Qualifications for the Mediterranean : Q4M project 2010-15.
Date: 2016-02-07
Institutions: European Training Foundation
Subjects: Mediterranean third countries, cooperation in the field of education, education policy, recognition of diplomas, recognition of studies, recognition of vocational training qualifications

QUALIFICATIONS 
FOR THE 
MEDITERRANEAN 
Q4M PROJECT  
2010–15

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@ European Training Foundation, 2016
Reproduction is authorised provided the source is acknowledged.

FOREWORD

This publication marks both an end and a beginning. The European Training Foundation 
(ETF) coordinated a regional network of experts, social partners and policy makers in the 
qualifications field – now called Qualifications for the Mediterranean or Q4M – from its 
inception in 2010 to 2015. We have now changed our role from leading the network to 
adopting an advisory role. Concentrating the network’s principal outputs in this publication 
brings ETF’s leadership role in Q4M to a close. Partner countries are now taking the lead – 
passing the chair to them is a necessary step in the evolution to network ownership and 
decision making.

Q4M has had an experimental purpose from its beginning, and this publication records the 
results of that focus on testing and innovation. We wanted to make Q4M outputs available 
to a wider readership, or to expert communities, beyond the network’s members, so that 
others can benefit from our work and use, modify and adapt the Q4M tools and approaches 
to suit national or sectoral needs.

As a European Union (EU) agency concerned with advising the EU’s neighbouring countries 
on reforming their vocational education and training (VET) systems, we seek to advocate EU 
principles and methods, adapted to local or regional needs. Fundamental in this respect are 
the principles of labour market relevance, lifelong learning and broad participation by a range 
of stakeholders. So, you will find in this publication models, examples and methodologies, 
which are very much the outcome of a collaborative process. Q4M sought to go beyond 
ministry‑only planning to engage industry actors and actually apply their expertise, reflecting 
their needs, through the tools developed. We hope they prove of value to you in your work.

Xavier Matheu de Cortada
Head of Thematic Policy Unit, ETF

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QUALIFICATIONS FOR THE MEDITERRANEAN CONTENTS CONTENTS

FOREWORD

CONTENTS

INTRODUCTION

PART 1
THE Q4M PROJECT: 2010–15 
OBJECTIVES, PARTNERS, STEERING COMMITTEE, PHASES, PRODUCTS AND TECHNICAL TOOLS 

1. Objectives
2. Project partners and their role
3. The Strategic Committee
4. Project phases
5. Applying the tools and outcomes at national level
6. Technical tools
7.  Stocktaking and the future – From an ETF‑led Q4M project

towards a sustainable Q4M regional network

PART 2
COMMON REFERENCE PROFILES FOR OCCUPATIONS 
THE METHODOLOGY 

1. Introduction

How should this document be used? Who is it for? 
Developing a common reference profile for occupations 

2. The approach

2.1 Step 1: The context of the occupation 
2.2 Step 2: The core tasks 
2.3 Step 3: The subtasks 
2.4 Step 4: The knowledge, skills and competences 

Annex 1. Example of a full occupational profile: Waiter in a restaurant/bar 
Annex 2. Example of a full occupational profile: Tiler in the construction sector 
Annex 3. The European Qualifications Framework for Lifelong Learning 
Annex 4. Proposed action verbs for knowledge, skills and competences in the common profiles 

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PART 3
ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS 
A METHODOLOGY TO ASSESS QUALIFICATIONS 

1. Introduction
2.  Methodology and tools for analysis and comparison
2.1 Step 1: Selection of qualifications 
2.2 Step 2: Analysis of the quality of qualifications 
2.3  Step 3: Comparison of qualifications with common profiles 
2.4  Step 4: The customised EU Certificate Supplement 
2.5 Step 5: Country reports 
2.6  Step 6: Validation by the country technical teams 

3. Types of qualifications
3.1 Egypt 
3.2 Morocco 
3.3 Tunisia 
3.4 Jordan 

4. Findings

4.1 Analysis of the quality of qualifications 
4.2 Comparison of the content of the qualifications 

5. Peer review of qualifications

5.1 The test 
5.2 The results 
5.3 Status of the peer review test and follow‑up 

6. Conclusions and recommendations
Annex 1. Tools for the analysis, comparison and peer review of qualifications 

APPENDIX 1. STRATEGIC COMMITTEE AND NATIONAL TECHNICAL TEAMS 
Egypt
Morocco
Jordan
Tunisia
Algeria
France
Spain
Italy  

APPENDIX 2. LINKS TO KEY Q4M PROJECT DOCUMENTS 

GLOSSARY

ACRONYMS

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QUALIFICATIONS FOR THE MEDITERRANEAN INTRODUCTION

Q4M began in 2010 as the ETF project ‘The regional 
dimension of qualifications in the Euro‑Mediterranean 
area’. Its approach to the qualifications field was innovative, 
and brought together project partners from seven 
countries: Morocco and Tunisia (Maghreb), Jordan and 
Egypt (Mashreq) and France, Spain and Italy (Europe). In 
November 2014, Algeria joined the project.

The ETF led and facilitated the Q4M project from 2010 
until the end of 2015. In those six years, the ETF guided 
the establishment of a network of regional experts, 
social partners and policy makers, and supported the 
development of technical tools. The ETF organised 
meetings for the technical teams at country level and 
workshops at regional level, as well as a number of regional 
peer learning activities (PLA). Over the years, a large 
number of ETF experts participated in Q4M, supporting 
the Q4M technical teams and later the EuroMed Strategic 
Committee (EMSC). The ETF also recruited local experts to 
support the technical country teams.

As this publication will show, Q4M has achieved 
tangible results in the six years of its existence. Its 
first achievement is the establishment and operational 
functioning of the Q4M network, comprising country‑based 
technical teams, representatives from authorities 
responsible for qualifications and qualification systems, 
social partners and industry representatives. Its governing 
body is the EMSC. Secondly, this network has developed, 
tested and validated a number of technical tools that 
contribute to the quality, comparability, transparency and 
mutual understanding of qualifications across countries.

In late 2015 the ETF transferred the leadership of the 
project to the Q4M network. During the EMSC meeting 
in Cairo in June 2015, the Egyptian members of the group 
had offered to take over the Q4M leadership for one year, 
starting in November 2015. It is expected that the chair of 
the network will rotate among the partners.

This publication gives an overview of the Q4M project 
during the time of ETF’s leadership. Part 1 describes the 
objectives, project partners, steering committee, phases 
and products, followed by some observations about the 
transfer from an ETF‑led Q4M project to a sustainable 
Q4M regional network. Parts 2 and 3 contain the main 
methodologies that were developed. The publication has 
two appendices and a glossary. Appendix 1 contains the 
names of the members of the Q4M technical teams and 
the EMSC as well as the affiliated institutes. Appendix 2 
provides links to Q4M documents.

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QUALIFICATIONS FOR THE MEDITERRANEANPART 1: THE Q4M PROJECT: 
2010–15

OBJECTIVES, PARTNERS, STEERING 
COMMITTEE, PHASES, PRODUCTS 
AND TECHNICAL TOOLS

1. Objectives
2. Project partners and their role
3. The Strategic Committee
4. Project phases
5. Applying the tools and outcomes at national level
6. Technical tools
7.

 Stocktaking and the future – From an ETF‑led Q4M
project towards a sustainable Q4M regional
network

1. Objectives

The overall objective of the project was to boost the quality 
of qualifications and qualifications systems and make them 
more responsive to labour market needs.

Through closer regional cooperation in the field of 
qualifications, the participating partner countries sought 
to achieve transparency and mutual understanding of 
each other’s qualifications and qualifications systems. 
This process was also intended to support the reform of 
national VET and qualifications systems in the region.

Q4M took a sectoral approach, with a focus on tourism 
and construction. These two sectors were chosen because 
they are both characterised by high levels of geographical 
mobility and internationalisation. Furthermore, they are 
both facing recruitment difficulties, impacted by migratory 
flows.

2. Project partners and their role

Four of ETF’s partner countries, Morocco, Tunisia, Egypt 
and Jordan, have participated in the project from the 
start. The four partner countries were selected based 
on their past work on qualifications and qualifications 
frameworks. Algeria became a member of Q4M in 2014. 
All five countries were, and are, at different stages in 
the development of their qualifications systems and 
frameworks.

Each of the partner countries in Q4M established 
a technical team, bringing together representatives 
from the authorities responsible for qualifications 
and qualifications frameworks, social partners and 
representatives from the relevant economic sectors. 
The technical teams have developed a range of technical 
tools to enhance comparability, transparency and mutual 
understanding.

The three EU Member States (France, Spain and Italy) – all 
of which have close economic and educational links with 
the Southern and Eastern Mediterranean countries – have 
participated in the Q4M project from the start. They provide 
technical expertise and seek to ensure the compatibility 
of the project’s outputs with EU tools and systems. 
Throughout the project, ETF experts kept the European 
Commission and the European Qualifications Framework 
(EQF) Advisory Group updated on the progress of Q4M.

3. The Strategic Committee

In 2013, the project partners, supported by the ETF, 
decided to strengthen cooperation at the policy‑making 
level through the establishment of a governing body, the 
EuroMed Strategic Committee (EMSC), which provides 
a forum for high‑level policy makers from government, 
social partners and sector organisations to meet. The 
EMSC oversees the implementation of the project and 
validates the products prepared by the technical teams. 
Further, the EMSC ensures that the results of Q4M at 
the regional level are linked with on‑going reforms at the 
national level. The EMSC meets once or twice every year, 
depending on the project’s needs.

4. Project phases

The Q4M project has gone through two main phases.

In the first phase, from 2010 to 2013, the Q4M network 
was created by bringing together representatives from 
the authorities responsible for qualifications systems 
and frameworks, social partners and economic sector 
representatives. An operational technical team was 
established in each of the partner countries. The technical 
teams developed country profiles to make their quite 
different qualification systems understandable to each 
other. Together they developed a common methodology 
to describe and compare qualifications, and created four 
common profiles of occupations in the two chosen sectors, 
tourism and construction (see Part 2 of this publication). 
An IT platform developed by the Polytechnic of Turin, Italy, 
supported the work on the common profiles. At the end of 
this first phase the EMSC was established.

In the second phase, from 2014 to 2015, the project built 
on the achievements of the first phase. The technical teams 
finalised two additional common occupational profiles and 
updated the methodology to provide a hands‑on guide to 
producing common profiles. The methodology includes two 
examples of common profiles, describing one occupation 
from the tourism sector and one from the construction 
sector. The common profiles detail the knowledge, skills 
and competences required to carry out an occupation. The 
common profiles can be used as a reference to compare 
the national qualifications for these occupations. Common 
profiles can also be used to identify relevant sectoral 
qualification standards.

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QUALIFICATIONS FOR THE MEDITERRANEAN 6. Technical tools

Q4M has produced a set of technical tools to enhance the 
comparability, transparency and mutual understanding of 
qualifications. These are:

•

•

•

•

a methodology to develop common occupational
profiles (Qualifications for the Mediterranean: common
reference profiles for occupations – a user’s guide – the
methodology);

six common profiles for the occupations of bricklayer,
supervisor and tiler in the construction sector; and
waiter, receptionist and room attendant in the tourism
sector (The regional dimension of sectoral qualifications
in the Euro‑Mediterranean area – common profiles);

a methodology and set of tools for the analysis and
comparison of qualifications (Analysis, comparison
and peer review of qualifications – a methodology to
assess qualifications – Q4M regional synthesis report –
creating transparency and trust in qualifications);

a methodology and tools for the peer review of
qualifications (annexes T1 to T9 of the regional
synthesis report).

All these tools are available to the Q4M network and to 
other interested parties through the ETF Qualifications 
Platform (see the links to these tools and products in 
Appendix 2). Parts 2 and 3 contain the methodologies 
for the development of common profiles of occupations, 
and for the analysis, comparison and peer review of 
qualifications. All of the products developed by Q4M have 
been validated by the EMSC.

PART 1: THE Q4M PROJECT: 2010–15

In the second phase, the technical teams also developed 
an operational methodology to analyse and compare 
qualifications. Each technical team identified the relevant 
qualifications in their country for the four occupations for 
which common profiles were developed in the first phase 
of the project. The methodology was then tested for 
these qualifications. To assess whether the analysis and 
comparison of qualifications contribute to transparency 
and trust, the technical teams peer reviewed each other’s 
qualifications. The ETF compiled a synthesis report outlining 
the results of the analysis, comparison and peer review, 
with recommendations (see Part 3 of this publication).

5. Applying the tools and outcomes at
national level

In order for the partner countries to continue their work 
at the regional level, it was, and remains, necessary 
that their work at the national level on qualifications 
systems and frameworks continues and bears fruit. 
Although not part of the Q4M project activities, carrying 
out such work at the national level was a condition for 
partner countries to continue to take part in the project. 
Thus the work of the Q4M technical teams has had an 
impact on national reform processes. For example, the 
technical work of the Moroccan Q4M team relates to 
the qualification assessment process that will be carried 
out for the implementation of the Moroccan National 
Qualifications Framework, and the Q4M work in Tunisia 
has a major impact on the country’s PEFESE1 qualification 
reform programme. In the tests conducted for these two 
projects, the same qualifications were used as reference 
materials in order to provide a consistent set of overall 
results. In addition, it was decided to use the shared 
profile references as a base for developing and revising 
the training and qualification standards for the PEFESE 
programme. In addition, Egypt uses the knowledge, 
skills and competences defined in the Q4M bricklayer 
common profile in the project ‘Career guidance for youth 
employment – Vocational training and apprenticeship for 
the Egyptian building and construction sector’. This is a joint 
project overseen by the International Labour Organisation 
and the Egyptian Building, Construction and Housing 
Federation.

1 

 Support Programme for Education, Vocational Training, Higher Education and 
Employability.

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QUALIFICATIONS FOR THE MEDITERRANEAN7. Stocktaking and the future – From an
ETF‑led Q4M project towards a sustainable 
Q4M regional network

The timing of the transfer of the leadership of the Q4M 
project to the Q4M network was a conscious choice with 
a clear purpose. As indicated above, in its six years, Q4M 
has developed an operational network with a particular 
governance structure. This network had developed, tested 
and validated a set of technical tools to enhance the 
transparency and mutual understanding of the participating 
countries’ qualifications and qualification systems – the 
overall objective of the Q4M project when it started in 
2010. However, in the course of 2015 the Q4M project 
reached a watershed, and the main challenge for the future 
became the sustainability of the Q4M network. It was 
clear that as long as the ETF was leading and financing the 
project, the Q4M network would remain dependent on the 
ETF, rather than being owned by its members. Although 
it has relinquished the leadership role, the ETF remains 
engaged in Q4M as a policy and technical adviser, and it 
will help to establish synergy between work at the country 
level and the Q4M regional activities.

There are promising initial indications that Q4M can indeed 
become a sustainable regional network. The Egyptian 
leadership organised and chaired a meeting of the EMSC 
in April 2016, in which plans and funding possibilities were 
discussed. The ETF contributed expert advice. The EMSC 
agreed to pursue an application for an Erasmus+ project to 
explore the transferability of the tools and methodologies to 
other levels of qualifications. The French partners in Q4M will 
propose a methodology and a timetable for this application.

The Q4M network can continue to make use of the ETF 
Qualifications Platform. Q4M documents and tools can be 
accessed online via the Qualifications Platform. Appendix 2 
provides the links to the documents.

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QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

PART 2: COMMON REFERENCE 
PROFILES FOR OCCUPATIONS

THE METHODOLOGY

1.
Introduction
2. The approach
Annex 1.  Example of a full occupational profile: Waiter 

in a restaurant/bar

Annex 2.  Example of a full occupational profile: Tiler in 

the construction sector

Annex 3.  The European Qualifications Framework for 

Lifelong Learning

Annex 4.  Proposed action verbs for knowledge, skills 

and competences in the common profiles

1. Introduction

In the last four years, the ETF has coordinated the 
participating countries in the development of common 
reference profiles for occupations.

Four technical teams, facilitated by the ETF and supported 
by three Member States – France, Italy and Spain – were 
tasked with developing common profiles in the tourism and 
construction sectors. The teams, composed of sector and 
educational experts, have developed six common profiles, 
that is, three profiles in each of the two sectors of the 
project.

The common profiles for the tourism sector are:

• waiter,
•
•

receptionist,
room attendant.

The common profiles for the construction sector are:

• bricklayer,
•
•

site supervisor,
tiler.

In order to apply the methodology for creating common 
reference profiles, methodological and sectorial expertise is 
required.

How should this document be used? Who is it for?

The results and experiences of the technical teams working 
on the common reference profiles are collected in this 
methodological guideline. This document is intended 
to support the partner countries in the development of 
reference and occupational profiles for other sectors and 
occupations.

The common profiles illustrate the content, the 
(hierarchical) position and the structure (building blocks) 
of each occupation. This makes it easier to compare 
occupations between different countries, and is the first 

step in building trust between the partner countries and 
creating transparency. When we talk about transparency, 
we mean the creation of a common understanding 
concerning content and methodology, which then opens 
doors to the development of common occupational 
profiles and even qualifications. Particularly for sectors 
strongly internationally oriented, like the tourism sector, 
it is essential to create synergies in occupations and 
qualifications so that people can become more professional 
and competent in their jobs. For sectors strongly technically 
oriented, creating transparency in terms of technical 
content is key. A tiler from one country who is hired to 
do some tiling work in another country has to know the 
current methods, tools and technical aspects of the job that 
are common there in order to perform effectively.

The partner countries have already expressed their 
intention to extend the use of the common profiles 
produced in the project to achieve objectives such 
as improving job mobility and transferability, and the 
development and recognition of qualifications.

In this methodological guideline, examples are taken from 
the ‘waiter’ profile. Full ‘waiter’ and ‘tiler’ profiles are 
included in Annexes 1 and 2.

Developing a common reference profile for occupations

The common reference profiles are occupational profiles 
that reflect the regional vision of the occupations in both 
sectors. The profiles are not a representation of a national 
occupational profile. Rather, each profile is the result of 
regional sectorial actors coming to an agreed consensus.

The occupation profiles describe the professional 
context, the core tasks, the subtasks and the descriptors, 
expressed as knowledge, skills and competences, which 
are required to carry out a particular occupation.

The following main conditions for the development of the 
common reference profiles formed the starting point of the 
process.

• The profile has to be based on the (core) tasks (or main

work processes) of the relevant occupation.

• The profile must be interlinked with the profession’s

existing pathways (vertical promotion), and divided into
essential subtasks.

• The knowledge, skills and competences are to be

expressed in action verbs and related to the relevant
context, taking into account the level of performance
required to execute the various tasks.

• The profiles should be general and sustainable.

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• The profiles need to be understandable by the

employers.

overview of all the profiles helps to provide an overview of 
how transparent the profiles are to each other.

• The profile is an agreed common reference for an

occupation for the purpose of comparison, and can be
further deployed by partner countries for different ends,
including developing or modifying national qualifications
or devising training programmes.

2. The approach

Figure 1 explains the methodology in more detail. This 
figure clearly shows that the resulting profile is not 
a representation of a national profile, but a common 
reference profile. This means that each of the countries 
can use this profile as a reference for their own purposes. 
The common reference profile clarifies the relationships 
between the countries’ profiles, and in this way 
transparency and mutual trust can be improved within the 
sector.

It is particularly important that the partners can recognise 
elements of their own country’s profiles, and thus can 
extract the elements that are relevant for their context. 
This is essential for a reference profile. A matrix with an 

Figure 1. The Q4M methodology

The table in Figure 1 shows that all the countries recognise 
core tasks B and C in their occupations (in the example 
used here, this relates to ‘taking orders’ and ‘serving food 
and drinks’). In this illustration, it seems that in most, 
but not all, countries, core tasks A and D are also part of 
the job. This might be due to sector‑specific elements; 
for example, the fact that there is another occupation 
undertaking these tasks, or limitations in terms of 
companies’ size, or because these core tasks are included 
in another sector‑specific core task (E).

Figure 1 shows that the starting point for the development 
of the common reference profile is the input of the 
different countries. In the methodology, the following four 
main steps were carried out:

1.  describing the occupation and the occupational

context;

2. defining the core tasks;
3. defining the subtasks;
4. formulating the knowledge, skills and competences.

Y
G
O
L
O
D
O
H
T
E
M

Input 
description 
county B

Input 
description 
country A

Input 
description 
country C

Common reference profile 
for occupations:

CORE TASKS

Core task A

Core task B

Core task C

Core task D

Sector‑specific task E

COUNTRY A

COUNTRY B

COUNTRY C

COUNTRY D

COUNTRY X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

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QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

Each country develops a description of an occupational 
profile only for steps 1 and 2.

• Occupational context: In which contexts does this

occupation exist?

• Autonomy and responsibility: What is the position
of this occupation in relation to other occupations in
the sector/company? The level of a worker’s individual
autonomy is also described here. An important element
to take into account in this step is the relationship of
this occupation to others in the same sector.

• Professional attitude: This defines the more

‘non‑technical’ elements, such as communication and
collaboration with others, ethical norms and values
(related to displaying the right attitude in carrying out
professional activities). These elements are crucial to
the employer and influence a person’s performance. It
is therefore important for them to be reflected in the
description of the knowledge, skills and competences.

• Trends and innovation: In order for a profile to be

sustainable, it is advisable to include the most relevant
trends and innovations in the sector, which might
influence the knowledge, skills and competences.

• Rules and regulations: Are there any national, sectoral
or company rules that have to be taken into account
when practising the profession?

• Tools and methodologies: Are there any specific

tools, machines and/or methodologies, which must be
mastered to practise this occupation?

• Professional challenges: Obviously, there can be many
challenges in any occupation and it is not possible to list
them all, but it might be worthwhile to include some
of them. These challenges often change the ‘normal’
context in which a person works, and the way each
individual handles such challenges has an impact on
their effectiveness. Proving themselves capable of
meeting such challenges shows that a worker can adapt
his or her professional behaviour and can carry out
their duties in exceptional circumstances – not just in
standard situations. They key qualities are adaptability,
empathy and flexibility in the face of challenges, which
should also be reflected in the description of the
knowledge, skills and competences required.

• EQF‑level descriptors as a positioning tool: The 

EQF‑level descriptors are used to position and compare
occupations.

Figure 2. The methodology in four steps

Description of occupation and the 
occupation context

Definition of the main core tasks or working 
processes (max. 4‑5) and a description of the 
observable result

Definition of the subtasks related to the core tasks 
(max. 6)

Formulation of the competences, skills and 
knowledge for each core task

In the following sections, each step is explained in detail, 
and for each step an example is provided for the occupation 
of ‘waiter’. An illustration of how the full profiles of ‘waiter’ 
and ‘tiler’ could look is included in Annexes 1 and 2.

2.1 Step 1: The context of the occupation

The context of the occupation is the starting point for 
the development of the occupational profile and provides 
a coherent description of all the relevant elements of 
an occupation. It creates understanding around the 
main activities, the occupational context and the level of 
performance. This first step will have an impact on the 
following steps in the process. Therefore, it is crucial to 
have a common understanding and reach agreement on 
this first step.

Step 1 contains the following elements:

• Description of the occupation: A brief synthesis of

the occupation (including the language dimension when
relevant)

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Example 1. ‘Waiter’ – Context of the occupation

SECTOR:
OCCUPATION:

HOSPITALITY
WAITER

Description of the 
occupation

The waiter is responsible for the readiness, layout and general hygiene of the customers’ dining 
area. He/she welcomes and seats customers, provides information and gives advice on the menu, 
takes orders and serves food and drinks, as well as providing counter/takeaway services.

Professional 
context

Autonomy and 
responsibility

Professional 
attitude

Trends and 
innovation

Rules and 
regulations

Professional 
challenges

A waiter may also be responsible for taking reservations, promoting local products and attractions 
to customers, carving meat, preparing the customers’ bills and handling payments.

He/she ensures there is seamless coordination between the food production in the kitchen and 
the service in the dining area.

A waiter in the tourism sector works in hotels, restaurants, clubs, taverns and similar 
establishments. These range from small businesses to very large multinational hotel chains, 
including and catering.

The waiter is responsible to a headwaiter, maître d’hôtel or restaurant manager, and usually – 
depending on the size of the establishment – works as a member of a team involving other 
waiting and kitchen staff.

The waiter must have a very customer‑focused attitude and excellent ‘people skills’. He/she 
must be well presented, have high standards of personal hygiene, and communicate well with 
customers and colleagues (both in the dining area and in the kitchen).

The job requires high levels of stamina and a willingness to work on a flexible basis, often in the 
evenings and over weekends and holidays.

All tasks and duties should be implemented courteously and with full regard to standards of 
hygiene. 

• Ecological trends
• Digital trends in recording orders (e.g. via a handheld device) and reservations
• Special food trends

• Hygiene rules
• Ethical rules conforming with restaurant policy

• Dealing with complaints about the food and drinks
• Dealing with aggressive and/or drunk customers
• Dealing with particular dietary needs or preferences
• Taking care of guests with specific needs
• Dealing with customers with ‘cash problems’
• Dealing with large groups
• Dealing with busy periods and crowded situations (a lot of people entering at the same time)

EQF level

Level 3

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QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

2.2 Step 2: The core tasks

The core tasks can be defined as the main tasks or 
activities of the person who is carrying out the job. 
Although the title of the task can differ from country to 
country, it seems that the main tasks are more or less the 
same across the board. For example, the core tasks of the 
waiter are serving food and drinks and taking customers’ 
orders. No matter what these core tasks are called, every 
waiter will carry out these activities. The core tasks often 
follow the logic of a number of working processes.

Defining the core tasks is an important first step towards 
achieving transparency between countries, and any 

differences can immediately be distinguished at this stage. 
It is possible that some countries have more core tasks, 
which can be sector or region specific. The core activities 
are limited to a maximum of five.

When defining the core tasks, it is a good idea to describe 
the observable results as well. In practice this should 
comprise a very brief description of the result of the 
activities within the core tasks, described as far as possible 
in terms of observable outcomes. This will facilitate the 
description of the subtasks and the knowledge, skills and 
competences at a later stage. Additionally, it creates more 
understanding and thus transparency around the content of 
the core tasks.

Example 2. ‘Waiter’ – Core tasks

CORE TASKS

DESCRIPTION WITH OBSERVABLE RESULTS

A. Preparation, opening 
and closing procedures of 
the dining room

The waiter makes sure that the dining room is prepared according to the reservations 
taken and in line with the restaurant’s etiquette and hygiene rules. The waiter will 
maintain in the dining room during and after the service.

B. Taking orders

The waiter receives the customers and takes their orders. He/she provides information 
on the food and drinks available, offers suggestions and makes recommendations.

C. Serving orders

D. Billing

The waiter contributes to a smooth serving process and serves food and drinks 
according to the orders and to the satisfaction of the customers, including takeaway and 
counter services. He/she prepares and maintains the buffet display and prepares food at 
the table where applicable. 

The waiter prepares the bill and provides explanation of the charges where necessary. 
He/she is responsible for a leaving the customer with a good final impression of the 
restaurant and the service. 

2.3 Step 3: The subtasks

Defining only the core tasks is frequently insufficient to 
ensure transferability and transparency. Another step is 
necessary: defining the subtasks within the core tasks. The 
advantage of the subtasks is that smaller units are created 
which can easily be compared, transferred and understood 
in other contexts. Not having subtasks often leads to large 
and complex descriptions of core tasks.

It appears that defining these subtasks plays a valuable role 
in making occupations more comparable and transparent to 

other countries and within the labour market. This process 
also requires some reflection on the essential nature of the 
profession.

The country technical teams have defined subtasks 
as smaller units, following the logic of the occupation. 
Subtasks can be designed around a specific task, a specific 
method or a set of coherent activities. It is recommended 
that the number of essential subtasks are limited to 
a maximum of six per core task. Too many subtasks will be 
difficult to handle and will not lead to more transparency.

METHODS FOR DEFINING SUBTASKS

EXAMPLES*

Clustering around a specific task

Informing the customer about the food and drinks

•
• Welcoming customers

Clustering around a specific method/tool

Clustering around a set of coherent activities

• Handling the cash desk
• Grilling fish

• Cleaning the bathrooms
• Preparing and setting up the dining room

* The examples are taken from different occupations.

12

When developing profiles, there is always the dilemma of 
how detailed the core tasks and subtasks should be. Some 
of the advantages and disadvantages are listed below. 
There is no general rule; a decision needs to be made 
according to the goal of the profiles.

Based on experience, it is recommended that occupational 
profiles are not based on units that are too small (core 
tasks and subtasks), as this makes them more difficult to 
read and compare. If the units are too small this can also 
lead to more detailed descriptions, and more details do not 
necessarily result in more transparency; on the contrary, 
this will make the descriptions more complicated.

STRENGTHS/OPPORTUNITIES

THREATS/WEAKNESSES

Small 
units 

Large 
units

•
•
•

•

can be trained in a short period
suitable for geographical mobility
suitable for lifelong learning (combining work and
education)

the capacity to combine knowledge, skills and
competences in a more complex context can be
demonstrated
a small number of assessments

•
• easier to compare and to read

•
•

•

leads to fragmentation of the occupation
identifying the combination of knowledge, skills
and competences in complex contexts can be
difficult
less transparency

• more learning activities are required to prepare for

a unit

Example 3. ‘Waiter’ – Subtasks, related to the core tasks A and B

CORE TASKS AND SUBTASKS

A. Preparation, opening and closing procedures of the dining room

Subtasks:

A1. Cleaning and maintenance of the restaurant equipment

A2. Preparing and setting up the dining area

A3. Maintaining and cleaning the restaurant area

A4. Storing goods and equipment 

B. Taking orders

Subtasks:

B1. Welcoming and receiving customers

B2. Providing information about the menu

B3. Making recommendations and up selling

B4. Noting the orders

DESCRIPTION WITH OBSERVABLE 
RESULTS

The waiter makes sure that the 
dining room is prepared according 
to the reservations taken and the 
etiquette and hygiene rules of the 
restaurant. The waiter will maintain 
the dining room during and after the 
service.

The waiter receives the customers 
and takes the orders in an efficient 
(and clear) way. He/she provides 
information on the food and 
drinks, offers suggestions, makes 
recommendations and may promote 
certain items (e.g. courses or 
wines).

13

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

2.4 Step 4: The knowledge, skills and competences

The next step is to describe the subtasks in terms of 
knowledge, skills and competences (KSCs). The KSCs can 
be formulated and clustered following the logic of the core 
tasks and subtasks. It is important to take into account that 
being competent is not merely a matter of having technical 
skills and competences, but also involves questions of 
personal and professional attitude and behaviour. As 
described earlier, these elements are often more important 
to an employer than the technical skills (as these can 
be learned). They include such qualities as flexibility, 
adaptability, communication skills, taking the initiative and 
acting professionally.

the difference between occupations within the same 
sector (the vertical pathway). For example, the hotel 
manager and the management assistant might be occupied 
with more or less the same core or subtasks (for example, 
‘handling complaints’), but the level of performance and the 
complexity (responsibility and autonomy) will be different. 
This level has to be expressed using action verbs.

Example 4 considers the position of waiter. It is a part of 
the occupational profile of the waiter and shows the KSCs 
corresponding to the core task B and its subtasks. It gives 
concrete examples of how to use verbs to express the 
right level of performance, autonomy and complexity.

2.4.1  The European Qualifications Framework as 

external reference

As mentioned previously, for the purpose of understanding 
and comparing the scope and level of an occupation across 
the partner countries, the participating countries agreed 
to use the European Qualifications Framework (EQF) as 
a common reference, specifically its descriptors. These 
are knowledge, skills and competences, which the EQF 
Recommendation defines in the following way2:

• Knowledge ‘means the outcome of the assimilation of
information through learning. Knowledge is the body of
facts, principles, theories and practices that is related
to a field of work or study. In the context of the EQF,
knowledge is described as theoretical and/or factual’.

• Skills ‘means the ability to apply knowledge and use
know‑how to complete tasks and solve problems. In
the context of the EQF, skills are described as cognitive
(involving the use of logical, intuitive and creative
thinking) or practical (involving manual dexterity and the
use of methods, materials, tools and instruments)’.

• Competence ‘means the proven ability to use
knowledge, skills and personal, social and/or
methodological abilities, in work or study situations
and in professional and personal development. In the
context of the EQF, competence is described in terms
of responsibility and autonomy’.

2.4.2  Describing the KSCs

When defining the KSCs, it is necessary to do more than 
cluster the KSCs from existing profiles. A thorough check 
has to be done if these are to be formulated in the correct 
way.

It is important to describe the KSCs in the occupational 
profile at the right level of performance, as this illustrates 

2 

Recommendation of the European Parliament and the Council of 23 April 2008 on 
the establishment of the European Qualifications Framework for lifelong learning.

Based on Example 4, there are several elements, which 
should be taken into account when describing the KSCs:

• Describe the complexity and autonomy of the

occupation. Does this person have to work under
supervision or independently, or does this person
supervise others? This is an important element when
defining the other KSCs at the right level. It will also
influence the assessment criteria.

• For the competences, use verbs such as ‘is able to…’.

• Competences include not only the employee’s technical
knowledge and skills, but also their personal and social
abilities. Competencies thus have a more complex
dimension than the skills and knowledge. They refer to
acting as a professional and include elements such as
collaboration, flexibility, taking initiative, planning and
organising workload, and adaptability. In occupational
profiles, it is often easier to start with the description
of the competences, and employers often have clear
ideas concerning whether an employee is competent
or not. Competences are strongly related to the desired
output of the activities. The skills and knowledge can
then be defined as being necessary to achieve the
competences.

•

It is not possible to take all possible contexts into
account when describing KSCs, but the most important
ones can be described as this gives a good indication of
whether someone is competent or not.

• Be concrete! The KSCs have to be formulated in
an active way, not in the future tense and not as
a statement of a process. Avoid phrases like ‘will be
aware of…’ or ‘will be introduced to…’. Describe the
KSC in a relatively simple fashion. The KSCs should be
achievable within the given time period and observable
and measurable. The KSCs should be understandable
to all the actors involved. They should be specific and
concrete. Avoid using words such as ‘some’ or ‘several’.
Avoid phrases like ‘is able to prepare several simple

14

meals’ (‘simple meals’ is too vague and how many is 
‘several’?).

• Verbs should describe measurable or observable
actions, for example, ‘explain’, ‘represent’, ‘apply’,
‘analyse’, ‘develop’. Verbal expressions such as ‘to be
familiar with’ should not be used.

• The level of knowledge should also be specified. It is

not enough only to mention the subject – does the job
require ‘knowing simple facts’, or does it entail a more
‘complex understanding’ of methods and procedures.
Although the subjects of knowledge can be the same
for different occupations in the same sector, the level
of knowledge can be completely different. For example,
the level of knowledge about ingredients and food is set
much higher for a cook than for a waiter, although both
roles require some knowledge in this area.

15

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

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Annex 1. Example of a full occupational profile: Waiter in a restaurant/bar

Waiter – Occupational description and context

SECTOR:
OCCUPATION:

HOSPITALITY
WAITER

Description of the 
occupation

The waiter is responsible for the readiness, layout and general hygiene of the customers’ dining 
area. He/she welcomes and seats customers, provides information and advice about the menu 
according to the commercial policy of the establishment, takes orders, serves food and drinks, 
and provides counter/takeaway services.

A waiter may also be responsible for taking reservations, promoting local products and 
attractions to customers, carving meat, preparing the customers’ bills and handling payments.

He/she ensures smooth coordination between the food preparation in the kitchen and the 
service in the dining area.

Professional context

A waiter in the tourism sector works in hotels, restaurants, clubs, taverns and similar 
establishments. These range from small businesses to very large multinational hotel chains.

Autonomy and 
responsibility

The waiter is responsible to a headwaiter, maître d’hôtel or restaurant manager, and usually – 
depending on the size of the establishment – works as a member of a team involving other 
waiting and kitchen staff.

Professional attitude

The waiter must have a very customer‑focused attitude and excellent ‘people skills’. He/she 
must be well presented, have high standards of personal hygiene, and communicate well with 
customers and colleagues (both in the dining area and in the kitchen).

The job requires high levels of stamina and a willingness to work on a flexible basis, often in the 
evenings and over weekends and holidays.

Trends and 
innovation

Rules and 
regulations

Professional 
challenges

EQF level

Core tasks

See above revision. 

• Ecological trends
• Digital trends in taking orders (e.g. via handheld devices) and reservations
• Special food trends

• Hygiene rules according to relevant standards
• Ethical rules conforming to restaurant policy

• Dealing with complaints about the food and drinks
• Dealing with aggressive and/or drunk customers
• Dealing with special diets/preferences
• Taking care of ‘special guests’
• Dealing with customers with ‘cash problems’
• Dealing with large groups
• Dealing with busy periods (a lot of people entering the restaurant at the same time)

Level 3

A. Preparation, opening and closing procedures
B. Taking orders
C. Serving orders
D. Billing

17

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

Waiter – Core tasks and subtasks

CORE TASKS AND SUBTASKS

A. Preparation, opening and closing procedures of 
the dining room

Subtasks:

A1. Cleaning and maintenance of the restaurant 
equipment
A2. Preparing and setting up the dining area
A3. Maintaining and cleaning the restaurant area
A4. Storing goods and equipment

B. Taking orders

Subtasks:

B1. Welcoming and receiving customers
B2. Providing information about the menu
B3. Making recommendations and up selling
B4. Noting the orders

C. Serving orders

Subtasks:

C1. Serving food and beverages
C2. Preparing and maintaining a buffet display
C3. Providing counter/takeaway service

D. Billing

Subtasks:

D1. Preparation of the bill and taking payment

DESCRIPTION WITH OBSERVABLE RESULTS

The waiter makes sure that the dining room is prepared 
according to the reservations and the etiquette and hygiene 
rules of the restaurant. The waiter will maintain the dining 
room during and after the service.

The waiter receives the customers and takes the orders 
in an efficient and clear way. He/she provides information 
on the food and drinks, offers suggestions, makes 
recommendations and may promote certain items (e.g. 
particular courses or wines).

The waiter contributes to a smooth serving process, 
delivering food and drinks, as ordered, to the satisfaction of 
the customers, including takeaway and counter services. He/
she prepares and maintains the buffet display and prepares 
food at the table where applicable.

The waiter prepares the bill, providing explanation where 
necessary. He/she is responsible for leaving the customer 
with a good final impression of the restaurant and the 
service provided.

18

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QUALIFICATIONS FOR THE MEDITERRANEAN  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

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22

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Annex 2. Example of a full occupational profile: Tiler in the construction sector

Tiler – Occupational description and context

SECTOR:
OCCUPATION:

CONSTRUCTION
TILER 

Description of the 
occupation

Tilers install a range of different materials on a variety of surfaces, such as floors and walls. Tilers 
clean and level the surface to be tiled; they measure and cut tiles according to the design plans; 
they prepare and apply mortar and other types of adhesives; and they apply grout between 
tiles. They work according to health and safety procedures. The work environment of the tiler is 
usually clean as they install tiles after most of other construction processes are completed. The 
work of the tiler is physically demanding.

Professional context A tiler works in the construction sector in all types of new and restored buildings and on all kinds 

Autonomy and 
responsibility

Professional 
attitude

Trends and 
innovation

Rules and 
regulations

Specific tools and 
machinery

Professional 
challenges

EQF level

Core tasks

of floors. Tilers work in both the public and private sectors, in small or large‑scale business, 
or they can even have their own businesses. They can work on new builds or on renovating 
projects, or directly in the houses and apartments of clients. 

Tilers can work independently or the under the supervision of a foreman, or they may report 
directly to an engineer, according to the nature of the project. A tiler may work alone or as 
a member of a team of tilers. The tiler is responsible for checking his or her own work.

Tilers must adhere to a code of professional ethics. Their working methods need to be precise 
and they should exhibit the right attitude when carrying out their work, which should conform 
to quality and safety standards and specifications. Moreover, tilers must have sufficient 
communications skills to deal with colleagues and managers, especially when working directly 
in clients’ houses or apartments, that is, when working in an environment where people are 
carrying out their daily lives. This means that tilers have to work cleanly and with precision, and 
be able to communicate effectively about their work and its progress.

• Technological developments (materials, work equipment and processing techniques)
• Evolutions in business: the appearance or disappearance of tasks
• Ecological and sustainable trends

• Rules regarding safety, quality and environmental protection
• Safety and hygiene regulations and rules for sustainable development
• Code of Ethics and Professional Conduct

• Managing difficult work situations
• Handling running time constraints
• Handling complex jobs
• Managing relationships with other tradespeople
• Making the work less physically strenuous
• Accessing training throughout one’s career

Level 3–4 (depending on whether the tiler is independent or part of a team)

A. Preparing the work
B. Tiling
C. Submitting the work
D. Transversal tasks

23

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

Tiler – Core tasks and subtasks

CORE TASKS AND SUBTASKS

A: Preparing the work

Subtasks:

A1. Organising the work environment
A2. Preparing the materials, tools and equipment
A3. Preparing surfaces

B. Tiling

Subtasks:

B1. Setting tiles on the surface area
B2. Repairing or restoring existing tiles or surfaces

C. Submitting the work

Subtasks:

C1. Carrying out complementary finishing work
C2. Making a final check of the quality of the finished work

D. Transversal tasks

Subtasks:

D1. Maintaining effective work relationships
D2. Maintaining health and safety procedures

DESCRIPTION WITH OBSERVABLE RESULTS

The tiler organises his or her work in an efficient and 
effective way according to the set plan. He/she prepares 
the surfaces in the right way using the correct tools and 
methods. The result is the optimal preparation of the 
working area and the surface before the tiling begins. 

The tiler sets the tiles in the correct way, using the correct 
products and methods, taking into account the surface 
materials and other relevant conditions. The tiler restores 
existing tiles to produce an ‘invisible’ restoration result. 

The tiler finishes the work by checking if complementary 
activities are necessary and confirms with the client if the 
results comply with their agreement and/or contract.

During the work, the tiler adheres to the health and 
safety regulations that are applicable in the sector. The 
tiler maintains a good working relationship with the team, 
supervisor and the client so that all the parties are satisfied 
with the final result. 

24

Tiler – Knowledge, skills and competences

CORE TASKS AND 
SUBTASKS

A. Preparing the 
work

Subtasks:

A1. Organising 
the work 
environment

A2. Preparing the 
materials, tools 
and equipment

A3. Preparing the 
surfaces

COMPETENCES

SKILLS

KNOWLEDGE

• Works under the specific

• Plans and prepares

•

•

•

•

instructions and supervision
of the foreman, with limited
autonomy
Is able to work in a team
and can interact with
colleagues
Is able to adapt his/her
professional behaviour
adequately in the presence
of risks and other changing
circumstances
Is responsible for
reading and interpreting
specifications and acting
accordingly
Is able to report on the
selection of the relevant
materials and tools needed
to perform the assigned
work

assigned work phases in
accordance with the general
work planning, using time
schedules and technical
specifications in response
to tasks set by the foreman
and/or supervisor
• Checks work area for

plumbing and electrical
installations

• Calculates the dimensions
of the work area, the
volume of the required
materials and the necessary
supplies

• Plots the setting of the tiles
according to the design
specifications

• Marks levels, right angles,

perpendicular elements and
alignments

• Draws simple sketches
• Applies quality control

procedures to selecting
materials, tools, equipment
and machinery

• Prepares adhesives and

surfaces, and applies initial
treatment

• Uses levelling tools and

•

instruments
Installs and stabilises
scaffolding safely

• Checks types, quantities
and quality of stored
materials

• Applies quality control

procedures to stored
materials

•

Interprets drawings,
sketches, work documents,
technical data sheets and
manufacturers’ instructions
• Understands specifications
and specialist terminology

• Knows, recognises

and identifies the uses,
characteristics and technical
specifications of materials,
tools and equipment
• Knows, recognises and

identifies a range of hand
and mechanical tools and
equipment and their uses

• Knows, recognises and
identifies different types
of adhesives and fixing
materials used in tiling
processes

• Understands and interprets

technical data and
specifications to select, use
and maintain materials and
equipment

• Understands different

techniques in preparing
different surfaces

• Understands safe methods
for storing materials and
equipment

• Understands the basics of

mathematics and geometry
and their applications in
calculating quantities

25

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

CORE TASKS AND 
SUBTASKS

COMPETENCES

SKILLS

KNOWLEDGE

B. Tiling

• Works under the specific

• Sets reference levels and

constructs basic tile lines for
both horizontal and vertical
axes

• Knows and recognises
different materials and
adhesives, and their
characteristics

• Cuts tiles according to

• Knows and understands

required dimensions using
suitable techniques

• Mixes the right mortar and/
or prepares adhesives,
taking into account the
surface material and the
material and size of the tiles

• Uses different techniques

and materials to set tiles to
surfaces, taking into account
the location (e.g. indoor,
outdoor, humid conditions),
material and position of
the surface (vertical or
horizontal), and the material
and size of the tiles
• Applies quality control

procedures

• Follows health and

safety instructions and
environmental protection
procedures

• Works professionally and
keeps the working area
clean

current terminology related
to tiling processes

• Knows, understands and
determines the correct
methods for using tools and
equipment

• Knows, understands and

describes maintenance and
repair techniques to suit
different conditions

• Understands correct

methods and techniques
for cutting tiles and setting
them to surfaces

• Knows and understands the
principles of mixing mortar
and/or using different types
of adhesives

• Knows and understands the
principles of handling and
applying mortar and other
fixing materials

Subtasks:

B1. Setting tiles 
to the surface 
area

B2. Repairing or 
restoring existing 
tiles or surfaces

•

•

•

•

•

•

instructions and supervision
of the foreman, with limited
autonomy
Is able to work alone or in
a team within a framework
of coactivity
Is able to maintain effective
work relationships
Is responsible for the quality
and quantity of his/her own
output
Is able to accept and
respond to supervision and
guidance
Is able to adapt his/her
methodology, tools and
products in response to
changing and/or unforeseen
circumstances
Is able to communicate in
an effective and appropriate
way with his/her clients in
order to give a professional
impression of him/herself
and of the final result

26

CORE TASKS AND 
SUBTASKS

C. Submitting 
the work

Subtasks:

C1. Carrying out 
complementary 
finishing work

C2. Making 
a final check of 
the quality of the 
finished work 

D. Transversal 
tasks

Subtasks:

D1. Maintaining 
effective work 
relationships

D2. Maintaining 
health and safety 
procedures 

COMPETENCES

SKILLS

KNOWLEDGE

• Works under the specific

• Monitors and checks

that the completed work
complies with the plans
and specifications and with
standards of quality and
safety

• Applies techniques and
procedures of quality
control

• Applies correct procedures
for cleaning tools and
equipment

• Applies procedures to

protect completed work

• Disposes of hazardous
materials according to
standards

• Dismantles scaffolding
safely and correctly

•

•

•

•

•

instructions and supervision
of the foreman, with limited
autonomy
Is able to verify that his/her
work conforms to quality
and safety standards and
specifications
Is able to report on
completed work to his/
her supervisor clearly and
accurately
Is able to adapt
methodology, tools and
products in response to
changing and/or unforeseen
circumstances
Is able to communicate in
an effective and appropriate
way with his/her clients in
order to give a professional
impression of him/herself
and of the final result
Is able to leave the client
and the supervisor with
a good impression of the
end result

• Complies with health

•

and safety legislation and
professional standards
Is able to adapt
methodology, tools and
products in response to
changing and/or unforeseen
circumstances
Is able to communicate in
an effective and appropriate
way with his/her clients in
order to give a professional
impression of him/herself
and of the final result
Is able to adhere to
professional ethics

•

•

•

Interprets and responds
to verbal, non‑verbal and
written communication

• Applies the rules and

standards of health and
safety at work

• Applies considerations of

individual safety;
• Communicates in an
appropriate manner
according to different
situations

• Applies communication
and report‑writing skills
in interactions with line
managers and colleagues

• Applies standards in the
disposal of hazards and
waste

• Knows, understands
and determines both
quantitative and qualitative
aspects of the finished job
• Knows different techniques
to make a final check of his/
her work

• Understands the basic

principles and/or appropriate
treatment of hazardous
materials

• Understands and identifies
the correct procedures for
upholding quality control
and statutory safety
regulations

• Understands the basics of
cleaning and protecting the
workplace with different
tools and equipment

• Knows and understands the
basic types and techniques
of communication and
the principles of mutual
interaction and respect on
worksites

• Knows, recognises and
identifies how to handle
hazardous materials in order
to maintain individual safety

• Knows, recognises and

identifies health and safety
rules and standards in terms
of protection and prevention

27

QUALIFICATIONS FOR THE MEDITERRANEAN PART 2: COMMON REFERENCE PROFILES FOR OCCUPATIONS

Annex 3. The European Qualifications Framework for Lifelong Learning

See the leaflet from DG Education and Culture that can be accessed at: https://ec.europa.eu/ploteus/sites/eac‑eqf/
files/leaflet_en.pdf

Annex 4. Proposed action verbs for knowledge, skills and competences in the common 
profiles

KNOWLEDGE

SKILLS (MOST COMMON + TECHNICAL VERBS)

COMPETENCES

• Be able to
• Work with
• Behave
• Communicate
• Be in contact with

Identify

•
• List
• Define
• State
• Relate
• Memorise
• Locate
• Write
• Summarise
• Outline
• Determine
Illustrate
•
Interpret
•
• Name
• Read
• Express
• Recall
• Paraphrase
• Conclude
• Provide examples
• Exemplify
Indicate
•
• Clarify

Application

Synthesis

• Arrange
• Use
• Produce
• Apply
• Make
• Draw
• Change
• Complete
• Report
• Solve
• Construct
• Sketch
• Collect
• Prepare
• Display
• Present

Analysis

• Analyse
• Classify
• Examine
• Separate
• Point out
• Distinguish
• Contrast
• Subdivide
• Select
• Differentiate
• Survey
• Take apart
Infer
•

• Combine
• Produce
• Organise
• Develop
• Substitute
• Propose
• Plan
• Design
•
Imagine
• Add to
• Predict
Improve
•
• Role play
• Rearrange

Evaluation

• Evaluate
• Appraise
• Recommend
• Critique
• Compare
• Assess
• Argue
•
Judge
• Weigh
• Estimate

Any other technical verbs 
related to the profession, for 
example

• Take a guest’s order (for

the waiter)

• Knock at the door (for
the room attendant)

28

PART 3: ANALYSIS, COMPARISON AND PEER 
REVIEW OF QUALIFICATIONS

A METHODOLOGY TO ASSESS 
QUALIFICATIONS

The peer reviewers looked at the qualifications from two 
perspectives, by answering two hypothetical questions4.

• Sectoral perspective: Would you recruit a person

holding this qualification?

• National perspective: Would you recognise this

qualification in your country?

The peer review procedure, guidelines and assessment 
tool were tested during the Q4M regional conference in 
Cairo in June 2015.

This regional synthesis report, compiled by the ETF, 
describes the methodology and tools together with 
the main findings of the work by the technical teams. 
The content of the report is based on the results of 
the technical work executed by the four southern 
Mediterranean partner countries, Egypt, Jordan, Tunisia and 
Morocco. The main sources of information are the country 
reports and the Certificate Supplements compiled and 
validated by the technical teams.

Chapter 2 describes the methodology and tools used for 
the analysis and comparison of the qualifications. Chapter 3 
provides background on the country’s qualification types. 
Chapter 4 looks at the findings of a review of the analysis 
and comparison of qualifications by the technical teams. 
Chapter 5 describes the methodology and tools used 
for the peer review of qualifications. This chapter also 
describes the results of the peer review test. Chapter 6 
offers conclusions and recommendations concerning the 
usefulness of a wider application of the methodology and 
tools to create transparency and trust, and the contribution 
of the technical work to ongoing national developments.

Introduction

1.
2. Methodology and tools for analysis and
comparison
3. Types of qualifications
4. Findings
5. Peer review of qualifications
6. Conclusions and recommendations
Annex 1. Tools for the analysis, comparison and peer 
review of qualifications

1. Introduction

The Qualifications for the Mediterranean (Q4M) project 
aims at increasing transparency and trust in qualifications, 
and thereby creating the conditions for the recognition of 
qualifications across countries. To support these aims Q4M 
developed and tested a series of methodologies. The first is 
a methodology for building occupational reference profiles 
(common profiles) used by the Q4M technical teams to 
define and validate common profiles for occupations in the 
tourism and the construction sectors (see Part 2 of this 
publication).

Part 3 of this publication describes a second methodology, 
with tools3 to assess qualifications, consisting of the 
following three sections:

1.  Analysis: an assessment of the quality of qualifications;

2.  Comparison: an assessment of the content of

qualifications by comparing qualifications to (common)
occupational profiles;

3.  Peer review: an assessment of transparency and trust in
qualifications through a peer review of the results of the
analysis (1) and comparison (2).

The Q4M technical teams used the first and second 
sections of this methodology to analyse and compare 
existing qualifications in their countries. The technical 
teams, assisted by national and international experts, thus 
produced a wealth of data about their qualifications and 
qualifications systems. They made these data accessible 
through country reports, Certificate Supplements, 
questionnaires and templates.

To assess whether the analysis and comparison of 
qualifications contribute to transparency and trust, 
the technical teams then used the third section of the 
methodology to peer review each other’s qualifications. 

3  Methodologies and tools were developed by the ETF, tested by the Q4M technical 

teams and validated by the EMSC.

4 

The questions raised here are intended to challenge peer reviewers to assess the 
trust they have in a qualification. In fact, a qualification does not give its bearer 
direct access to recruitment, and formal procedures for recognising foreign 
qualifications in the VET domain are not yet available. 

29

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

Target 
group

Young people in 
full‑time education

Adults; employed or 
unemployed

Status

Secondary IVET

Other

Purpose Qualification leads 

mainly to further 
education

Qualification leads 
mainly to work

The target group for a qualification could be young people 
in full‑time education (initial VET (IVET)) or adults. Adults 
could be either employed or unemployed (upgrading 
skills). Qualifications could also be accessible to both 
young people and adults, for example VET qualifications 
in Morocco. Regarding the status of a qualification, we 
distinguished between secondary IVET qualifications and 
‘Other’ qualifications. Secondary IVET qualifications come 
under the authority of the Ministry that is responsible 
for VET. Often this is the Ministry of Education, but it 
could also be another Ministry; in Tunisia the Ministry of 
Vocational Education and Employment is responsible for all 
VET. Secondary IVET qualifications are part of a country’s 
public VET system. They give students access to the 
next qualification level within that system. The category 
‘Other’ could be according to the authority that awards 
the certificate, for example the Ministry of Housing, the 
Ministry of Labour or a sectoral body such as the Jordanian 
Hospitality and Tourism Education Company. ’Other’ 
qualifications do not normally give students access to the 
next qualification level in the public VET system, although 
progress within the sector is often possible.

Qualifications can have different purposes. One primary 
aim is to give those qualified access to work (most adult 
qualifications fall into this category), while another could 
be gaining entry into further education – for example, the 
Matura gives people access to university. Qualifications can 
thus lead to both work and further education.

2.2 Step 2: Analysis of the quality of qualifications

To analyse the quality of selected qualifications we looked 
at what lies behind a diploma or certificate (for example, 
its relevance to the labour market, standards/learning 
outcomes, and assessment). A qualification is transparent 
if this is clear. To facilitate the analysis, the ETF provided an 
annotated questionnaire [T2]. The questionnaire is based 
on the five building blocks for vocational qualifications, 
according to the scheme below.

2.  Methodology and tools for analysis and

comparison

This chapter describes the methodology and tools 
employed for the analysis and comparison of qualifications 
in six steps.

ANALYSIS AND COMPARISON OF 
QUALIFICATIONS

TOOLS5

1. Select qualifications

• Simple typology

(T1)

2.  Analyse the quality of the
selected qualifications

• Annotated

questionnaire (T2)

3.  Compare the content of

the qualifications with the
common profiles

Instruction (T3.1)

•
• Templates for

common profiles
(T3.2)

4.  Compile a Certificate

• Annotated

enriched format of
the EU Certificate
Supplement (T4)

• Outline reports
(T5.1 and T5.2)

Supplement for each of the
selected qualifications

5.  Compile reports including
the main findings and
recommendations concerning
the analysis and the
comparison of qualifications

6.  The country technical team
validates the Certificate
Supplements and country
reports

2.1 Step 1: Selection of qualifications

We asked each technical team to identify the qualifications 
for analysis and comparison based on this straightforward 
question:

Which qualifications are available in your country for 
the occupations of bricklayer, supervisor (construction), 
receptionist and waiter?6

We decided to use the term ‘qualifications’ broadly; that is, 
as referring to diplomas or certificates whether for initial or 
continuing training, formal or non‑formal, which cover (part 
of) the occupations of bricklayer, supervisor, receptionist 
and waiter. This resulted in a wide range of different 
types of qualifications. To make comparisons between 
the different types easier we used a simple typology of 
qualifications [T1].

5 

6 

Some of these tools were adapted to make them more user friendly as well as 
consistent with each other and with the peer review tool (see Chapter 5). All tools 
can be downloaded from the Q4M Community on the Qualifications Platform. See 
Annex 1 for the relevant links.
These four occupations were chosen because common occupational profiles have 
been compiled and validated for them.

30

QUALIFICATIONS FOR THE MEDITERRANEANFigure 1. Five building blocks for vocational qualifications

1. Relevance for the
labour market

5. Certification

2. Standards behind
a qualification

4. Assessment for
certification

3. The learning
process

• Block 1. Relevance of qualifications for the labour

market
Is the qualification relevant for the labour market? How
is this relevance ensured?

• Block 2. Standards behind a qualification

What are the standards behind a qualification? What is
the difference between occupational and educational
standards? Who is involved in the development of these
standards? Are standards periodically modified?

• Block 3. The learning process

What is the learning path for this qualification:
school‑based, work‑based or a mix of the two? What
is the duration of the education/training programme?
What is the ratio between theoretical and practical
training? How many learners were enrolled in the
programme in the last school year?

• Block 4. Assessment for certification

Who develops exams; who organises them; who
grades them? What are candidates assessed against?
What types of assessment are used? Is assessment
for certification open to people who did not follow or
complete an education/training programme?

• Block 5. Certification

Who awards the diploma or certificate for this
qualification? What is the level of the qualification
(national or estimated EQF level)? What is the
progression route to further studies for this
qualification?

We adapted the original questionnaire and checklist to 
make it more user friendly and to bring it into line with 
the proposed minimum criteria for gauging the quality of 
qualifications (see Chapter 4) and the assessment tool for 

peer review. To facilitate completion of the questionnaire, 
the ETF provided an annotated version with explanations 
and examples. This annotated version combines 
a questionnaire and checklist in one tool.

2.3  Step 3: Comparison of qualifications with common 

profiles

The common profiles are a specific tool produced by the 
Q4M project; they are the output of a regional cooperation 
process designed to define the core tasks and required 
knowledge, skills and competences for an occupation. The 
EuroMed Strategic Committee (EMSC) has validated the 
common profiles; thus they can be considered as common 
occupational reference profiles for the Q4M partner 
countries.

The technical teams used the common profiles as 
a reference for the content of the selected qualifications. 
The aim of the comparison was to identify and analyse 
the differences and commonalities between the common 
profiles and existing qualifications. The questions was: 
To what extent are the tasks and the knowledge, skills 
and competences as defined in the common profile for 
a qualification covered by the selected qualifications for this 
occupation? To facilitate the comparison, the ETF provided 
instructions [T3.1] and a template for each common 
profile with the defined tasks and knowledge, skills and 
competences [T3.2].

2.4  Step 4: The customised EU Certificate Supplement

The analysis and comparison produced a significant amount 
of data regarding a qualification. To make these data 
accessible and comparable we used the format of the EU 
Certificate Supplement. In order to make the Certificate 
Supplement a better fit for this purpose we added 
blocks for information about the types of qualifications, 
the relevance of the qualification to the labour market, 
standards and assessment. We asked the technical teams 
to use this enriched format of the Certificate Supplement 
to summarise the main features of a qualification. To 
facilitate the completion of the Certificate Supplement the 
ETF provided an annotated version with explanations and 
examples [T4.1].

2.5 Step 5: Country reports

The technical teams described the process involved in 
their technical work and the findings from the analysis 
and comparison in the country reports. These reports 
also contain recommendations for the improvement of 
qualifications in the national context as well as suggestions 
for refining the methodology and tools. The ETF provided 
outlines for the reports [T5.1 and T5.2]

31

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

2.6  Step 6: Validation by the country technical teams

The technical teams verified and validated the information 
in the Certificate Supplements and the country reports. We 
can therefore consider the Certificate Supplements and the 
country reports official documents within the scope of the 
Q4M project.

3. Types of qualifications

This chapter gives an overview of the types of qualifications 
that were selected by the technical teams for analysis 
and comparison. The chapter gives some background 
information on the country’s qualification system where 
this helps to clarify qualification types. It does not provide 

Figure 2. Types of qualifications in Egypt

TYPES OF QUALIFICATIONS IN EGYPT  
2 TYPES, 6 QUALIFICATIONS 

a comprehensive overview of the country’s qualifications 
systems. This information can be found elsewhere (for 
example, in the NQF inventories on the Qualifications 
Platform).

3.1 Egypt

Egypt selected six qualifications, from which we can 
distinguish two main types of VET qualifications:

1.  secondary IVET qualifications, targeted at young people,

which lead to work and/or further education; and

2.  other sectoral qualifications, targeted at adults, which

lead to work.

Formal IVET qualifications targeted at young people leading to work and to further education: 2 qualifications 

Other; sectoral qualifications targeted at adults leading to work: 4 qualifications  

Target group 

Young people in full-time education 

Adults 

Status 

Secondary IVET 

Other    
           - Ministry of Housing qualifications  
           - Ministry of Tourism qualifications 

Purpose 

Qualification leads mainly to further 
education 

Qualification leads mainly to work 

The sectoral qualifications are tailored to specific 
occupations and benefit from the strong involvement of 
the sector in the development of standards, provision and 
assessment. Both the tourism sector and the construction 
sector have these types of qualifications. They are 
recognised by the sector and by a line ministry such as 
the Ministry of Tourism or the Ministry of Housing, but not 
by the Ministry of Education. This means that holders of 
these qualifications can only progress to further training 
and qualifications within the sector; they cannot move on 
to acquire formal qualifications under the authority of the 
Ministry of Education. In addition, qualifications awarded by 
universities are not accessible to holders of these sectoral 
qualifications.

The technical team selected a sectoral qualification for each 
of the four occupations.

• The sectoral qualifications ‘skilled bricklayer’ and

‘supervisor’ were developed in 2005 as part of the
donor‑led National Skills Standards Project (NSSP).
The Egyptian Federation for Construction and Building
Contractors was involved in the NSSP from the
beginning. The training packages and assessment for
these qualifications are based on NSSP standards.
Training centres under the authority of the Ministry
of Housing and the Training Centre of the General
Syndicate of Construction and Timber Industries
conduct the training and assessment for these
qualifications. The training centres issue certificates

32

QUALIFICATIONS FOR THE MEDITERRANEAN 
of training, while the Ministry of Manpower issues 
a working licence for holders of these qualifications.

referred to the curricula as comprising ‘a cocktail of 
different things’.

• The sectoral qualifications Food and Beverage Skills

• For the tourism sector, the three‑year secondary

Development Programme for the occupation of waiter,
and the Front Office Skills Development Programme
for that of receptionist are developed by the Egyptian
Tourism Federation. The Federation has an international
agreement with the American Hotel and Lodging
Association (AHLA). The Egyptian Tourism Federation
develops sectoral qualifications based on AHLA training
programmes, but with special amendments to adapt
them to the needs of the Egyptian tourism market.
Occupational standards are modified on a yearly basis.

The Egyptian technical team questioned the relevance 
of secondary IVET qualifications for the construction and 
tourism sectors because of the limited links between 
the formal education sector and the labour market. The 
technical team selected two secondary IVET qualifications 
related to the occupation of waiter but rejected secondary 
IVET qualifications related to the occupations of bricklayer, 
supervisor and receptionist for various reasons.

• For the construction sector the technical team

analysed the three‑year secondary school Technical
Diploma for Construction. This qualification has four
specialisations. The Q4M construction team made
an in‑depth assessment of curricula and related
documents and concluded that the curricula do not
focus on a clear outcome and are therefore not relevant
for the occupations of bricklayer or supervisor. The team

school Technical Diploma for Hotels – office section
front relates to the occupation of receptionist. The
tourism team initially selected this qualification and
completed a questionnaire and Certificate Supplement
for it. However, in the validation meeting the tourism
team finally decided to reject this qualification, giving
as its reason that foreign‑language skills are a key
requirement for a receptionist in Egypt’s hotels, but are
not part of the secondary IVET qualification. This is why
Egyptian hotels tend to recruit university graduates with
language skills for the position of receptionist instead of
secondary VET graduates.

The technical team was positive about the content and 
labour market relevance of the secondary IVET qualification 
for waiters offered by the Tourism and Hotel School in 
Fayoum, Egypt. This qualification was developed under 
a project initiated by the International Organisation for 
Migration in cooperation with the Egyptian Ministry of 
Education and the Italian Elena Cornaro di Jesolo Institute, 
after studies had indicated that a huge percentage of illegal 
migrants to Italy come from the village of Fayoum.

3.2 Morocco

Morocco has one type of VET qualification – secondary 
IVET – targeted at both young people and adults and 
leading primarily to work.

33

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

Figure 3. Types of qualifications in Morocco

TYPES OF QUALIFICATIONS IN MOROCCO 
1 TYPE, 4 QUALIFICATIONS 

Secondary IVET qualifications targeted at young people and adults leading mainly to work: 4 qualifications 

Target group 

Young people in full-time education 

Adults 

Status 

Secondary IVET 

Other 

Purpose 

Qualification leads mainly  to further 
education 

Qualification leads mainly to work 

Morocco has a labour‑market‑oriented IVET system. The 
same qualification may be obtained either after formal initial 
training in a residential setting, as part of a sandwich course 
(apprenticeship) or in continuing education. Since 2003, the 
VET system has adopted a competency‑based approach 
to the development of training; all training providers 
have subscribed to this approach. The involvement of 
professionals throughout the training development process 
ensures that the qualifications are relevant and that the 
competences taught meet their needs and expectations. 

The permeability of the IVET system is low. Most IVET 
qualifications do not give direct access to a higher level of 
qualification.

The Moroccan technical team selected the qualification 
‘service en restauration’ for the occupation of waiter, 
‘réception d’hôtel’ for the occupation of receptionist, 
‘ouvrier qualifié en maçonnerie’ for the qualification of 
bricklayer and ‘chef de chantier’ for the occupation of 
supervisor in the construction sector.

34

QUALIFICATIONS FOR THE MEDITERRANEAN3.3 Tunisia

Tunisia has one type of VET qualification – secondary IVET – 
targeted at young people and leading both to work and to 
further education.

Figure 4. Types of qualifications in Tunisia

TYPES OF QUALIFICATIONS IN TUNISIA 
1 TYPE, 4 QUALIFICATIONS 

Secondary IVET qualifications targeted at young people leading to work and to further education: 4 qualifications 

Target group 

Young people in full-time education 

Adults 

Status 

Secondary IVET 

Other 

Purpose 

Qualification leads mainly to further 
education 

Qualification leads mainly to work 

Tunisia has a centralised IVET system, managed by the 
Ministry of Vocational Education and Employment. In 
the Tunisian vocational education system, the same 
qualification can be obtained either by taking an initial 
formal training course in an academic environment 
(residential course, combined study‑and‑work placement, 
apprenticeship) or by continuing training, or, in the future, 
through accreditation of prior experiential learning (currently 
being developed). Therefore, the only VET currently 
available is targeted at young people, with the exception of 
a few continuing training courses for employees – neither 
of which leads to a national qualification at present.

The Tunisian technical team selected the following 
qualifications for analysis:

•

in the construction sector:

 –

 –

for the supervisor profile, the ‘construction site lead
technician’;

for the bricklayer profile, the ‘CAP bricklayer’ 
(professional aptitude certificate in masonry);

•

in the tourism and hotel sector:

 –

 –

for the receptionist profile, the ‘BTP reception
technician’ (vocational technician certificate in 
reception work);

for the waiter profile, the ‘BTP bar and restaurant 
technician’ (vocational technician certificate in bar 
and restaurant work).

Tunisia is in the middle of a new VET reform process 
as part of the PEFESE7 programme, funded by the 
European Union. The reform is geared towards the 
phasing out of current training programmes based on APC 
(competency‑based approach, a Canadian methodology) in 
favour of the accreditation of institutions under a specific 
‘skills’ process. The use of APC in Tunisia dates from 1995, 
but the system was never fully implemented because of its 
complexity and high costs.

7 

The support programme for education, vocational training and higher education 
linked to the employability of young graduates.

35

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

3.4 Jordan

Jordan’s VET system is relatively complex and fragmented. 
Its qualifications are not easy to categorise within our 
simple typology. Jordan selected nine qualifications; using 
our typology we distinguish six types.

Figure 5. Types of qualifications in Jordan

TYPES OF QUALIFICATIONS IN JORDAN 
MANY TYPES, 9 QUALIFICATIONS 

Secondary IVET qualifications for young people and adults leading to work and to further education: 2 qualifications 
(waiter & receptionist)  
Secondary IVET qualifications for young people leading to work and to further education: 1 qualification (bricklayer)  
(Post-) Secondary IVET qualifications for adults leading to work and to further education: 1 qualification (supervisor) 
Other qualifications for young people leading to work: 3 qualifications (bricklayer & receptionist) 
Other qualifications for young people and adults leading to work: 1 qualification (waiter) 
Other qualifications for young people leading to work and to further education: 1 qualification (waiter)  

Target group 

Young people in full-time education 

Adults 

Status 

Secondary IVET  

Other 

(post-secondary) 

Purpose 

Qualification leads mainly to further 
education 

Qualification leads mainly to work 

the Jordanian Hospitality and Tourism Education 
Company (JHTEC)), and two related to the occupation 
of receptionist (awarded by the JHTEC). All four 
qualifications are targeted at young people, with only 
the VTC qualification for waiters aimed at adults. 
VTC and JHTEC qualifications lead primarily to work, 
although some graduates continue to higher education;

•

an Occupational Competencies Certificate related to
the occupation of bricklayer awarded by the National
Employment and Training (NET), targeted at young
people and leading primarily to work.

The Centre for Accreditation and Quality Assurance 
issues an occupational licence to holders of all of these 
qualifications, apart from the BAU qualification for 
supervisors. An occupational licence is valid for five years 
and can be renewed after expiration without reassessment. 
The BAU qualification for supervisors is accredited by the 
Higher Education Accreditation Commission.

Based on the information provided by the technical team, 
Jordan has:

secondary IVET qualifications awarded by the Ministry
of Education related to the occupations of waiter and
receptionist, targeted at young people and adults,
leading to work and further education;

a secondary IVET qualification related to the occupation
of bricklayer, targeted at young people, leading to work
and further education(qualification expected to be
withdrawn in 2015, although at the time of writing no
formal decision had been taken);

a post‑secondary VET qualification – Technical Diploma
in Construction Engineering – related to the occupation
of supervisor, awarded by Al Balqa Applied University
(BAU), targeted at adults and leading to work and higher
education;

four qualifications titled Hospitality Skills, Advanced
Level 2, related to the occupation of waiter (awarded
by the Vocational Training Corporation (VTC) and

•

•

•

•

36

QUALIFICATIONS FOR THE MEDITERRANEAN 
 
 
4.

Findings

In this chapter we discuss the findings from the work of 
the technical teams. We review firstly the analysis and 
secondly the comparison activity. In terms of the analysis 
of the qualifications, we take as our reference the five 
elements that are important for the quality of vocational 
qualifications:

about the quality of the qualifications analysed; that is for 
the peer reviewers to assess.

In terms of the comparison of the content of the 
qualifications, our reference point is the common 
profiles. In this section we also look at the levels of the 
qualifications.

•

•

•

•

•

relevance to the labour market,

standards behind the qualifications,

learning process,

assessment for certification,

certification.

After making some observations, we propose some 
minimum criteria for the quality of qualifications, which can 
be used by the peer reviewers to assess the quality of each 
other’s qualifications. This chapter does not offer an opinion 

Note that this section is based on the information provided 
by the technical teams, with the Certificate Supplements 
forming the prime source of information for comparison. 
Where information was not clear or lacking, we looked at 
the completed questionnaires and the templates used for 
the comparison with the common profiles. The country 
reports provided background information about the 
selection of qualifications and the country qualifications 
systems as well as the working process of the technical 
teams. In the sections about standards and assessment, 
we used information from the ETF study Making better 
vocational qualifications8.

4.1 Analysis of the quality of qualifications

Analysis of the quality of qualifications 

STANDARDS 

RELEVANCE 
FOR THE 
LABOUR 
MARKET 

1
K
C
O
L
B
G
N
D
L
I
U
B

I

2
K
C
O
L
B
G
N
D
L
I
U
B

I

LEARNING 
PROCESS 

3
K
C
O
L
B
G
N
D
L
I
U
B

I

4
K
C
O
L
B
G
N
D
L
I
U
B

I

ASSESSMENT 
FOR 
CERTIFICATION 

5
K
C
O
L
B
G
N
D
L
I
U
B

I

CERTIFICATION 

8 

European Training Foundation, Making better vocational qualifications: Vocational 
qualifications system reforms in ETF partner countries, ETF, Turin, 2014. See www.
etf.europa.eu/web.nsf/pages/Making_better_vocational_qualifications_EN

37

QUALIFICATIONS FOR THE MEDITERRANEAN  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

4.1.1 Relevance for the labour market

Combined, these two arguments can be used to 
demonstrate the labour market relevance of qualifications.

Regarding the question of how the labour market relevance 
of a qualification is ensured, the technical teams refer to 
a range of surveys, research and statistics, for example, 
surveys canvassing employer and student satisfaction with 
particular qualifications and assessing the employability of 
students; sectoral studies; forecasts of employment per 
occupation; various government departments’ statistics 
(Jordan); registered job vacancies and signed employment 
contracts (Tunisia); labour market research, employer 
surveys and the opinion of professional federations 
(Morocco).

Despite all these surveys, research and statistics, 
reliable data demonstrating the labour market relevance 
of qualifications is not easily accessible. The Moroccan 
and the Jordanian teams both explicitly mention a lack 
of reliable data. How can the labour market relevance of 
qualifications be identified or confirmed in the absence 
of reliable, quantitative data? Can we define minimum 
criteria to ensure the labour market relevance of particular 
qualifications?

The Egyptian and Jordan teams used the relevance of 
a sector for the economy as a main factor to demonstrate 
labour market relevance. Tourism and construction 
were identified as priority sectors. They supported this 
argument by statements about investments in these 
sectors and the urgent need for qualified personnel. For 
example, the Egyptian government has made an official 
pledge to build one million flats in the next five years, 
and Jordan has a pressing need for bricklayers – the 
majority of the bricklayers in Jordan are currently migrants 
from a neighbouring Arab country, mostly Egyptians 
or Syrians. This argument demonstrates the need for 
qualified personnel in the sector, but does not necessarily 
demonstrate the relevance of a specific qualification to the 
sector.

A second argument used to demonstrate the labour market 
relevance of a qualification is the involvement of employers 
in defining the training needs. In Egypt, the Federation for 
Construction and Building Contractors identifies the needs 
for vocational education and training in the construction 
sector, while the standards of operation required in hotels 
and other types of visitor accommodation, derived from 
employers’ surveys, form the basis for qualifications 
profiles in the tourism sector. VET qualifications in Morocco 
are based on an analysis of the work situation (analyse de la 
situation de travail). This analysis describes the reality of the 
practice of a profession and is a reflection of the consensus 
reached by a group of labour market experts regarding the 
description of a profession.

Suggested minimum criteria to ensure the relevance 
of a qualification for the labour market

•

•

Justification that the sector and the occupation is
relevant to the country
Involvement of labour market actors9 in defining
training needs for a qualification

4.1.2 Standards behind the qualifications

According to the technical teams, two types of standards 
determined the qualifications that they analysed: 
occupational and educational standards. Typically, 
occupational standards form the basis for sectoral 
qualifications, as seen in Egypt and in Jordan’s VTC, JHTEC 
and NET qualifications and also in the Jordanian Technical 
Diploma in Construction Engineering awarded by Al Balqa 
Applied University. Formal VET qualifications, which fall 
under the responsibility of the Ministry of Education, are 
typically based on educational standards, as seen, for 
example, in the secondary VET qualifications in Egypt and 
Jordan and the Tunisian qualifications.

The Moroccan technical team chose to leave the block 
about the type of standards in the Certificate Supplement 
empty, due to the lack of an explanation of the meaning 
of ‘standard’ in relation to a certificate. However, in the 
questionnaires they mention that their qualifications 
are based on occupational and educational standards 
developed by the OFPPT/FNBTP (the VET training centres 
and Building Federation, respectively).

To be able to compare qualifications we need to establish 
a common understanding of the concept of standards 
and have an appreciation of what standards look like in 
particular countries. For the concept of standards, we refer 
to the ETF study Making better vocational qualifications 
(Ibid.). The study defines occupational and educational 
standards as the main types of standards behind 
qualifications.

• Occupational standards set the requirements for

performance in an occupation. They describe the
occupational competence needed to perform certain
tasks and activities. Occupational competence can
help to keep qualifications relevant to the needs of the
labour market while providing information to learners on
the job profile targeted by the qualification.

• Educational standards are measures of the quality of

the education process or the outputs of the education

9 

Examples of labour market actors are employers, enterprises, employers’ 
organisations and trade unions.

38

QUALIFICATIONS FOR THE MEDITERRANEANsystem, which can be described as the expected 
knowledge and abilities at the end of a formal 
learning process but also as entry requirements, 
examination passes, and so on. Education standards are 
often described in terms of disciplines or subjects.

The study argues that in most European countries, 
qualifications take both standards into account (Ibid., p. 12). 
Occupational and educational standards are integrated 
and linked together to make the relationship between 
employment requirements and learning more evident. In 
some countries, occupational standards are directly linked 
to sectoral qualifications to train and certify people who are 
already in employment (Turkey and Estonia).

Two examples of such integration of the standards behind 
qualifications are highlighted below.

• The non‑formal, sectoral qualifications for the

construction sector in Egypt were first developed under
the National Skills Standards Project (NSSP) in 2005.
The project was a cooperative venture partnering the
Scottish Qualifications Authority with the Egyptian
Federation of Construction and Building Contractors.
The project developed occupational standards,
qualification standards10 and educational standards
for a number of occupations. The standards were
recognised by the Scottish Qualifications Authority and
endorsed by the Egyptian Industrial Training Council.
NSSP standards have not been formally modified since
their development in 2005.

• VET qualifications in Morocco are defined in terms
of competences and are based on an analysis of
the work situation. The content elements of this
analysis’ report, which also has a training purpose, are
translated into transversal and specific competences
(référentiels de compétences – competency
frameworks). These competences are structured and
articulated in an integrated training project aimed at
preparing the trainee for practising a trade. The training
programme document is accompanied by supporting
guides (a teaching guide, a pedagogical and material
organisation guide, and assessment guidelines) to aid
the educational support staff in the implementation
of training. Among the documents used to describe
the job are the lists of occupations (Répertoire
des emplois‑métiers (REM)) and descriptions of
occupational competences (Référentiel des emplois
et des compétences (REC)) sheets, which are tools
developed by the profession for human resources
management at the enterprise level. These tools have
helped to structure jobs in a given sector.

10  Besides occupational and educational standards, the Scottish Qualifications 

Authority uses the concept of ‘qualification standards’, defined as the levels of 
knowledge and skills required to achieve a qualification. The ETF defines the 
concept as standards, which set the requirements for the award of a certificate. 

Suggested minimum criteria for the quality of 
standards behind a qualification

• All standards behind a qualification should relate
to the skills and competence requirements for an
occupation or a group of occupations.

• All standards are outcome‑based.
• Labour market actors are involved in defining the

standards of a qualification.

4.1.3 The learning process

To maintain the quality of a learning process for a VET 
qualification, it is important that the learning outcomes 
be based on educational standards that are related to 
employment requirements.

The learning process is a broad topic that can cover many 
elements: from the development of written curricula 
to teaching in the classroom; from didactics to teacher 
training. Within the scope of the analysis of qualifications, 
we look at the evidence provided by the technical teams 
regarding the learning path, the duration of the educational 
pathway or training programme, and the ratio of classroom 
theory to practical training.

Obviously, learning processes differ according to the type 
of qualification sought. A training programme for a sectoral 
qualification, targeted to update the skills of people already 
working in the occupation, can be short and have a limited 
scope; whereas, IVET qualifications for young people will 
entail a longer training period and have a broader scope, for 
instance covering the core skills. As an example, we look at 
the learning process for the occupation of waiter in the four 
countries under review here.

•

In Morocco a young person or adult can choose
between a school‑based learning path with an
internship or a 50/50 block release system alternating
between school and business. The duration of both
schemes is the same, 1 080 hours. Both public schools
(OFPPT) and private schools (EFP) offer the qualification,
although some EFP schools are not accredited. The
majority of students for the qualification ‘service en
restauration’ enrol in the public OFPPT schools – 1 300
students in the school year 2013/14, compared to
50 enrolments in private EFP schools. It is not clear
from the data provided what percentage of students
chose the school‑based learning path rather than the
block‑release system. The duration of the internship in
the school‑based path is not clear either.

•

In Jordan, a young person or adult can follow
a six‑month (1 400 hours) workplace‑based learning
programme at either a VTC or JHTEC training centre,
or a two‑year (840 hours) school‑based programme at

39

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

a school for secondary education. The ratio of theory to 
practice is 30:70 at the JHTEC and VET training centres 
and 60:40 at the secondary VET school. Most students 
are enrolled in the JHTEC and VTC training centres – 
almost 1 000 enrolments in 2013/14 compared to 150 
in the school‑based secondary education programme. 
The VTC offers both a six‑month (1 400 hours) training 
programme leading to a semi‑skilled certificate and 
a one‑year training programme leading to a skills 
certificate. From the data provided it is not clear 
how these relate to the six‑month JHTEC training 
programme.

•

•

In Egypt a young person can go to the Fayoum school
or one of the other secondary VET providers. The
Fayoum school has close ties with an Italian hospitality
institute. The ratio of theory to practice is 40:60 for
the Fayoum school and 90:10 for the other providers.
In 2013/14 some 5 600 young people enrolled – 2 000
at the Fayoum school and 3 600 at other secondary
VET schools. An adults already working as a waiter can
update his or her skills in a nine‑day training programme
run by the Egypt Tourism Federation (eight days of
training sessions; one day of revision and assessment).
Practical training makes up 75% of this programme,
with 25% devoted to theory. In 2013/14 some 3 300
adults enrolled in this programme.

In Tunisia young people can follow an education
programme of 1 800 hrs, 82% of which is spent in
school and 18% as an intern in the professional context.
The number of students enrolled in this programme in
2013/14 was 212.

Suggested minimum criteria for a learning process 
leading to a vocational or professional qualification

• The learning outcomes relate to the standards behind
a qualification (skills and competence requirements
for an occupation or a group of occupations).
• The learning process has a substantial practical

component so that students can acquire skills and
competences and not only theoretical knowledge.

4.1.4 Assessment for certification

To become qualified, a candidate has to go through 
an assessment process. If the candidate passes the 
assessment, he or she receives a certificate or diploma. 
The quality of a qualification therefore depends on the 
quality of the assessment and certification processes. 
Two basic requirements for the quality of the assessment 
processes are validity and reliability. These are critically 
important for transparency and trust. The ETF study Making 
better vocational qualifications describes these criteria as 
follows (Ibid., p. 41):

‘First of all, the assessment method must be valid: it 
must guarantee that we are assessing the right thing. 
The assessment tool must match the use for which it is 
intended and it must be tailored to the qualification it relates 
to. One simple example of an assessment mismatch would 
be a written exam to assess a manual skill.

The assessment method must also be reliable: if we 
repeat the assessment, we must reasonably be able to 
expect the same results. Many factors are at play here: the 
assessing environment and its equipment, the competence 
of individual assessors and rapidly changing qualification 
requirements in some fields are just a few examples.’

To what extent are the assessment processes for the 
selected qualifications valid and reliable?

• Regarding validity, we look at what is assessed and

certified. Is the assessment related to the standards of
a qualification? Are the types of assessment appropriate
for testing whether a candidate has acquired the
required knowledge, skills and competences?

• Regarding reliability, we examine the objectivity and
independence of the assessment processes. Who
is responsible for developing, organising and grading
exams? Who are the assessors?

We look at these questions based on the evidence 
provided by the technical teams.

Validity: What is assessed?

Most of the time the assessment for certification takes 
place at the end of a learning process11. Assessment is 
typically based on the curriculum. This is unproblematic as 
long as the curriculum is based on learning outcomes that 
relate to the skills and competency requirements for an 
occupation or a group of occupations.

Assessment consists of written theory exams and 
practical tests in the school or training centre. The 
reports for Morocco and Tunisia also refer to oral theory 
exams and case studies. Practical exams are executed 
in a realistic workplace setting, or in a company or 
hospitality establishment if part of the learning takes 
place within a business. Examples of this are training 
given in a professional context and through block release 
in Morocco and the sectoral qualifications for the tourism 
sector in Egypt.

Reliability: How objective are assessment processes?

Education and training providers are responsible for 
developing, organising and grading exams and the 

11  Procedures for validation of non‑formal and informal learning (VNFIL) are not 

available in the Q4M partner countries.

40

QUALIFICATIONS FOR THE MEDITERRANEANteachers/trainers are the assessors. This applies to all 
qualifications analysed by the technical teams. In a few 
cases, representatives from the work field are involved in 
the assessment. In Morocco, private providers (EFP) use 
mixed juries, including external professionals, to carry out 
the assessments. In Egypt, the Ministry of Manpower 
and beneficiary companies’ representatives have the right 
to attend the exams for the construction sector, but they 
have to make a formal request to do so. In Tunisia the 
assessment process is under review, and professionals will 
be involved once the reforms are implemented.

Suggested minimum criteria for assessment for 
certification leading to a vocational or professional 
qualification

• Assessment is related to the standards behind

a qualification (skills and competence requirements
for an occupation or a group of occupations).

• Assessment has a substantial practical component
for students so that they can acquire skills and
competences and not only theoretical knowledge.
• External professionals are involved in the assessment

of skills and competences.

4.1.5 Certification

Besides developing, organising and grading exams, 
education and training providers are also the awarding 
bodies; they issue the certificates. The certificates are 
often accredited or recognised by the Ministry of Education 
or a line ministry, which potentially gives the certificate 
a national value. The Egypt Federation for Tourism is the 
only sectoral organisation that issues certificates. Its 
certificates are accredited by the Ministry of Housing.

Progression to further education

An important question for someone acquiring a certificate 
is whether it gives him or her access to further education. 
In principal, certificates for formal qualifications awarded 
under the authority of the ministry responsible for VET, 
give the holders access to a higher qualification level. The 
VET qualifications in Morocco, which do not allow entry to 
further education, are an exception in this regard.

On the other hand, non‑formal qualifications, which are not 
part of the formal VET system, do not share this automatic 
access to a higher qualification level. However, holders of 
these qualifications can often progress within the sector; 
for example, a waiter in Egypt can become a qualified 
restaurant supervisor and then a restaurant manager. 
Holders of a Jordanian VTC or JHTEC qualification can 
progress to a higher qualification level if they have five 
years’ experience or have enrolled in a certified programme 
and passed the relevant level test.

Certificate versus occupational licence

VET qualifications in Jordan are not only certificates but 
also occupational licences; certificates and occupational 
licences have separate assessment and certification 
processes.

• The VET provider is responsible for the assessment

and awarding of the training certificates. Assessment
is based on the curriculum and consists of written
and practical tests in the school or training centre. The
assessors are the teachers/trainers.

• The Centre for Accreditation and Quality Assurance
is responsible for assessment and awarding the
occupational licences. Assessment is based on
particular criteria and consists of a practical exam at
the company’s workplace. Assessors are external
professionals. Occupational licences expire after five
years and must be renewed before expiration.

Suggested minimum criteria for certification leading 
to a vocational or professional qualification

• The certification has national value and is awarded by

a competent body (e.g. ministry or federation).
• The qualification allows for progression to further

education or training.

• A numerical level is allocated to the qualification so
that it can be compared with related qualifications
from other countries.

4.2 Comparison of the content of the qualifications

In terms of the recognition of qualifications, a vital element 
in determining their quality is of course their content. 
What occupational skills and competences are covered 
by a qualification? The common profiles developed 
under the Q4M project represent a common agreement 
between the sectoral representatives of the partner 
countries concerning the core tasks and subtasks and 
the related knowledge, skills and competences required 
for the occupations of bricklayer, supervisor, waiter and 
receptionist. Consequently, we asked the technical teams 
to use the common profiles as a reference for assessing 
the content of the related qualifications. We wanted to 
know to what extent the core tasks and subtasks and 
the knowledge, skills and competences defined in the 
common profile are covered in the qualifications. What 
are the differences and commonalities between the 
common profiles and the existing qualifications? The 
comparison exercise proved somewhat difficult because 
the structures of the qualifications and the education and 
training programmes in the individual countries do not 
match the structure of the common profiles. Nevertheless, 
all the technical teams managed to complete the exercise 
for all the qualifications and entered the results of the 

41

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

comparison in Block 3 (Profile of Skills and Competences) 
of the Certificate Supplement. In completing Block 3, Egypt 
and Jordan followed the structure of the common profiles 
in tasks and subtasks, while Morocco and Tunisia followed 
the structure of their qualifications, described in terms of 
competences. In every case, the completed annex 4 (T4) 
provided additional information and evidence. Whether 
this comparison with the common profiles leads to 
transparency and trust in the content of the qualifications is 
a topic for the peer review.

• Task C: Serving orders – this core task has three

subtasks;

• Task D: Billing – this core task has one subtask.

For each of these core tasks the required knowledge, skills 
and competences (KSCs) are described. The technical 
teams identified the KSC elements in the selected 
qualifications for the occupation of waiter and compared 
them with the KSC aspects of the common profile.

4.2.1  An example of comparison of the content of the 

qualifications: waiter

The common profile12 of a waiter identifies four core tasks:

• Task A: Preparation, opening and closing procedures –

this core task has four subtasks;

Figure 6 shows part of this work by the Egyptian 
technical team. The left side of the figure shows part of 
the completed template for the qualification ‘three‑year 
secondary school Technical Diploma for Hotels, Restaurant 
Department’. The right side shows the completed Block 3 
of the Certificate Supplement (Profile of Skills and 
Competences).

• Task B: Taking orders – this core task has four subtasks;

Figure 6. Comparison of the content of qualifications in Egypt

COMPARISON OF THE CONTENT OF QUALIFICATIONS  
A WAITER PROFILE IN EGYPT 

12  See https://goo.gl/WqXccE on the Qualifications Platform for the complete 

common profiles for all four occupations.

42

QUALIFICATIONS FOR THE MEDITERRANEANAll the technical teams completed this template for the 
qualifications that they selected for the occupation of 
waiter. Figure 7 shows a rough comparison of the coverage 
of core tasks and subtasks in the qualifications. The 
completed templates provided the evidence for this table.

Figure 7. Coverage of tasks in qualifications

COVERAGE OF TASKS IN QUALIFICATIONS  
EXAMPLE: WAITER 

Country 

Core task A 
A1–A4 

Core task B 
B1–B4 

Core task C 
C1–C4 

Core task D 
D1 

Egypt 3 qual. 

Jordan JHTEC/VTC 

A1–A3 V 
A4 X 

A2–A4 V 
A1 X 

Jordan MoE 

All subtasks V 

Morocco 

A1–A2 V 
A3–A4 X 

All subtasks V 

B1–B3 V 
B4 X 

B1–B3 V 
B4 X 

All subtasks V 

Tunisia 

All subtasks V 

All subtasks V  

C1–C3 V 
C4 X 

C1–C3 V 
C4 X 

C1–C3 V 
C4 X 

C1–C2 V 
C3–C4 X 

C1–C2 V 
C3 X     C4 ? 

D1 V 

D1 X 

D1 V 

D1 ? 

D1 V 

43

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

Figure 8 shows how the technical teams completed Block 3 
of the Certificate Supplement based on comparison of the 
content with the common profile.

Figure 8. Block 3 of the Certificate Supplement

BLOCK 3 OF THE CERTIFICATE SUPPLEMENT 
EXAMPLE: WAITER

STANDARDS 

4.2.2 

Level of qualifications for the same professions

To be able to compare levels between countries we 
asked the technical teams to estimate the EQF level of 
a qualification, with the following results:

• Bricklayer – Estimated EQF levels: Jordan 2–3, Egypt

and Tunisia 2 (common profile: EQF level 3);

• Supervisor – Estimated EQF levels: Jordan 5,

Morocco 4, Egypt 3, Tunisia 2 (common profile: EQF
level 4);

• Receptionist – Estimated EQF levels: Jordan 3–4,

Morocco and Egypt 4, Tunisia 3 (common profile: EQF
level 4);

profile is level 413. We could consider whether the variation 
in levels between countries for apparently comparable 
qualifications is due to differences in the scope and content 
of the respective qualifications.

5. Peer review of qualifications

The technical teams peer reviewed each other’s 
qualifications to assess whether the analysis and 
comparison of qualifications contributed to transparency 
and trust (third section of the Q4M methodology to assess 
qualifications). Peer reviewers looked at the qualifications 
from two perspectives, asking two basic questions.

• Sectoral perspective: Would you recruit a person

holding this qualification?

• Waiter – Estimated EQF levels: Jordan 3, Morocco 4,
Egypt and Tunisia 3 (common profile: EQF level 3).

• National perspective: Would you recognise this

qualification in your country?

The qualifications for a supervisor in the construction sector 
show the greatest variation in level, from level 2 (Tunisia) to 
level 5 (Jordan), while the estimated level of the common 

The primary document for peer reviewing a qualification 
is the Certificate Supplement, which provides condensed 
information on each qualification. In Q4M, we use an 

13  Although the EQF is a meta‑framework, linking other frameworks to act as 

a translation device and common reference, and does not classify occupations, 
Q4M uses the EQF level descriptors (KSCs) to make an estimation of the level of 
the occupation and related qualifications. 

44

QUALIFICATIONS FOR THE MEDITERRANEANenriched format of the Europass Certificate Supplement, 
with additional blocks on relevance to the labour market, 
standards and assessment.

The country reports form the secondary source 
of information, providing the main findings and 
recommendations from the analysis and the comparison of 
qualifications, as well as background information about the 
process followed by the technical team.

Supplements and fill in an assessment grid for each 
qualification in the digital template provided. The two 
country teams that had reviewed each other’s qualifications 
then exchanged their findings and recommendations. In 
total, nine qualifications were peer reviewed.

To assess the peer review procedure and assessment tool, 
four questions were discussed within the country teams 
and in a plenary.

The third source of information is the background 
documentation for the analysis and comparison of 
qualifications: the completed questionnaires and the 
completed templates used for comparing the content of 
the qualifications with the common profiles.

All the Certificate Supplements were available to the 
peer reviewers in English and French. The country reports 
were also available in both languages. The supporting 
documents, such as completed questionnaires and 
templates, were not distributed among the peer reviewers; 
country teams could use them to provide more detailed 
information if this was requested by the peer reviewers.

The peer review procedure14, guidelines and assessment 
tool are based on a proposal that was approved by the 
EMSC in November 2014; they were tested during the 
Q4M regional conference in Cairo, in June 2015. To make 
the test feasible in the context of the conference we 
adapted and condensed the peer review procedure.

5.1 The test

The peer review test was executed in country teams. Each 
country team peer reviewed the qualifications of one other 
country. The teams included sectorial and national experts 
and one or two EU experts. The Algerian team, having only 
recently joined the Q4M, participated in the peer review 
as an observer and co‑peer reviewer. Each team appointed 
a chair and a reporter. The country teams were paired as 
indicated below.

• Egypt and Morocco: Egypt peer reviewed the
qualifications of Morocco and vice versa.

• Tunisia and Jordan: Tunisia peer reviewed the

qualifications of Jordan and vice versa.

Participants received the Certificate Supplements and 
country reports for the peer review prior to the conference. 
To familiarise all the partners with the procedure and 
assessment tool, each country team started with 
a self‑assessment, completing the assessment grid for 
some of their own qualifications. The teams then reviewed 
the qualifications of their partner country. Each team had 
around 60 minutes to review the provided Certificate 

14  See https://goo.gl/WpGWgM

1.  Is it possible to obtain sufficient information from the

Certificate Supplements and country reports?

2.  Does the peer review lead to a qualitative ‘judgement’ of

the qualification?

3.  Is the assessment grid a suitable tool for assessing the
qualifications and formulating recommendations for
improvement?

4.  Does the outcome of this assessment contribute to
greater transparency and mutual trust between the
countries?

5.2 The results

The results are based on the discussions in the country 
teams and the plenary and on the completed assessment 
grids. We structure the results from the peer review test 
around the four questions mentioned above.

5.2.1  Is it possible to obtain sufficient information from 
the Certificate Supplements and country reports?

Certificate Supplements

Both the country teams and EU experts stated that many 
relevant features of the qualifications, as recorded in the 
Certificate Supplements, remained unclear. The completed 
assessment grids confirmed this observation. This was 
partly due to the format of the Certificate Supplement 
and partly to the restrictions in time (see 5.2.2 below). In 
order to make information about the quality and content of 
qualifications accessible, Q4M had employed the Europass 
Certificate Supplement, which we further ‘enriched’ by 
adding blocks for types of qualifications, labour market 
relevance, standards and assessment. In addition, the 
technical teams proposed a number of adaptations to make 
the Certificate Supplement more suitable for this initiative.

Country reports

The technical teams described the process involved in 
their technical work and the findings from the analysis and 
comparison in the country reports. The country reports 
also contain recommendations for the improvement of 
qualifications in the national context and suggestions 

45

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

for refining the methodology and tools. Despite the ETF 
having provided an outline for the country reports, they 
were quite different in content and quality. The reports 
that contained extra information about the qualifications 
had some value for the peer reviewers besides the 
Certificate Supplements. Following a recommendation, 
we adapted the outline for the country reports, making 
clear distinctions between process, relevant information 
about qualifications and recommendations. This adapted 
format for a country report could be used as an annex to 
the Certificate Supplement, to provide extra information not 
always captured in the Certificate Supplement.

5.2.2  Does the peer review lead to a qualitative 

‘judgement’ of the qualification?

The peer reviewers took their task extremely seriously, 
looking critically at the documents provided by the 
technical teams. They pointed out omissions and unclear 
issues in the documentation and shortcomings in the 
qualifications. They made a number of recommendations 
for improvements in the documentation and in the 
qualifications themselves, for example:

•

It was stated that ‘a waiter sometimes supervises
a team’, but this does not match the profile in Egypt,
where waiters are responsible only for their own work.
(Egyptian review of Moroccan qualification for waiter)

• The activities do not fully correspond to the supervisor
profile – the training duration of 30 days is insufficient.
(Moroccan review of Egyptian supervisor qualification)

• The ‘international’ agreement is a simple partnership
agreement with a French training organisation. It is
not an agreement between states, and should thus be
moved to the ‘More Information’ block. (French review
of Tunisia bricklayer qualification)

feedback by the country teams and EU experts as well as 
the completed assessment grids reveal many uncertainties 
that might have been solved had there been more time for 
questions and answers.

Secondly, the fact that the peer review was done in country 
teams rather than in multi‑country teams gave rather 
diverse outcomes that were not further discussed. The 
Jordan country team, for example, was generally much 
more positive about the qualifications it assessed than 
the other country teams. Further discussion between 
the teams about their assessments is required to reach 
a common Q4M assessment of a qualification.

Indeed, as agreed by the EMSC, the peer review procedure 
is a time‑consuming exercise, involving a great deal of 
face‑to‑face communication between peer reviewers from 
the Q4M partner countries. Given the time and budget 
constraints of the Q4M project, it seems barely feasible 
to execute such a procedure for all 23 qualifications 
selected by the technical teams. Therefore, during the 
regional conference in Cairo, the ETF introduced the 
Qualifications Platform and demonstrated how it could 
facilitate a virtual peer review, including online meetings 
using the Go‑to‑meeting tool. The EMSC agreed in principal 
to a virtual peer review procedure. The ETF piloted the 
procedure in the second half of 2015.

5.2.3  Is the assessment grid a suitable tool for 

assessing the qualifications and formulating 
recommendations for improvement?

The feedback of the technical teams and the completed 
assessment grids indicates that, with some fine tuning, 
the assessment tool is indeed useful for peer reviewing 
qualifications. The ETF has modified the assessment tool as 
indicated below.

• More room is given for evidence and comments in the

• To be specified in the Certificate Supplement:

grid.

 – How can the builder access levels 4 or 5 directly if

he passes the Tawjihi examination?

• The assessment criteria reflect the minimum standards
proposed for the quality of qualifications in Chapter 4.

 – The Tawjihi certificate holder may register with any 

• Assessment and certification are separated.

We have not followed the proposal of making the grid 
more specific by adding more defined criteria for the 
measurement of the quality of qualifications. We would 
not want the peer review to become a box‑ticking exercise. 
The peer review is a method for discussing in depth with 
partners the quality of each other’s qualifications.

university outside Jordan. 
(Tunisian review of Jordanian bricklayer qualification)

• The type of assessment is too theoretical (70%) and

only partly relevant for the learning objectives. (Spanish
review of Jordanian supervisor qualification)

However, the peer review test had two shortcomings that 
limited a qualitative judgement.

First, the time allowed for the peer review test was too 
short to execute a comprehensive, quality peer review. The 

46

QUALIFICATIONS FOR THE MEDITERRANEAN5.2.4  Does the outcome of this assessment contribute 

to greater transparency and mutual trust between 
the countries?

The peer reviewers assessed each qualification from two 
perspectives.

• Sectoral perspective: Would you recruit a person

holding this qualification?

• National perspective: Would you recognise this

qualification in your country?

Looking at the completed assessment grid, the most 
frequently given answer to both questions was Yes, but 
under specific conditions; on a few occasions the answer 
was a straight Yes or No. Some examples are given below.

• The Egyptian technical team would consider recruiting

a certified waiter from Morocco but would require them
to take an accredited test by one of its certified training
providers. To recognise the Moroccan qualification
for waiter, the Egypt team would test whether the
qualification is in accordance with the occupational
standards for an Egyptian waiter.

• The Moroccan team would want more information
about the length of time candidates’ have spent in
training and their learning outcomes before recruiting
a certified supervisor from Egypt or recognising the
supervisor qualification.

• The Tunisian team would consider recruiting a certified
bricklayer from Jordan but would submit the candidate
to a professional test and require additional training
based on the test results. In order to recognise
a particular qualification, the Tunisian team would
send the relevant documentation to the Consultative
Commission for the equivalence of foreign degrees and
ask for a certificate of analysis.

• The Jordanian team would recognise the certificates for
bricklayer and waiter from Tunisia and recruit holders of
these certificates. The team expressed trust in these
qualifications as the training is carried out both in school
and in a professional environment.

• The EU experts were critical. French representatives
reviewing the Tunisian qualifications for bricklayer and
receptionist found a number of required elements in
the qualification but considered these insufficient to
proceed with the recruitment of any certificate holders.
The Spanish representative from the construction
sector reviewing the Jordanian qualification for the
post of supervisor would not consider recognising this
qualification or recruiting a holder of this certificate. He
assessed the content of the qualification as outdated

and too theoretical, lacking relevant practical work in the 
private sector involved.

5.3 Status of the peer review test and follow‑up

As a test, this peer review session achieved its goal. The 
participants peer reviewed qualifications following the 
procedure and using the assessment tool. Furthermore, 
they became familiar with the peer review procedure and 
tool and made recommendations for their improvement. 
Both the peer review procedure and assessment tool have 
been adapted based on these recommendations.

That said, the results of the peer review itself were limited 
since the test had certain shortcomings, as pointed out 
above. The results therefore cannot be considered to 
form a standard Q4M assessment of each qualification. To 
achieve this, and to increase the value of the assessment 
of qualifications we make the following recommendations.

• Technical teams should be able to revise the Certificate
Supplement and report based on the comments of the
peer reviewers. This is to make information about the
qualifications more accessible.

• Technical teams should actively promote, at national

level, the recommendations made by the peer
reviewers for improving their qualifications.

• The validation of Certificate Supplements and reports
by the ESMC should enhance the status of these
documents.

• The EMSC could consider creating a Q4M area of

trusted qualifications.

If these recommendations are not followed, there is a risk 
that this assessment of qualifications, with all the technical 
work involved, will remain a paper exercise, with only 
limited value in terms of establishing transparency and 
trust between countries.

6. Conclusions and recommendations

Are the methodology and tools fit for purpose?

The Q4M technical teams have tested the methodology 
and tools described in this report. The results of the tests 
were documented and discussed in Q4M meetings, 
and recommendations for improvements were made. 
The methodology has since been improved and the tools 
adapted based on these results and recommendations. 
Particular care has been taken to synchronise various 
tools, such as the questionnaire for the analysis of 
qualifications and the assessment grid for peer review. 
The revised methodology and tools are now available for 
the Q4M network to use in their further work on creating 

47

QUALIFICATIONS FOR THE MEDITERRANEAN PART 3: ANALYSIS, COMPARISON AND PEER REVIEW OF QUALIFICATIONS

transparency and trust as conditions for the recognition of 
qualifications.

• Technical teams should actively promote, at national

level, the recommendations made by the peer
reviewers for improving their countries’ qualifications.

• The validation of Certificate Supplements and reports by
the ESMC would give these documents an enhanced
status.

• The EMSC could consider creating a Q4M area of

trusted qualifications.

If these recommendations are ignored, there is a risk that 
this assessment of qualifications, with all the technical 
work involved, will remain a paper exercise, having limited 
value for transparency and mutual trust between countries.

Does the technical work contribute to national 
developments?

Finally, the basis for transparency and trust in this area 
is having good quality qualifications. This is a national 
matter as qualifications are developed, maintained and 
implemented at national level. However, the regional Q4M 
network has a unique opportunity to support improvements 
in the quality of qualifications at the national level. The 
following list gives some examples of the impact of Q4M 
work in the partner countries.

• The technical work of the Moroccan Q4M team is

related to the qualification assessment process that
will be carried out to implement the Moroccan National
Qualifications Framework.

• The Q4M work in Tunisia has a major impact on the

PEFESE programme on qualification reform in Tunisia.
In the tests conducted for Q4M and PEFESE, the same
qualifications were used as reference materials in order
to provide a consistent set of overall results. In addition,
it was decided to use the shared profile references as
a basis for developing and revising training/qualification
standards for the PEFESE programme.

• Egypt uses the common profile of bricklayer in the
project ‘Career Guidance for Youth Employment –
Vocational Training and Apprenticeship for the Egyptian
Building and Construction Sector’. This is a joint
project run by the International Labour Organisation
and the Egyptian Building, Construction and Housing
Enterprise‑TVET Partnership (ETP). In its training
process, the project uses the knowledge, skills and
competences of the job, as defined in the Q4M
bricklayer common profile (Q4M project).

Do the Certificate Supplement and country reports 
contribute to transparency in qualifications?

The Certificate Supplement is one of the core tools in this 
methodology and the primary tool for documentation in 
the peer review. The analysis and comparison produce 
a significant amount of data on each qualification. To make 
this data accessible and comparable, we used the EU 
Certificate Supplement but we then added information 
blocks about types of qualifications, the relevance of 
the qualification to the labour market, standards and 
assessment to make the Certificate Supplement format 
a better fit for this initiative. The Q4M partners have 
repeatedly indicated that the Certificate Supplement is 
a valuable tool for increasing transparency in qualifications. 
However, the peer review showed that many relevant 
features of the qualifications were not captured in the 
Certificate Supplement.

The country reports were quite different in content 
and quality, and country reports that contained extra 
information about the qualifications had some value for the 
peer reviewers in addition to the Certificate Supplements. 
Based on a recommendation, we adapted the outline of 
the country reports, making a clear distinction between 
the work process and relevant information about the 
qualifications themselves. In order to provide additional 
information that is not always captured in the Certificate 
Supplement, we recommend using the adapted format 
country report (see link in Annex 1).

Does the outcome of the peer review contribute to 
transparency and mutual trust between countries?

As a test, the peer review session has achieved its goal. 
The participants peer reviewed the qualifications following 
the procedure and using the assessment tool. They 
became familiar with the process and the assessment 
tool and made recommendations for improvement in both 
areas. Adaptations have subsequently been made based on 
these recommendations.

That said, the results of the peer review of the 
qualifications were limited because of certain shortcomings 
in the peer review test, as pointed out above. The results 
therefore cannot be considered to form a general Q4M 
assessment of each qualification. To achieve this, and to 
increase the value of the assessment of qualifications, we 
make the following recommendations.

• Technical teams should have the opportunity to revise
the Certificate Supplement and report based on the
comments of the peer reviewers. This will make
information about each qualification more accessible.

48

QUALIFICATIONS FOR THE MEDITERRANEANAnnex 1. Tools for the analysis, comparison and peer review of qualifications15

ANALYSIS AND COMPARISON OF QUALIFICATIONS

TOOL

1.  Select the qualifications

Simple typology (T1), https://goo.gl/tW74RB

2.  Analyse the quality of the selected qualifications

Annotated questionnaire (T2), https://goo.gl/sHGiX2

3.  Compare the content of the qualifications with the

Instruction (T3.1), https://goo.gl/2MrWST

common profiles

Template for each common profile (T3.2):

• bricklayer, https://goo.gl/9oiwrm
supervisor, https://goo.gl/eajerT
•
receptionist, https://goo.gl/493T18
•
• waiter, https://goo.gl/ajgegv

4.  Compile a Certificate Supplement for each of the

selected qualifications

Annotated enriched format of the EU Certificate Supplement 
(T4), https://goo.gl/yQYw2A

5.  Compile a report with the main findings of, and
recommendations related to, the analysis and
comparison of the qualifications

6.  The country technical teams validate the Certificate

Supplements and country reports

Outline report 1 (T5.1), https://goo.gl/LgMEDi

Outline report 2 (T5.2), https://goo.gl/oBndJe

PEER REVIEW OF QUALIFICATIONS

TOOLS

7.  Peer review procedure as agreed by the EMSC

Procedure agreed by the EMSC (T6), https://goo.gl/WpGWgM

8.  Peer review assessment

Assessment tool (T7), https://goo.gl/qJ43BU

9.  Proposed minimum criteria for the quality of

Proposed minimum criteria (T8), https://goo.gl/6TL6Z5

qualifications

10. Virtual peer review test

Virtual peer review online process (T9), https://goo.gl/4wLjmS

15  This annex provides links to the Q4M Community on the Qualifications Platform (https://goo.gl/OCC7TF), where the tools can be downloaded.

49

QUALIFICATIONS FOR THE MEDITERRANEAN APPENDIX 1. 
STRATEGIC COMMITTEE AND NATIONAL 
TECHNICAL TEAMS

Egypt

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

National Authority for Quality 
Assurance and Accreditation 
of Education

Prof. Dr YOUHANSEN Eid

Chairman (May 2014–present)

Dr MAGDY Kassem

Chairman (2008–May 2014)

Ministry of Housing

Eng. BOLTIA Hesham 

Chairman of the Productive Training Authority for 
Building and Construction

Ministry of Tourism 

Dr BADRAN Hussin

Adviser to the Minister 

Egyptian Federation for 
Construction and Building 
Contractors

Technical team members

National Authority for Quality 
Assurance and Accreditation 
of Education

Dr SOLIMAN Saber

Adviser to the Minister and Executive Director of 
Tourism & Hotel ETPs

Dr SHABKA Ibrahim Mohamed  Training expert

Dr RASHWAN Maha 

Technical office director

Dr TAHA Dalia 

Technical office member

Dr SALEH Ossama

Technical office member

Construction sector

Eng. BOLTIA Hesham 

Chairman of the Productive Training Authority for 
Building and Construction, Ministry of Housing

Eng. ZIKRY Anis

EFCBC

Tourism sector 

Dr SOLIMAN Saber

Advisor to the Minister of Tourism and Executive 
Director of Tourism & Hotel ETPs 

Dr HELMY Nahla

HRD Council Tourism

50

QUALIFICATIONS FOR THE MEDITERRANEANMorocco

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Confédération générale des 
entreprises du Maroc (CGEM)

Mr SLASSI SENNOU 
Mohammed

President, Training Commission

Fédération nationale du 
bâtiment et des travaux 
publics/CGEM

Mr CHERRADI Toufik

President, Training Commission

Union marocaine du travail

Mr ALAOUI Mohammed

Responsable, Union Education Training Department

Ministry of National Education 
and Vocational Training

Federations: FNBTP, FNPI, 
FMC, FMCI

National Confederation of 
Tourism

Technical team members

Ms El ALAM Amina

State Engineer, Vocational Training Department

Mr LYOUBI IDRISSI Abdellatif

Mr GOGUE Loïc

Head of Service, Tertiary Sector Programmes

Director General, Groupement interprofessionnel 
d’aide au conseil – Construction and Public Works

Vice President, Human Resources and Social 
Commission (2009–December 2015)

Confédération générale des 
entreprises du Maroc (CGEM)

Mr SLASSI SENNOU 
Mohammed

President, Training Commission

Fédération nationale du 
bâtiment et des travaux 
publics/CGEM

Mr CHERRADI Toufik

President, Training Commission

Union marocaine du travail

Mr ALAOUI Mohammed

Responsable, Union Education Training Department

Ministry of National Education 
and Vocational Training

Ms EL ALAM Amina

State Engineer, Vocational Training Department

Ms SAKOUT Touria

Head of Service, Vocational Training Department

Head of Service, Tertiary Sector Programmes

Federations: FNBTP, FNPI, 
FMC, FMCI

Mr LYOUBI IDRISSI Abdellatif  Director General, Groupement interprofessionnel 
d’aide au conseil – Construction and Public Works

Fédération nationale de 
l’industrie hôtelière

Mr SAMIM Abdellaziz

Director, Directorate General

OFPPT

Mr ELFADIL Abdelghani

Director, Directorate General

Fédération nationale du 
bâtiment et des travaux 
publics

National Confederation of 
Tourism

Mr BAROUTI Khalid

Head of Service, Directorate General

Mr OUAZZANI Anas

Responsable, Training Department

Mr GOGUE Loïc

Vice President, Human Resources and Social 
Commission (2009–December 2015)

51

QUALIFICATIONS FOR THE MEDITERRANEAN APPENDIX 1.STRATEGIC COMMITTEE AND NATIONAL TECHNICAL TEAMS 

Jordan

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Centre of Accreditation and 
Quality Assurance (CAQA)

Eng. IRSHAID Mohammad 
Khair 

Director

Eng. BATAINEH Mohammad 

Head of Licensing and Accreditation Section

Jordanian Chamber of 
Industry

Ms ALWAKED Nada 

Director of Technical Support

Confederation of Trade Unions Eng. ALABED Thaher

Vocational Training Representative

Higher Education 
Accreditation Commission 

Mr KHARABSHEH 
Mohammad 

Director of Universities Accreditation

Jordanian Construction 
Contractors Association

Mr ALFAZZA Omar 

Captain

Ministry of Labour

Eng. ALSHGERAT Mohammed  Director of Strategic Projects Unit

Jordan Hotels Association 

Mr MAJALI Yassar 

Director 

E‑TVET Fund

Dr GHASSAN Abu Yaghi

General Manager

Technical team members

Centre of Accreditation and 
Quality Assurance (CAQA)

Eng. BATAINEH Mohammad

Head of Licensing and Accreditation Section 

Ms MAHMOUD Heba 

Quality Assurance Officer 

Ministry of Education

Mr ALZYOOD Matrouk

Constructions Sector Specialist 

Confederation of Trade Unions Eng. ALABED Thaher

Vocational Training Representative

Ministry of Education

Mr MOMANI Osama 

Head of Tourism and Hospitality Division 

Al Balqa Applied University 

Dr SHAMOUT Ahmad 

Tourism and Hospitality Specialist 

Jordan Armed Forces

Ministry of Tourism and 
Antiquities 

Jordanian Construction 
Contractors Association 

Eng. GHABASHNEH 
Mohammed 

Constructions Sector

Ms MUBAIDEEN Abeer 

Tourism Sector

Eng. ALHRAINEI Tareq 

52

QUALIFICATIONS FOR THE MEDITERRANEANTunisia

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Directorate‑General for 
Training Applicants Services, 
Ministry of Vocational Training 
and Employment

Syndicat général de la 
formation professionnelle – 
Union générale tunisienne du 
travail

Union tunisienne de 
l’industrie, du commerce et de 
l’artisanat (UTICA)

Fédération nationale de la 
chimie – UTICA

Fédération nationale du 
bâtiment – UTICA

Fédération tunisienne de 
l’hôtellerie – UTICA

Technical team members

Fédération tunisienne de 
l’hôtellerie – UTICA

National Centre for Training 
of Trainers and Training 
Engineering – Ministry of 
Vocational Training and 
Employment

Mr MUSTAPHA Hassen

Director General 

Ms LARIBI Olfa 

Deputy Director, Accreditation of Vocational Training 
Institutions

Mr CHARFEDDINE Mohamed

Former Director General 

Mr BENBRAHIM Fayçel

Former Director, Norms and Evaluation

Mr BOURAOUI Jabrane

Secretary General

Mr FKI Maher

Central Director, Economic Affairs

Mr GHARBI Anis

Head of Department, Sectorial Federations 

Mr CHAABOUNI Lassaad 

Mr EL MESSABI Issam

President, Training Commission 

Ms BENNOUR Fatma

Chargée de mission

Mr ZAOUALI Ismail

Training Engineering Advisor

Mr MAAOUI Abidi

Chief Engineer

53

QUALIFICATIONS FOR THE MEDITERRANEAN APPENDIX 1.STRATEGIC COMMITTEE AND NATIONAL TECHNICAL TEAMS 

Algeria

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Secretariat General, Ministry 
of Vocational Training and 
Education

Ms SEMMANE Warda

Director of Studies

Ministry of Tourism

Mr ABDELLATIF Zaid

Ministry of Housing

Mr AFRA Hamid

Director, École nationale supérieure du tourisme 
(ENST)

Director General, Centre national d’études et de 
recherches intégrées du bâtiment (CNERIB) 

Ministry of Vocational Training 
and Education

Mr KOUDIL Seddik

Pedagogical engineering

Patronat des employeurs

Ms BENCHOUBA Fatiha

Technical team members

Secretariat General, Ministry 
of Vocational Training and 
Education

Ms SEMMANE Warda

Director of Studies

Ministry of Tourism

Mr ABDELLATIF Zaid

Ministry of Housing

Mr AFRA Hamid

Mr CHIHI Lahcène 

Director, École nationale supérieure du tourisme 
(ENST)

Director General, Centre national d’études et de 
recherches intégrées du bâtiment (CNERIB)

Head of Service, Development of curricula and 
teaching aids

Ms Samira Ould Brahim

IFEP teacher (trainer training)

Mr BENSOUNA Farid

Member, Confédération algérienne du patronat

Mr BOULEFKHAD Azzedine

Member, Confédération algérienne du patronat

Ministry of Vocational Training 
and Education – INFEP 
(Pedagogical engineering) – 
Construction and Public Works 
Sector/Building

Ministry of Vocational Training 
and Education –  
Hospitality‑Tourism

Employers/Private sector 
Construction and Public 
Works/Building

Employers/Private sector 
Tourism‑Hospitality

54

QUALIFICATIONS FOR THE MEDITERRANEANFrance

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Ministry of Labour, Employment, 
Vocational Training and Social 
Dialogue

Ms BOUQUET Brigitte

General Rapporteur, National Commission for 
Professional Certification

FAFIH

Mr CHASTRUSSE Didier

President (and chairman) of this sectoral 
organisation and representative of the employees

Technical team members

Ministry of National Education

Mr HENRIET Alain

Ministry of Labour, Employment, 
Vocational Training and Social 
Dialogue

Mr MARANDE Habib

Ministry of National Education 

Mr MANIAK Richard

General inspector, head of the group in charge of 
tourism – replacing Mr MANIAK Richard

Alternate, Commission nationale de la certification 
professionnelle

General inspector, head of the group in charge of 
tourism

Comité de concertation et de 
coordination de l’apprentissage du 
bâtiment et des travaux publics – 
Training Department

Ministry of Labour, Employment, 
Vocational Training and Social 
Dialogue

FAFIH

Spain

Mr LAWINSKI Marek 

Manager, Transnational educative projects 

Ms BOUQUET Brigitte

General Rapporteur, National Commission for 
Professional Certification 

Mr CHASTRUSSE Didier

President (and chairman) of this sectoral 
organisation and representative of the employees

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Ministry of Education, Culture and 
Sport

Mr BLANCO‑FERNÁNDEZ 
José Antonio 

Technical Advisor, Prof. Support Unit, Vocational 
Training Directorate General 

Technical team members

Ministry of Education, Culture and 
Sport

Mr BLANCO‑FERNÁNDEZ 
José Antonio 

Technical Advisor, Prof. Support Unit, Vocational 
Training Directorate General 

Fundacion Laboral de la 
Construccion 

Mr GONZALEZ Lopez 
Javier

Mr BARRIOS Luis Manuel 

International Project Manager, International Projects

Fehrcarem

Mr DIAZ Juan Ignacio

General Secretary

55

QUALIFICATIONS FOR THE MEDITERRANEAN APPENDIX 1.STRATEGIC COMMITTEE AND NATIONAL TECHNICAL TEAMS 

Italy

INSTITUTION/AFFILIATION

PARTICIPANT

FUNCTION IN THE INSTITUTION

EMSC members

Divisione V, Ministry of Labour, DG 
PASLF 

Ms MELINELLI Anna

Present official member for VET

Systems and Methodologies for 
Learning, ISFOL

Ms DI FRANCESCO 
Gabriella

Head of Unit

Formedil

Ms MARTINO Rossella

Co‑director

Technical team members

Divisione V, Ministry of Labour, DG 
PASLF

Ms MELINELLI Anna

Present official member for VET

Systems and Methodologies for 
Learning, ISFOL

Ms DI FRANCESCO 
Gabriella

Head of Unit, expert and previous EMSC member

Formedil

Ms MARTINO Rossella

Co‑director, expert and previous EMSC member

Systems and Methodologies for 
Learning, ISFOL

Politecnico di Torino

Ms TRAMONTANO Ismene Expert attending the webinar organised by the ETF 

in October 2015

Prof. Dr LAMBERTI Fabrizio Associate professor, expert in Erasmus Plus and 
higher education

Prof. Dr DEMARTINI 
Claudio Giovanni

Head of Control and Computer Engineering 
Department

56

QUALIFICATIONS FOR THE MEDITERRANEANAPPENDIX 2. 
LINKS TO KEY Q4M PROJECT DOCUMENTS

All the links below are accessible through the ETF 
Qualifications Platform, https://goo.gl/OCC7TF

1.

2.

 Common reference profiles for occupations – the
methodology, https://goo.gl/2sdUrk

 Common profiles for the bricklayer, supervisor, waiter
and receptionist occupations, https://goo.gl/WqXccE

3. 

 Tiler profile, https://goo.gl/7Nzqxb

4. Room attendant profile, https://goo.gl/WJosQA

5.

6.

 Analysis, comparison and peer review of
qualifications – Q4M regional synthesis report,
https://goo.gl/kiIbeb

 Annexes to the synthesis report (T1–T9), https://goo.
gl/OCC7TF

7.

Project info note, https://goo.gl/luEVXy

8. Project methodology, https://goo.gl/03nUrr

9. EMSC mandate, https://goo.gl/aXMZ6h

10.

 Project glossary in Arabic, English and French, https://
goo.gl/imFDAI

57

GLOSSARY

Assessment of learning 
outcomes

Methods and processes used to establish the extent to which a learner has in fact attained 
particular knowledge, skills and competences.

Competence

Knowledge

Learning outcome

National qualifications 
framework

National qualifications 
system

The proven ability to use knowledge, skills and personal, social and/or methodological 
abilities, in work or study situations and in professional and personal development. In the 
context of the European Qualifications Framework, competence is described in terms of 
responsibility and autonomy.

The outcome of the assimilation of information through learning. Knowledge is the body of 
facts, principles, theories and practices, which is related to a field of work or study. In the 
context of the European Qualifications Framework, knowledge is described as theoretical 
and/or factual.

The set of knowledge, skills and/or competences an individual has acquired and/or is 
able to demonstrate after completion of a learning process, either formal, non‑formal or 
informal.

An instrument for the classification of qualifications according to a set of criteria for 
specified levels of learning achieved, which aims to integrate and coordinate national 
qualifications subsystems and improve the transparency, access, progression and quality 
of qualifications in relation to the labour market and civil society.

All aspects of a (Member) State’s activity related to the recognition of learning and other 
mechanisms that link education and training to the labour market and civil society. This 
includes the development and implementation of institutional arrangements and processes 
relating to quality assurance, assessment and the award of qualifications. A national 
qualifications system may be composed of several subsystems and may include a national 
qualifications framework.

Qualification/formal 
qualification

The formal outcome (certificate, diploma or title) of an assessment and validation process, 
which is obtained when a competent body determines that an individual has achieved 
certain learning outcomes to, given standards.

Recognition of learning 
outcomes

The process of attesting to officially achieved learning outcomes through the awarding of 
units or qualifications.

Skills

The ability to apply knowledge and expertise to complete tasks and solve problems. In 
the context of the European Qualifications Framework, skills are described as cognitive 
(involving the use of logical, intuitive and creative thinking) or practical (involving manual 
dexterity and the use of methods, materials, tools and instruments).

Validation of learning 
outcomes

The process of confirming that certain assessed learning outcomes achieved by a learner 
correspond to specific outcomes, which may be required for a unit or a qualification.

58

QUALIFICATIONS FOR THE MEDITERRANEANACRONYMS

AHLA

American Hotel and Lodging Association

APC

BAU

BTP

CAP

EFP

Approche par compétences (competency‑based approach)

Al Balqa Applied University

Brevet de technicien professionnel (vocational technician certificate)

Certificat d’aptitude professionnelle (professional aptitude certificate)

Établissement de formation professionnelle (vocational training school)

EMSC

EuroMed Strategic Committee

EQF

ETF

ETP

EU

FNBTP

IT

IVET

European Qualifications Framework

European Training Foundation

Enterprise‑TVET Partnership

European Union

Fédération nationale du bâtiment et des travaux publics (National Federation for Building and Public 
Works)

Information technology

Initial VET

JHTEC

Jordanian Hospitality and Tourism Education Company

KSCs

NET

NSSP

OFPPT

PEFESE

Q4M

VET

VTC

Knowledge, skills and competences

National Employment and Training

National Skills Standards Project

Office de la formation professionnelle et de la promotion du travail (Office of Vocational Training and 
Promotion of Work)

Programme d’appui à l’éducation, la formation professionnelle, l’enseignement supérieur et 
l’employabilité (Support Programme for Education, Vocational Training, Higher Education and 
Employability)

Qualifications for the Mediterranean

Vocational education and training

Vocational Training Corporation

59

QUALIFICATIONS FOR THE MEDITERRANEAN FOR FURTHER INFORMATION ABOUT OUR 
ACTIVITIES PLEASE CONTACT:

COMMUNICATION DEPARTMENT 
EUROPEAN TRAINING FOUNDATION 
VIALE SETTIMIO SEVERO 65 
I - 10133 TORINO

E: INFO@ETF.EUROPA.EU 
T: +39 011 6302222 
F: +30 011 6302200 

WWW.ETF.EUROPA.EU

ISBN 978-92-9157-664-7     doi:10.2816/846948 

TA-01-17-001-EN-N