the space of ECOWAS and the EQF. Moreover, the credit system will apply to other certified
training not integrated in the CNQ but based on valid quality assurance criteria.
In higher education-

Legal basis: Legislative Decree no. 13/2018 (Article 36) on the Bases of the Education System.
Decree-Law no. 22/2012 of 7 August establishes the legal regime of academic degrees anddiplomas in higher education.

The Legislative Decree no. 13/2018 determines that organisation of education provided by HEIs is
based on the credit system, and defines the following:17

-

credits are the measure of the number of hours of student workload;
the number of hours of student workload that is to be considered in the definition of the numberof credits includes all forms of academic work: contact hours, hours for practical learning(internships), fieldwork, individual and group study and evaluation.

The credit system in higher education contributes to students’ mobility and to recognition of priorlearning.
--

Students’ mobility between national education institutions of the same or different subsystems,
whether national and foreign institutions, is ensured through the credit system, on the basis of
the principle of mutual recognition of the value of learning and the acquired competences.
Recognition of prior learning: education institutions recognise, through the credit system, theprofessional competences and the post-secondary training of candidates and enrolled students,
through the special access modalities, which are to be defined in a specific legal Act.

In addition, the Decree-Law no. 22/2012, Article 52, stipulates that the number of credits allocated bycurricular units is defined in accordance with a set of principles, including: “The number of credits
corresponding to the workload of one curricular year in full time is 60.” This definition is aligned with
the European Credit Transfer and Accumulation System (ECTS).
The credit system is applied in HEIs as follows:-

5.

one credit corresponds to 25 to 30 hours of workload (all forms of learning – contact hours,
autonomous study, project work, laboratory work, evaluation); andone curricular year (full time) corresponds to 60 credits. One semester (full time) corresponds
to 30 credits.19

Institutional arrangements and stakeholder involvement

5.1 Governance and institutional arrangements for the NQF
Policy institutions
The Ministry of Education leads education system policy, from preschool to higher education. The
Secretary of State of Education is responsible for higher education policy.
The recently established ARES implements and supervises the system of quality assurance in higher
education.
Professional education policy is conducted by the Deputy Secretary of State for Professional Training
and Innovation, at the Ministry of Finance.
Governance of the NQF, in the frame of the SNQ, is assured by the UC-SNQ, established by DecreeLaw No. 62/2009 (14 December 2009). A decade later the UC-SNQ remains the core governing
structure and its leading and coordinating role was reinforced by Decree-Law No. 7/2018. The UC-SNQ
19

University of Cabo Verde, Deliberation Nr 005/CONSU/2013 of 19/03/2012. Establishes the norms ofcurricular organisation and credit system in the courses of licenciatura of the University of Cabo Verde
https://unicv.edu.cv/universidade/organizacao/orgaos/conselho-da-universidade/deliberacoes/39delibera%C3%A7%C3%A3o-n%C2%B0-005-consu-2013-estabelece-as-normas-de-organiza%C3%A7%C3%A3ocurricular-e-do-sistema-de-cr%C3%A9ditos-nos-cursos-de-gradua%C3%A7%C3%A3o-da-uni-cvdownload18

is led by the unit coordinator and is composed of: a) the Inter-ministerial Technical Committee for
Qualification (CTIQ), b) the Executive Secretariat, and c) the National Commission of Professional
Equivalences (CNEP), a specialised body of the SNQ.
The UC-SNQ is the central service tasked with the coordination, design and technical support in thedomain of professional qualification policies. The UC-SNQ ensures the construction and integrity of
the SNQ, with the aim to promote and develop the integration of technical-professional training
offered, through the CNQ, as well as the assessment and certification of competences.
The social partners contribute to the coordination of the SNQ through statutory participation in the
CTIQ and in the CNEP. Other entities that integrate the governance and implementation of the SNQ
include the Institute of Employment and Professional Training (IEFP), sectoral technical committees(CTS), and HEIs.

5.2 Roles and functions of actors and stakeholders
As part of the task of creating and managing the CNQ, temporary support and consultation bodies are
created from the UC-SNQ, namely:
-

-

6.

sector technical committees (CTS), responsible for technical support in the design ofprofessional profiles and associated training modules related to professional qualifications
corresponding to each of the professional families of the CNQ; andsector councils (COS) responsible for the validation of profiles and training modules of each of
the professional qualifications elaborated by the CTS and approved by the UC-SNQ.

Recognising and validating non-formal and informal learningand learning pathways

6.1 Arrangements for recognition of prior learning (RPL)
Recognition Validation and Certification of Competences (RVCC) is one of the statutory componentsof the SNQ and is organically linked with:---

the NQF: through the application of the learning outcomes approach. The primacy of learning
outcomes in designing and assessing qualifications enables the access to qualifications byvalidation and certification of acquired competences;
the CNQ: through the right to acquire any of the registered qualifications via processes ofrecognition, validation and certification of acquired competences, in accordance with thelegislative-regulatory framework; andthe individual register of qualifications and competences: registers individual acquiredcompetences and qualifications and identifies the competences missing to enable thecompletion of a certain qualification, thereby contributes to building individual trajectories ofadequate training. Currently in the process of legislative regulation.

The Decree-Law No. 54/2014 of 22 September on RVCC defines the policy and conceptual
underpinnings of the promotion of validation of competences acquired in all contexts of learning.
19Social and labour market inclusion, economic productivity, valorisation of all types of learning andreinforcement of flexible lifelong learning paths of citizens are the benefits expected from effective
implementation of this policy. According to the Decree-Law: ‘People acquire, with their life
experience, namely in professional activities, knowledge and competences relevant for the exercise
of many activities. Those competences can and shall be formally certified, and, if necessary,complemented with training adjusted to individual needs, thereby promoting access to higher levelsof qualification.’
Stage of development of RPL (RVCC)

In Cape Verde, RVCC is in the activation stage. In 2020, the UC-SNQ was developing additional
instruments to be pilot-tested in the context of RVCC.
RVCC is defined in Article 3 of the Decree-Law no. 54/2014, as the formal process enabling individuals
to obtain the recognition, validation and certification of their skills and competences, independentlyof the ways and contexts in which these competences were developed.
Main features of RVCC as a system:--

Target group: Individuals over 25 years of age with at least 5 years ofprofessional/employment experience.
Governance of the system: The UC-SNQ coordinates the organisation, functioning andelaboration of referential for professional certification and assessment standards. It accredits
the certifying entities, monitors and supervises them and provides technical andmethodological support.
Accreditation: Only accredited certifying entities can provide services of the RVCC system, in
accordance with the legal requirements. Substantive experience in professional training andin the targeted professional families are among the key criteria of accreditation of certifying
entities. The accreditation can be revoked under circumstances of breach of the legal
requirements and obligations, low performance or at request of the entity.

Figure 2: Different paths to a common goal – certification of competences within the SNQTWO PATHS / PROCESSES OF CERTIFICATION

SNQ
Accreditation of training
centresPublic and private institutions(national, foreign)

RVCC
Professional profile

Unit of competenceTraining programmes
Evidence Guide

Certification of professional
qualification; module; unit

Certification of
professional qualification

Source: UC-SNQ: Presentation at ACQF webinar of 8 May 2020
The RVCC process integrates the following phases:
20

-

-

-

Phase 1: Information and guidance – first orientation for candidates on the process andviability in each case.
Phase 2: Recognition of competences – candidates identify the knowledge and competences
acquired throughout life, applying a methodology of Bilan de competences (Skills Audit). Main
outputs: individual professional portfolio, assessor’s report identifying the candidate’s
competences by units of competence and the professional activities to be validated from theprovided evidence.
Phase 3: Validation of competences – evaluation of the competences in correspondence withthe professional profiles of the CNQ. Based on evaluation instruments adapted to the natureof the competence – for example, a technical interview or practical examination. The jury
consists of an assessor, an evaluator and a representative of the enterprise sector(independent evaluator). Output: Deliberation of the jury on the validation process.
Phase 4: Certification of competences – the jury certifies that the assessed and validated
competences have a formal value in relation to a predefined referential. In the case of partial
certification, the assessor and the evaluator propose a personal qualification plan,
encompassing the units of competence that were not certified. With this personal plan, thecandidate has access to an adequate modality of training or to self-training in the context of
the SNQ. At the conclusion of the training programme, the candidate resumes the RVCC
process.

The UC-SNQ started practical implementation of RVCC, via two main actions: a) several rounds oftraining of RVCC professionals (assessors, coaches); b) piloting of RVCC process for priority sectors.
One of the first pilot of RVCC processes took place in the sector Hotels-Restaurants-Tourism(Professional Qualification: Services of Food and Drinks, level 3). In May of 2021 a total of 32
candidates from different public and private organisations started their RVCC process to acquire theprofessional qualification Administrative Services and Client and User Support (level 4). Moreinformation is available on the UC-SNQ website.

7.

NQF implementation and impact

7.1 Key achievements and main findings
A major strength of the NQF in Cape Verde results from its operationalisation as an inherent part of
the qualifications system. The NQF has been legally defined and organised as a component of the SNQ,
working in complementarity with the national qualifications catalogue (CNQ), the system ofrecognition, validation and certification of competences (RVCC) and the credit system. This systemic
approach has contributed to the policy robustness of NQF, supported by a stable governance setting(led by the UC-SNQ) and the involvement of social partners, sector councils and other consultative
bodies such as Inter-ministerial Technical Committee for Qualification (CTIQ).
In the decade of evolution, the CNQ has been populated with new professional qualifications in 15
professional families (sectors) developed according to a common competence-based approach. RVCC
is becoming a reality for workers in different economic sectors and human and technical capacities

21

have been built to operationalise RVCC processes within common parameters of quality andcredibility.
The way forward needs to move towards closer cooperation of the NQF with higher education
qualifications, in line with the objectives of the NQF and the SNQ.

7.2 Qualifications registers and databases
The online National Catalogue of Qualifications currently includes 64 professional qualifications of four
NQF levels (2, 3, 4, and 5), distributed in 15 professional families. The webpage of each professionalfamily contains extensive information on the respective qualifications, in particular the professional
profile by units of competence and the training plan by modules (see an example), described inlearning outcomes of varied granularity.
Moreover, the CNQ webpage includes comprehensive information on the legal and methodologicalaspects guiding development of qualifications, on the professional families and the related sector
studies (example of study of IT sector).
The updated register of accredited programmes in higher education leading to qualifications ismanaged by ARES and the summary list is published at Agência Reguladora do Ensino Superior. By
mid-2020 this register includes 205 accredited programmes of NQF levels 6, 7, and 8 (licenciatura,
master and doctorate).
The breakdown of existing TVET qualifications by levels (1 to 5) shows a substantive majority of atlevels 4 and 5. The graphs (Figures 3 and 4) are based on data collected from the CNQ.
Figure 3: TVET qualifications in the NQF Catalogue of Qualifications, by levels
Cape Verde - TVET qualifications in NQF, by levels.
Total=64
LEVEL 514

LEVEL 423

LEVEL 322

LEVEL 2

5

LEVEL 1

0
0

5

10

15

20

25

Figure 4 indicates a balanced distribution of the number of TVET qualifications by professional families,
with some advantage for qualifications in the sectors of hotels, restaurants and tourism (11%),
installation maintenance (11%) and arts handicrafts and music (9%).

22Figure 4 : TVET qualifications in the NQF – National Catalogue of Qualifications, by sector
Cape Verde - TVET qualifications in NQF, by sector
Environment,
security5%
Social culturalcommunity
services
3%

Hotels restaurants
tourism
11%
Installation
maintenance
11%

Arts handicrafts
music
9%
Administr
management
8%

Electrical energyproduct,transport,
distrib
6%

Processing
industry
5%Construction
8%

Metal mechanics
5%
Maritime fisheries
6%

Agriculture
6%

Vehiclemaintenance
5%

ICT
4%

Trade transport
logistics
8%

7.3 Qualification documents
The format and award of certificates and diplomas included in the NQF are regulated by legislation.
The UC-SNQ and ARES supervise the award of qualifications in vocational training and higher
education respectively.
The UC-SNQ carries out the homologation of certificates delivered by all training entities duly
accredited by the competent authority, pursuant to 11 of Decree-Law No. 53/2014, of 22 September,which regulates the new Legal Regime of Vocational/Professional Training. Homologation is obligatory
for certificates of initial vocational training, certificates of professional qualification included in the
CNQ, and certificates of modular training courses.

7.4 Recognition of foreign qualifications
In professional training
Decree-Law No. 7/2018 of 7 February is the main legal basis regulating professional equivalence. The
CNEP is a specialised organ with technical and scientific autonomy to evaluate and issue opinions andrecommendations on professional equivalence of courses and other training activities carried out
abroad or in foreign schools established in Cape Verde. The CNEP operates in close cooperation with
the UC-SNQ, which homologates the opinions on equivalence issued by the CNEP.
In higher education
ARES is the institution in charge of the recognition of academic degrees and diplomas.

23

In Cape Verde, the recognition of academic degrees and higher education diplomas awarded byforeign HEIs is regulated by Portaria no. 49/2013, of 15 October,20 and by the Decree-Law no. 22/2012,of 7 August, which approves the Legal Regime of Degrees and Diplomas of Higher Education (RJGDES).
Recognition of degrees and diplomas is the act permitting the generic recognition of a foreign
academic degree or diploma of higher education, the level, objectives and nature of which are
identical to the degrees in Cape Verde as a graduate, master and doctorate, or a diploma.
Under Article 1 of Ministerial Implementing Order No 32/2021 of 15 April 2009, can be recognised
only those foreign degrees and diplomas issued by an Institution (and respective courses) are
accredited by the competent authorities (Ministry of Education/Higher Education,or delegatedentities) from the home country.
Portaria no. 49/2013 standardises the procedures for the recognition of foreign qualifications, making
them more transparent, equitable and simple, and introduces changes to previous regimes. This
broadens the recognition of foreign qualifications to diplomas of higher education courses not leading
to academic degrees, of a level and nature identical to higher technical-professional courses. It
introduces simplified procedures, establishing the recognition of a system of precedence, which
ensures a more automatic process on the decision, avoiding repetition, reducing costs and response
times on the decision of recognitions.
The recognition of foreign degrees and diplomas allows for the generic recognition a degree or
diploma of foreign higher education, whose level, objectives and nature are considered equal in Cape
Verde to bachelor, master and doctor or diploma. The recognition process lasts approximately 30 days
upon submission of the full file, conditional on the timely response of the concerned foreign HEI.
The special circumstances triggered by the measures put in place to contain the Covid-19 accelerated
the digitalisation of recognition processes (Figure 5)
Figure 5: Digitalised recognition process

Online Contact: Documentation required
4Form made available 1
on ARES website(www.ares.cv)

Digital copy of Diploma,
Cer ficate, School
History/Diploma
Supplement

2

Copy of the Disserta on orTese defended, in the case ofrecogni on of a degree ofMaster or Doctorate

Copy of identification
document certified by
the competentauthorities
5

Copy of the bankdeposit certificate
by means of aSingle Recovery
Document (DUC) infavour of ARES

3

20 https://portondinosilhas.gov.cv/images/igrp-

portal/img/documentos/1AD97C9EB7221E20E053E600040A6AAF.pdf

24Source: Presentation: ARES on Recognition of degrees and diplomas in higher education. At ACQF
Peer Learning Webinar, 28/10/2021.
Portugal and Brazil are the two top countries of origin of foreign degrees and diplomas seeking
recognition in Cabo Verde (Figure 6).
Figure 6: Countries of origin with the highest demand for recognition of degrees and diplomas
Countries of origin with the highest demand for recognition of degrees andDiplomasPortugal
BrasilChina
Marrocos
Cuba
EspanhaE.U.A
RússiaSenegalBolívia
FrançaItáliaInglaterra

Source: Presentation: ARES on Recognition of degrees and diplomas in higher education. At ACQF
Peer Learning Webinar, 28/10/2021.

8.

Referencing to regional framework/ other frameworks

8.1 Referencing to regional frameworks
Cape Verde is an open society and economy, which values cooperation with Europe and Africa. The
objectives defined in the NQF legal act (Joint Portaria no. 10/2020) reflect these values. Article 4, e)
stipulates that the NQF should ‘promote close links with the European Qualifications Framework forLifelong Learning (EQF) and with other NQFs, notably with NQFs of ECOWAS states to support credit
transfer and accumulation in education, vocational training and higher education, with the purpose
to improve people’s mobility and facilitate recognition of acquired skills and competences.’
Cape Verde has expressed interest in comparing with the EQF and participating in related activities.

8.2 International cooperation
Cape Verde participates in international cooperation and networks in the domain of education andtraining, notably:-

the African Union: HAQAA project, ACQF project;
ECOWAS; andthe Community of Portuguese-speaking Countries (CPLP).

25

The government of Cape Verde promotes bilateral cooperation and exchanges with other Africancountries, seeking to share experience and expertise in the domain of qualifications systems andeducation.

8.3 International donor support
Cape Verde and the European Union (EU) have strong cooperation ties in the context of the Special
Partnership. The 11th Ministerial meeting (June 2021) of Foreign Affairs EU-Cape Verde reiterated thestrong commitment to an enhanced political dialogue within the Special Partnership, of particular
relevance in this period marked by the Covid-19 pandemic and the need for a swift recovery. The
partners reaffirmed their attachment to the shared values and principles underpinning therelationship: respect for human rights, democracy, good governance and rule of law, and commitment
to multilateralism and international peace and security. The focus of the next bilateral multi-annual
programme 2021–2022 will be supporting socio-economic recovery based on a green and inclusive
growth model, taking into account Cape Verde’s Small Island Developing State (SIDS) specificities. The
Amendment to the Visa Facilitation Agreement EU-Cape Verde will reduce the cost and simplify therequirements.
Cape Verde maintains bilateral cooperation with Germany, Japan and other countries. The Deutsche
Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ) and Japan International Cooperation
Agency (JICA) support the development of renewable energy and electrical mobility. Portugal is an
important bilateral partner, cooperating in several sectors, with special emphasis on education andhealth.

9.

Important lessons and future plans

Can the NQF contribute more effectively to its objective of integration of the subsystems of educationand training and promotion of lifelong learning?
The NQF aims to promote better integration of education and training subsystems and convergence
between academic and professional education and training. While evidence of such convergence isvisible in NQF Level 5 – attractive and provided by both professional training institutions and schools,
but also by HEIs – the analysed sources and websites show that the CNQ has been limited toqualifications of professional training (Levels 2 to 5). This path has been justified by factors of policy
and institutional nature, but there are enablers of a refreshed dialogue across the subsystems.
The dialogue between the leading agencies – ARES for higher education and the UC-SNQ for
professional training – can reinvigorate the development of a common path and joint milestones in
implementing the NQF. At least four opportunities can be identified to stimulate this dialogue:-

a common understanding and benchmarks for Level 5 qualifications;the place of secondary technical education with double certification – a starting point toprofessional training and/or to higher education;
shared concepts on outcomes of modular training for purposes of lifelong learning; andthe shared use of the CNQ for qualifications of all subsystems.

The perspective developments of the SNQ are already planned in that the UC-SNQ was entrustedwith the development of a wide range of policies and instruments in the coming years. This portfolio
26

of developments consists of a framework of key competences, a credit system for professional
education and training, modular training, a model of dual professional training, a distance-learningmodel and the model of ‘training checks’.

References
Main sources of informationAgência Reguladora do Ensino Superior de Cabo Verde: https://www.ares.cv
Directorate General for Higher Education (DGES): https://www.dgesc.gov.cv/index.php/ensinosuperior-de-cv/legislacao/category/9-legislacao
Ministry of Education (e-ME): http://portal.minedu.gov.cv/
Instituto do Emprego e Formação Profissional (IEFP): http://iefp.cv/2020/06/03/comunicado2-2-2/
Instituto Nacional de Estatística (INE): http://ine.cv/estatisticas-por-tema/
Literature
ACQF Mapping Study: Cape Verde. 2020. Country report. AU-EU Skills for Youth Employability
Programme–
SIFA
Technical
Cooperation.
Author:E.
Castel-Branco.
https://acqf.africa/resources/mapping-study/cape-verde-country-reporthttps://acqf.africa/resources/mapping-study/cape-verde-country-report-pt
ARES, Recognition of degrees and diplomas in higher education. Presentation at ACQF Peer Learning
Webinar, 28/10/2021. https://acqf.africa/capacity-development-programme/webinars/acqf-12thpeer-learning-webinar/session-3_en_cabo-verde-ares_12th-webinar-28102021.pdf/@@displayfile/file/session-3_en_cabo-verde-ares_12th-webinar-28102021.pdf.pdf
Decree-Law No. 62/2009 of 14 December 2009, approves the organic structure of the Ministry ofLabour, Professional Training and Social Solidarity. In Official Bulletin No. 47 I series, Supplement.
Subsection I (Articles 9–11).
Decree-Law No. 20/2010 of 14 June, regulates the legal regime of the National Qualifications System(SNQ) (in Portuguese: Regula o Regime Jurídico Geral do Sistema Nacional de Qualificações (SNQ).
At: https://kiosk.incv.cv/V/2010/6/14/1.1.22.171/
Decree-Law No. 65/2010 of 27 December, regulates the nature, structure and effects of the National
Qualifications Framework (in Portuguese: Regula a natureza, a estrutura e os efeitos do Quadro
Nacional de Qualificações – QNQ. Boletim Oficial Nr 50 – I serie, 27/12/2010. At:
https://kiosk.incv.cv/1.1.50.85/

Decree-Law No. 66/2010 of 27 December, regulates the structure and development of the National
Catalogue of Professional Qualifications (in Portuguese: Regula a estrutura e o desenvolvimento do
Catálogo Nacional de Qualificações Profissionais (CNQP). At: https://kiosk.incv.cv/1.1.50.85/
Decree-Law No. 6/2013 of 11 February, establishes the legal regime for accreditation of training
institutions in relation with provision of courses and programmes of professional training. At:
http://snq.cv/wp-content/uploads/2019/07/Regime_Acreditacao_Entidades-Formadoras_DL-n%C2%BA62013.pdf

Decree-Law No. 54/2014 of 22 September, regulates the system of recognition, validation ad
certification of professional competences acquired and developed throughout life, namely, in thecontext of work. At: https://kiosk.incv.cv/1.1.56.1903/

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Decree-Law No. 4/2018 of 10 January, establishes the new legal regime of the National
Qualifications System (SNQ) (in Portuguese: Estabelece novo regime jurídico do Sistema Nacional deQualificações (SNQ). At: https://kiosk.incv.cv/V/2018/1/10/1.1.4.2461/
Decree-Law No. 7/2018 of 7 February, regulates the organisation and functioning of theCoordination Unit of the National Qualifications System (in Portuguese: Regula a organização e ofuncionamento da Unidade de Coordenação do Sistema Nacional de Qualificações - UC-SNQ). At:
http://iefp.cv/wp-content/uploads/2018/08/Regula-o-Funcionamento-UC-SNQ.pdf

Lux-Development and IEFP, Sistema nacional de qualificações famílias profissionais – Critérios deseleção, 2018. At: http://iefp.isone.cv/wpcontent/uploads/2018/07/Critrios_para_seleco_das_famlias_profissionais_prioritrias_vf.pdf
Lux-Development and IEFP, Estudo setorial família professional manutenção de veículos, 2012. At:
http://snq.cv/wp-content/uploads/2019/08/Estudo-Sectorial-MAV.pdf

Portaria No. 49/2013 of 15 October, establishes the regulation of the process of recognition andregistration of foreign degree and diplomas. At: https://portondinosilhas.gov.cv/images/igrpportal/img/documentos/1AD97C9EB7221E20E053E600040A6AAF.pdf

Portaria conjunta No. 9/2020 of 17 February, Ministry of Finance and Ministry of Education,
Estabelece a estrutura e organização do Catálogo Nacional de Qualificações (CNQ). At:
http://iefp.cv/wp-content/uploads/2020/02/bo_20-02-2020_20-CNQ-e-QNQ.pdf

Portaria conjunta No. 10/2020 of 17 February, Ministry of Finance and Ministry of Education, Regulao Quadro Nacional de Qualificações (QNQ). At: http://iefp.cv/wp-content/uploads/2020/02/bo_20-022020_20-CNQ-e-QNQ.pdf

Sector study, Professional Family Information and Communication Technology (in Portuguese),
Project CVE/071, 07/2012. At: http://snq.cv/wp-content/uploads/2019/08/Estudo-Sectorial-TIC.pdf
UC-SNQ, National Qualifications System (SNQ), Procedures Guide Methodology for Elaboration ofProfessional Qualifications. Unpublished.
UC-SNQ, Process of Recognition Validation and Certification of Professional Competences (inPortuguese: Processo de Reconhecimento Validação e Certificação de Competências Profissionais),
03/2013. At: http://docplayer.com.br/49553365-Processo-de-reconhecimento-validacao-e-certificacao-decompetencias-profissionais.html

UC-SNQ, Guide supporting the operationalisation of processes of professional recognition, validationand certification of competences (in Portuguese: Guia de Apoio a Operacionalização de Processos de
RVCC Profissional), 03/2016. At: http://docplayer.com.br/65626641-Operacionalizacao-de-processos-dervcc-profissional.html

Studies, reports
AFDB (2020), African Economic Outlook 2020. At:
https://www.afdb.org/en/knowledge/publications/african-economic-outlook
Banco Africano de Desenvolvimento Grupo (BAD 2020), Perspetivas Económicas em África
2020. At: https://www.afdb.org/en/documents/perspetivas-economicas-em-africa-2020
African Union, AFDB, UN ECA, Africa Regional Integration Index Report 2019. 2020. At:
https://www.integrate-africa.org/reports-data/download-the-reports/

UNDP, Human Development Report (HDI) 2019, Briefing notes for countries on the 2019 HDI Report- Cabo Verde. At: http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/CPV.pdf

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Lux-Development and IEFP, Sistema nacional de qualificações famílias profissionais – Critérios deseleção, 2018. At: http://iefp.isone.cv/wpcontent/uploads/2018/07/Critrios_para_seleco_das_famlias_profissionais_prioritrias_vf.pdf
Lux-Development and IEFP, Estudo setorial família professional manutenção de veículos, 2012. At:
http://snq.cv/wp-content/uploads/2019/08/Estudo-Sectorial-MAV.pdf
Sector study, Professional Family Information and Communication Technology (in Portuguese),
Project CVE/071, 07/2012. At: http://snq.cv/wp-content/uploads/2019/08/Estudo-Sectorial-TIC.pdf

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AnnexAnnex 1: Levels and descriptors of the NQF
Knowledge

SkillsResponsibility and autonomy

Level 1

Basic general knowledge applied to alimited and defined set of activities.

Basic operational skills required to carry out simple and Work or study under direct supervision in a structured
routine tasks.
context, with responsibility for his/her own performance.

Level 2

Basic operational knowledge of a fieldof work or study. Expresses ideas andconcepts through verbal
communication and effective writing.

Basic cognitive and practical skills required to use
relevant information in order to carry out tasks and tosolve routine problems using simple rules and tools.

Knowledge of facts, principles,
processes and general concepts, in afield of work or study, and with
understanding of certain theoreticaland technical elements of processes,
materials and basic terminology.

A range of cognitive and practical skills required toTake responsibility for executing tasks independently in an
accomplish tasks and solve problems by selecting andarea of work or study when simple decisions or initiatives areapplying basic methods, tools, materials and information. required.

Level 3

Provides technical support to solve specific problems.

Work or study under supervision with some degree of
autonomy.
Demonstrate capacity to perform certain independent tasks incertain structured opportunities with intermediate levels of
support and direction.

Work effectively with others, as a member of a group and takelimited responsibility for others in small teams and working
groups.
Requires support, direction and supervision in unknown
situations.
Adapt own behaviour to circumstances in solving problems.

Level 4

Factual and theoretical knowledge in
A range of cognitive and practical skills required toSupervise the routine activities of third parties, assuming
broad contexts within a field of work or generate solutions to specific problems in a field of work certain responsibilities in terms of evaluation andstudy, relevant for the function.
or study.
improvement of activities in contexts of study and work. Take
responsibility for own outputs/results in work and semiManage own activity in the framework of establishedstructured learning situations.
orientations in contexts of study or work, generally
predictable, but susceptible to change.

Work independently when immediate decisions are requiredwith certain initiative.
Define own objectives and targets in accordance with thegoals of the organisation and effectively manage time.

Level 5Comprehensive, specialised, factual and A comprehensive range of cognitive and practical skills
theoretical knowledge within a field of required to develop creative solutions to abstract

Manage and supervise in contexts of study and work
susceptible to unpredictable change. Revise and develop

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Level 6

Level 7study or work and an awareness of theboundaries of that knowledge, which
includes abstract technicalunderstanding and capacity to search
additional information and knowledge
to improve the execution of functions.

problems in routine situations and new contexts andactivities.
Capacity to select and apply equipment and methods,
explain the alternatives, and ensure the technicalsupport to solve more specific problems in known
routines.

performance of self and others, both in quantitative andqualitative terms.
Work independently when decisions or initiatives atintermediate level are required.

Advanced knowledge of a field of workor study, involving a criticalunderstanding of theories andprinciples.

Advanced skills, demonstrating mastery and innovation, Take responsibility for managing professional development of
required to solve complex and unpredictable problems in individuals and groups.
a specialised field of study or work.

Highly specialised knowledge, some ofwhich is at the forefront of knowledge
in a field of study or work, supportingthe capacity of original thinking and/or
research.

Specialised problem-solving skills required in research
and/or innovation in order to develop new knowledge
and procedures and to integrate knowledge fromdifferent fields.

Be able to organize the work for you and the team, according
to the objectives and goals of the organization and support
others to effectively manage time.

Manage complex technical or professional activities or
projects, taking responsibility for decision-making in
unpredictable work or study contexts.
Manage and transform study or work contexts that arecomplex, unpredictable and require new strategic approaches.
Take responsibility for contributing to professional knowledge
and practice and/or for reviewing the strategic performanceof teams.

Critical awareness of knowledge issues
in a field and at the interface between
different fields.
Level 8Knowledge at the most advanced
The most advanced and specialised skills and techniques, Demonstrate substantial authority, innovation, autonomy,
frontier of a field of work or study and including synthesis and evaluation, required to solve
scholarly and professional integrity and sustainedat the interface between fields.
critical problems in research and/or innovation and tocommitment to the development of new ideas or processes at
extend and redefine existing knowledge or professional the forefront of work or study contexts including research.
practice.

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