NQF inventory Kosovo

The Kosovo qualifications framework is central to the government’s aim to improve the quality of the education and training system and to drive it towards EU standards.

The Kosovo NQF is explicitly intended as a reform instrument. Indeed, it even goes beyond other ‘reforming’ NQFs in being perceived as a key tool in building and structuring the national education system. It will, therefore, not only relate or link the different subsectors of the national system, but also initiate and stimulate curricular and qualifications re- design and promote institutional change.

Kosovo’s vision is to develop its VET system as part of an inclusive education system, based on lifelong learning principles offering quality education to all. The government’s continuing education reforms aim to increase the quality of pre-university education, develop teaching as a career, ensure that VET programmes better reflect economic demands, and expand practical elements. Reforms in the education sector are building on recent evaluation of the Kosovo education strategic plan (KESP) 2011-16, which has identified key achievements and the need for further interventions. Based on this evaluation and measures identified under the national development strategy, which recognise the need for investment and improvements in the education sector, including VET, to turn Kosovo’s labour force into an engine for development, the government is developing a new KESP for the period 2017-21.

Since 2015, VET has been identified as the top priority among the different education sectors, confirmed by the considerable efforts of the Ministry of Education, Science and Technology (MEST) in establishing both the Agency for VET and Adult Education (AVETAE) in 2014 and setting up the Council for VET and Adult Education. The functioning and capacity building of AVETAE as well as the Council is both a challenge and a prerequisite for creating a more coherent approach in VET and adult education, and for bringing all relevant stakeholders together to improve cooperation between the public and private sector.

The second priority is the implementation of the national qualifications framework (NQF). Kosovo has already put in place many of the elements of a modernised qualification system. However, it needs to accelerate its development and the adoption of occupational standards for use in developing new qualifications, validate more new qualifications for inclusion in the framework and implement its developing system of validation of non-formal and informal learning, which is also one of the key issues for European education policy.

National strategies related to NQF are the following:

• (a) Kosovo education strategy plan 2011-16;
• (b) Strategy for development for pre-university education in Kosovo 2007-17;
• (c) Strategy for integration of Roma, Ashkali, and Egyptian Communities in Kosovo (Education component 2007-17);
• (d) Strategy for the development of higher education in Kosovo (2005-15);
• (e) Sectoral strategy 2014-20 of the Ministry of Labour and Social Welfare (MLSW).
• The country also developed and adopted the Youth Employment Action Plan of the MLSW following the recommendation of the Economic Reform Programme 2017 assessment.
   

A Stabilization and Association Agreement (SAA) between the European Union and Kosovo entered into force on 1 April 2016. The SAA will support the implementation of reforms and will give Kosovo an opportunity to move closer to Europe as an important stability anchor.

The EU assistance to Kosovo under the priority sector Education, employment & social policies (financial assistance under IPA II) is focusing on:

i) improving the functioning of the labour market;

ii) raising education standards;

iii) promoting skills development; and iii) restructuring the social welfare system.

Kosovo’s education and training system reflects the country’s very specific circumstances, for example, a large international donor community and strong external political and economic characterize it. Kosovo is receiving financial support and technical assistance from donors, including multilateral and bilateral international organizations.

Arguably, the education and training system is overly-influenced by donors, who pull in different directions, offering their funding support to Kosovo’s VET sector but undermining efforts at coherent reform. Stronger donor’s coordination mechanisms and practices are very much needed.
 

The basic structure of the Kosovo NQF consists of eight levels of qualifications and modules; other qualification components can be placed across the existing levels and types.

Level descriptors

According to the Law 03/L-060, 2008, the level descriptors are defined in terms of learning outcomes. The Kosovo national qualifications framework classifies a learning outcome as:

(a) knowledge: which may be theoretical or practical;
(b) skills: which may be cognitive, practical or creative;
(c) wider competences: specifically, autonomy and responsibility.

The descriptors, as well as the framework overall, are strongly influenced by the EQF and also drawn from elements of other existing NQFs, such as the Scottish qualifications framework. They have been elaborated for Kosovo’s context.
 

The definition of ‘qualification’ in the NQF (Law 03/L-060 on national qualifications, 2008) is ‘an official recognition of achievement that recognises completion of education or training or satisfactory performance in a test or examination’.

Most qualifications are being developed as unit or modular structures for both VET and HE. General compulsory education, however, uses a modular approach, which was introduced with the adoption of the new Core Curriculum Framework in 2011. Following pilots in a sample of schools, the full-scale implementation of the learning outcomes curricula in general education schools only started in 2017.

Other related definitions also stated in the NQF include :

(a) a certificate is an official document attesting to a person’s completion of a course, education or training programme, or the requirements for award of a qualification, or recording partial completion of a qualification;
(b) certification is the process of recognising the achievements of candidates for qualifications through the award of a certificate or diploma;
(c) ‘diploma’ means a document given upon completion of an extensive education programme.
 

Qualification standards

Law No. 03/L-060 (Article 2) defines standards as measurable indicators of achievement, defined either in terms of qualitative or quantitative criteria that are required to be achieved by candidates for the award of qualifications.
In the context of the development of a system of vocational qualifications for Kosovo, there are two main applications of the term “standards”. Occupational standards are descriptions of expected work tasks and responsibilities in a given occupation. Learning outcomes within the adopted qualification standards are measures of assessed learning achievements.

The definition of occupational standards should be the starting point for development of curricula and assessment for outcomes-based VET qualifications and competence-based VET programs. When submitting a qualification for validation and approval for inclusion in the NQF, the following features will be described in the qualification specification and application:

a) Qualification Title
b) Rationale for the qualification, and evidence of the need for the qualification
c) Aims of the qualification, main target groups of learners
d) NQF level of the qualification and the Credit Value of the whole qualification
e) Recommended access routes to enter the qualification and any entry requirements
f) Progression routes after completion of qualification (e.g. further learning)
g) Structure of qualification
h) Approaches to assessment for the award of the qualification
i) Specific quality assurance requirements of the qualification
j) Any mutual recognition agreements with other qualifications
k) Detailed Specifications (e.g. modules; programs etc.)

The specifications for a vocational education and training qualification also include describing how the qualification links to employment structure, and evidence about consultation with labour market stakeholders.

As well as providing the information required for validation, the qualification specification can ensure that relevant information is also easily available for users of the qualification, including learners and employers.

Qualifications development process

NQA is responsible for standard-setting for the validation (approval) of qualifications and the accreditation of providers (authorisation to develop, offer and assess qualifications). Qualifications/ modules are developed by MEST, AVETAE, relevant ministries and other providers. Most VET qualifications are developed by the providers, then submitted for approval to NQA.

VET qualifications have to be based on occupational standards (of which 88 now exist). Occupational standards are the starting point for outcomes-based curricula and outcomes-based VET qualifications. VET qualifications can be placed in the NQF if they are based on occupational standards.

Occupational standards should be used to provide a reference point for identifying the modules that should be included in each qualification, together with the learning outcomes to be achieved for the candidate to be credited with having achieved each module. The main functions generally identified in the occupational standards will lead to the definition of modules for learning and assessment.

Modules provide building blocks for qualifications, enabling systems of credit accumulation and credit transfer to be developed. They can be offered in prescribed combinations to meet the requirements of particular programmes, as elective options or individually. Vocational qualifications should normally be based on a ‘core’ and ‘elective’ structure, allowing some degree of choice with regard to the modules taken.

Occupational standards are developed in cooperation with: MEST, MLSW, other relevant ministries and social partners. They are verified by NQA and approved by the CVET.

To date, NQA has validated 26 qualifications, which have been placed at NQF levels II, III, IV and V.

The NQF has been designed to enable and promote access, progression and transfer and to support the building of pathways between different subsectors of education and training, for example HE and VET. The redesign of qualifications using learning outcomes and the structuring of courses on modular lines should, in many cases, support progression and transfer, for example where units or modules are the same or similar between different courses or qualifications.

In practice, however, direct linking of qualifications to particular types of programme in many cases is a barrier to flexible access to qualifications. Some institutions remain reluctant to be flexible in offering learner access to programmes or qualifications. Within higher education, for example, it can be difficult for students to transfer credits between universities or even across faculties at the same university. In some cases, providers are unwilling to accept assessment of the learner’s previous institution.

According to the Law on national qualifications, qualifications must be ‘designed to allow for the accumulation and transfer of credit’. This can be achieved through developing modular qualifications. The qualifications and individual learning modules should be developed in subject hierarchies to allow learners to progress within the national qualifications framework to their ability level.

One of the objectives of the NQF is to facilitate the accumulation and transfer of learning outcomes between different learning contexts or systems – this includes also the formal and non-formal learning. The NQA has developed a VET credit system based on ECVET recommendations.

This aims to support learners’ geographical and occupational mobility by enabling them to accumulate and combine learning outcomes from different settings and use them in different education pathways.

The NQA’s credit system uses learning outcomes, categorises qualifications by measuring the volume of learning, and identifies providers that have a role and responsibility in allocating credit.

One credit is awarded for 10 notional learning hours. This convention was selected because it allows credit to be awarded for learning outcomes gained in very short periods of time (for example, one or two day training programmes). It also offered relatively easy conversion to ECTS points (2.5 ECVET points = 1 ECTS point).
The NQA regulates the credit system by accrediting providers and setting criteria to determine which providers can submit qualifications for inclusion in the NQF. These criteria include strict procedures for allocating credits, which ensures that providers have the necessary capacity and expertise. The NQF also provides the basis for cooperation and mutual recognition of VET qualifications with other countries.
A credit system has been established for the higher education sector and is aligned to the European Credit Transfer System (ECTS).
 

The national qualifications framework is built on the principles of learning outcomes.
The qualifications are defined through the learning outcomes which state what the learner is expected to know and to be able to do on the successful completion of the module or of the full programme. For occupational qualifications, the learning outcomes derive directly from the competences identified in the occupational standards.
 

The national qualifications framework is the national mechanism for classifying qualifications awarded within the national qualification system according to a set of criteria defining levels.

Law No 03/L-060 on national qualifications, adopted on 7 November 2008, established the Kosovo NQF. Related legal and regulatory measures are the Law on primary and secondary education, the Law on higher education, the Law on adult education and training and the Law on vocational education and training. The National Qualifications Authority established under the provisions of this Law (03/L-060) shall also regulate the awarding of qualifications in the framework with the exception of qualifications which are regulated under the provisions of the Law on Higher Education and qualifications explicitly regulated and under the provisions of other legislation.

Secondary legislation:

(a) Administrative Instruction No 28/2014 on criteria and procedures for the verification of the occupational standards;
(b) Administrative Instruction No 35/2014 on criteria and procedures for the validation and approval of national qualification and accreditation of institutions providing qualification in Kosovo;
(c) Administrative Instruction No 31/2014 for prior learning recognition;
(d) Administrative Instruction No 32/2014 on criteria and procedures for quality assurance in VET institutions internal processes.

Various laws interact with those directly linked with NQF implementation. Related legislation includes:

(a) Law on Vocational Education and Training (No 02/L-42, 23 February 2006) defines occupational standards whereas the Law on national qualifications (No 03/L-060, 7 November 2008) provides a more general definition of standards;
(b) Law No 04/L-032 on pre-university education in the republic of Kosovo (20 August 2011) deals with the level of qualifications;
(c) Law No 04/L-037 on higher education in the Republic of Kosovo (20 August 2011) dealing with levels and the accreditation of higher education programmes and institutions is carried out by the KAA, and the recognition of qualifications obtained abroad is carried out by MEST;
(d) Law No 02/L-42 on vocational education and training (23 February 2006) defines qualification standards, relating to the level of entry and several other definitions (student, diploma, etc.);
(e) Law No 02/L-24, on adult education and training (22 July 2005) defines certification as well as informal and non-formal learning.

Other laws:
(a) Law No 04/L-143, on adult education and training (2012);
(b) Law No 03/L-068, on education in the municipalities of Kosovo (2008);
(c) Law No 03/L-018, on final examination and State matura examination (2008);
(d) Law No 02/L-52, on pre-school education (2006);
(e) Law No 2004/37, on inspection of education in Kosovo (2004).

The National Qualifications Authority (NQA), established in 2008, has the overall responsibility for implementing the NQF. It has a staff of six employees, and a governing board of 13 members who represent VET, GE and HE, trade unions, employers and employers’ organisations, chambers of commerce and voluntary bodies.

While the NQA leads and coordinates, it shares responsibility for developing and implementing the NQF with the Ministry of Education Science and Technology (MEST), the Kosovo Accreditation Agency (KAA) for higher education (HE) and the Council for VET (CVET).

The Council for Vocational Education and Training (CVET) has statutory responsibility for proposing and approving standards for the VET system. CVET is a tripartite body (government, employers and trade unions) designed to support the development of the VET sector.

Stakeholder involvement outside the key institutions is developing but is still quite limited. However, this situation is not unique to the NQF or wider education and training; rather it reflects the position in society generally, where civic institutions are still developing.

A new actor is the Agency for Vocational Education and Training and Adult Education, which began work in spring 2014, supported by the German Government donor, GIZ. Its mandate is not completely clear yet.

The NQA is the authority responsible for developing and maintaining the NQF. According to the NQF law, one of the key objectives of the NQF is to provide a basis for cooperation and mutual recognition between the NQF and the EQF. As such, the NQA is the national coordination point responsible for overseeing the referencing of the NQF to the EQF, which was successfully completed in December 2016.

The NQA has the responsibility for registering, within the framework, the VET and adult education qualifications developed by providers such as VET schools or special occupational schools or academies, such as the police college. It conducts quality assurance processes relevant to the validation, assessment and certification of these qualifications to ensure they are of sufficient quality to be included in the NQF, and is responsible for the accreditation of VET providers.

MEST oversees general education qualifications and develops secondary school-level general qualifications, such as the lower secondary leaving diploma and the upper secondary matura.

In HE, the Kosovo Accreditation Agency oversees HE provision and accredits higher education institutions as providers. Universities generally develop their own qualifications, quality assured by the KAA.

The Council for Vocational Education and Training (CVET) intends to coordinate contributions from across the VET stakeholder community, including various ministries, but in particular the social partners. Its remit includes engaging the social partners in coordinating the development of occupational standards and initiatives to improve the quality of VET. It is the responsibility of CVET to ensure that the standards proposed meet the needs of Kosovo’s labour market as well as ensuring support from all interested parties.

The Agency for Vocational Education and Training and Adult Education has, according to the 2014 Administrative Instruction, extensive responsibilities in VET, including setting strategic priorities, and over curricula. Its relationship with the NQA and other actors and their respective remits needs to be clarified as the agency develops.

Social partners are formally involved in the qualification design and development process. They are members of the NQA governing board and of the Council for Vocational Education and Training (CVET). CVET recommends the approval of programmes and occupational standards.

They have been involved in the three working groups established for the referencing process of the NQF to EQF and are acting as sectoral experts and advisors.
Nevertheless, the commitment of social partners remains limited as they act more in consultative roles rather than taking a more proactive, driving role in NQF implementation.
 

The Law No 03/L-060 on qualifications covers resources and funding:

• Article 21: financing
The funds necessary to fulfil the responsibilities set out in the provisions of this Law shall be provided from the Kosovo State Budget.
The NQA, in compliance with the provisions of this law, has the right to obtain funding from other resources including other ministries and donors according to this law.
Levies and payments from education and training institutions, including fees for education services, registration fees, charges for the award of certificates and diplomas, and donations, can be used to cover the cost of activities additional to its core functions. This shall be regulated by secondary regulation, issued by MEST.

• Article 22: budget procedure
The NQA shall formulate and submit to MEST for approval an annual financial plan setting out its budget for the year. The plan shall include preliminary estimates of income and a breakdown of estimated expenditure.

All qualifications or modules proposed for validation must follow quality assurance arrangements. This includes institutional self-assessment and monitoring, including keeping candidate records to meet requirements for internal and external quality assurance of the assessment and certification processes and to provide verifiable evidence on candidates’ achievements.

Kosovo has adopted a national quality assurance framework (NQAF) in VET in line with the European quality assurance reference framework for vocational education and training (EQAVET) to build a functional system of quality assurance for VET qualifications and to meet the needs of Kosovo society and European standards.
NQAF has six quality principles, each of which is defined by the following quality indicators:

(a) management responsibilities (15 criteria);
(b) resource management (9 criteria);
(c) design and development (12 criteria);
(d) learning, assessment and certification (28 criteria);
(e) self-evaluation (13 criteria);
(f) continuous improvement (10 criteria).

The NQA administrative instruction defines the process of accreditation. The progress is evidenced by the measures taken to date:
(a) providers implement the NQAF;
(b) more than 100 providers are involved in the quality assurance process;
(c) self-assessment reports are produced annually;
(d) quality assurance coordinators are appointed and trained;
(e) providers implement the principles and criteria of accreditation according to NQA Administrative Instruction;
(f) NQA has accredited 36 providers/institutions

The criteria for the evaluation and procedures for accreditation of higher education institutions include internal policies and procedures for quality assurance of their study programmes and awards.

Other important components of the quality system include:

(a) common regulation: MEST approves programmes and licenses institutions which contributes to national concepts, curricula, and vocational standards;
(b) external evaluation of vocational schools through administrative and professional inspections by the MEST Department of Inspection;
(c) quality assurance of MLSW Vocational Training Centres and mobile centres by the VET Division at MLSW;
(d) internal evaluation of schools through the recently introduced practice of self-assessment;
(e) external tests and examinations, especially the matura and the standardised tests after year 9;
(f) the quality assurance role of the Office for Standards and Evaluation at MEST;
(g) statistical data gathering by the Education Management Information Section (EMIS);
(h) the municipalities’ role according to the Law on VET for the ‘supervision and inspection of the education process in accordance with guidelines established by the MEST’ and in other areas which impact on the quality of VET provision;
(i) the involvement of social partners and stakeholders via CVET.
Within this system, three kinds of quality activity can be distinguished: ‘quality control’, ‘quality assurance’ and ‘quality improvement’.

Self-assessment by accredited institutions will demonstrate their commitment to the continuous improvement of the quality of their provision. Self-assessment reports will be produced annually and should reflect the conclusions of the continuing self-assessment process.

The self-assessment model used in Kosovo’s NQF reflects the European common quality assurance framework (ECQF) model (common core quality criteria) and principles.

The legal basis for QA is provided by: Law No 03/L-060 on qualifications: Article 5 (NQF), Article 15 (Regulation of the award of qualifications), Article 17 (Responsibilities of assessment bodies); and Administrative Instruction No 32/2014 on criteria and procedures for quality assurance in the vocational education and training institutions – internal processes.

The Kosovo Accreditation Agency (KAA) – and its governing board, the National Quality Council – is the institution responsible for quality assurance in the higher education system. In addition to its main role, KAA is responsible for accrediting post- secondary VET colleges.

The National Qualification Authority (NQA) plays a major role in terms of quality assurance of VET in Kosovo. It is the institution monitoring the quality of the VET system. NQA has responsibility for: validating and approving qualifications and modules for inclusion in the framework; accrediting and monitoring the institutions which deliver qualifications and modules, and/or assess learners for these qualifications and modules and issue certificates or diplomas; carrying out external quality assurance of assessments leading to the award of these qualifications and/or modules; and considering appeals from learners in respect of disputed assessment decisions.

The Ministry of Education Science and Technology (MEST) currently has direct responsibility for the quality of provision in VET schools. MEST is responsible for licensing and regulating schools, and the Inspectorate is a department of MEST.
The role of the Ministry of Labour and Social Welfare (MLSW) in the quality assurance of VET is to support and monitor the work of the vocational training centres (VTC) which are established by the Ministry.

The municipalities have a role in the supervision and inspection of the education process in accordance with guidelines established by MEST and in other areas which impact on the quality of VET provision.

The Council for Vocational Education and Training (CVET) has an important role to advise the Government on matters concerning the quality and promotion of vocational education and training in Kosovo.

CVET has both a direct and indirect responsibility for the quality of VET in Kosovo in a wide range of areas. CVET has a key role for the external evaluation of VET provision, not directly, as is the case with the Inspectorate or NQA, for example, but indirectly. It needs to be very well informed about VET to be able to request appropriate reports and data, analyse them and make appropriate recommendations to MEST or to the Government of Kosovo.

The KAA is full member of European Network for Quality Assurance in Higher Education (ENQA); and of the Central and Eastern European Network of Quality Assurance Agencies in Higher Education (CEENQA) and the International Network for Quality Assurance Agencies in Higher Education (INQAAHE).
Kosovo has observer status in EQAVET, the community of practice, which supports implementation of the EU Recommendation on Quality Assurance in VET (“EQAVET”).

The Kosovo NQF provides a basis for co-operation and mutual recognition of higher qualifications between Kosovo and other countries. Initially this is being achieved by ensuring compatibility with the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” developed by ENQA.
Criteria for the validation of a qualification by the NQA for inclusion in the NQF include ensuring:

(a) delivery, assessment and certification of the qualifications are supported by an effective quality assurance system including institutional self-assessment and monitoring;

(b) candidate records are sufficient to meet the requirements for internal and external quality assurance of the assessment and certification processes and to provide verifiable evidence of candidates’ achievements.
MEST is responsible for quality assurance in general education. MEST approves programmes and licences schools that deliver national curriculum and learning standards.

The KCF is aligned with the United Nation’s millennium development goals and the UNESCO Education for all initiative. It aims to provide equal access to quality education for all learners, regardless of their gender, ethnicity, age, social and economic background, skin colour, culture, language and beliefs. The KCF has been developed in compliance with quality standards (in terms of both content and student achievements). It complies with quality criteria such as relevance, connectivity, balance, coherence and meaningful progression of learning in compliance with the European reference framework – key competences for lifelong learning. KCF learning outcomes for general education levels are integrated into NQF level descriptors and fit within the EQF paradigm in relation to the acquisition of the key competences.

The Office for Standards and Evaluation in MEST is responsible for the evaluation of the quality of the matura exam and other standardised exams.

VET and the adult education and training system

The Kosovo NQF provides a basis for cooperation and mutual recognition of VET qualifications between Kosovo and other countries. Initially this is being achieved by ensuring compatibility with:

(a) the European qualifications framework for lifelong learning (EQF);
(b) EQF level descriptors;
(c) quality principles for VET attached to the EQF and relevant criteria for referencing NQFs to the EQF;
(d) the European credit system for vocational education and training (ECVET);
(e) the European credit transfer and accumulation system (ECTS);
(f) the European quality assurance reference framework, for vocational education and training (EQAVET);
(g) the Europass suite of tools for the transparency of diplomas, certificates and competences.
MEST is responsible for planning the development of higher education in Kosovo. MEST is also responsible for licensing higher education institutions, whereas the KAA is the institution that conducts external quality evaluation.

According to the Law on higher education, the responsibilities of the Kosovo Accreditation Agency include: undertaking the periodic quality audit of licensed higher education providers and issuing decisions on accreditation or re-accreditation including the power to award degrees and diplomas; undertaking periodic quality assessment of courses and programmes offered by accredited higher education providers; and advising with the Ministry on the results of quality assessment.
According to this law, the KAA is obliged to publish its conclusions, recommendations and advice.
 

Qualifications in general education are awarded at the end of a learning programme by MEST. These qualifications are developed and quality assured by the pre-university education department of MEST based on national standards for the qualifications and their curriculum areas. As such they are automatically part of the NQF.

The formal education structure is based on a programme of education, most of which leads to tangible outcomes, defined in terms of nationally recognised standards.

VET qualifications are included in the NQF through a mechanism developed and managed by NQA.

It consists of procedures for validating and approving qualifications for inclusion at defined levels of the framework, and criteria and processes for the accreditation of providers to offer these qualifications.

The validation process, specified in law, is transparent and consists of four stages. In stage one the institution seeking validation of a qualification/ module makes an application which clearly states the rationale for the qualification/module. In stage two, a panel of experts appointed and supported by NQA evaluates the application. In the third stage the experts’ report and recommendations are presented to the Governing Board of NQA for the final decision and in stage four, the approved qualification/ modules are included in the NQF and made public.

Qualifications or modules that are proposed for validation must state the following:

(a) rationale/justification;
(b) credit value and duration;
(c) entry requirements and access;
(d) proposed level of the qualification/module in the NQF;
(e) content, outcomes and standards;
(f) assessment knowledge, skills and competences;
(g) quality assurance arrangements;
(h) progression.

Decisions on the level at which each qualification is placed in the NQF are made on the basis of their match against level descriptors. Once qualifications are validated and placed in the NQF the decision is made public on the NQA website.

The institution responsible for the implementation of the NQF descriptors in higher education is the Kosovo Accreditation Agency. The implementation of the NQF at this level is ensured through the process of accreditation, the criteria for which are regulated by a well-established legal framework and are published on the agency’s website.

The process of accreditation is carried out at the level of the higher education institution and at the level of programmes offered by the institutions. The criteria for the evaluation and the procedures for accreditation of higher education institutions are as follows:

(a) the scope and number of programmes that different types of institutions need to offer to be eligible to apply for accreditation as a specific type of higher education institution;
(b) for academic degrees, as with other institutions in the European higher education area, (EHEA), the comparability of studies and overall educational outcomes with those of similar institutions in the EHEA. 
(c) availability, demonstrated through legally binding contracts, of adequately qualified staff to meet international scientific, artistic and professional standards;
(d) facilities;
(e) academic freedom in research and teaching;
(f) research taken at the institution and its contribution to teaching;
(g) internal policies and procedures for quality assurance of their study programmes and awards;
(h) admission criteria and study plans (detailed curricula) and examination regulations.

Once programmes and institutions are accredited the decision is made public on the KAA website.

NQA is the responsible body for development and monitoring of the NQF implementation. Regular monitoring reports are also due to the EQF Advisory Group following the completion of the referencing process.

The Kosovo NQF has not yet had a wide and tangible impact on end-users. The NQF is technically operational (learning outcomes-based structure and descriptors are in place, modular or unitised qualifications are available, levels and descriptors are clearly defined, the QA framework is complete, and VNFIL/RPL mechanisms are being developed further. Nevertheless, the number of VET qualifications registered remains limited. It is expected that the NQF-EQF referencing process will have a wider economic and social impact in the near future.