Sectoral Qualifications Framework for the Military Officer Profession 

SQF-MILOF

VOL 01

We inspire, we train, we challenge! This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of the European Security and Defence College (ESDC) and can under no circumstances be regarded as reflecting the position of the European Union.

Edited by Col (RO A) Alin BODESCU, PhD, ESDC Training Manager

Reviewed by: Dr Sylvain PAILE-CALVO: Senior Researcher in European Studies, University of Liège, Belgium Mrs. Joana CALDEIRA: Higher Education Expert, Ministry of Defence, Portugal Mr. Nelson Davide SILVA REIS: Higher Education Expert, Ministry of Defence, Portugal Col (IT A) Gianluca CARRIERO: Joint Education Coordination Officer, Centre for Defence Higher How to use this publication? Studies, Italy

The Sectoral Qualifications Framework for the Military Officer Profession - SQF-MILOF package is published in two volumes.

Volume 1 describes the SQF-MILOF rationale and context and the development, validation and roadmaps for implementation. It has both historical and documentary value.

Volume 2 is more technical, where interested practitioners can find useful information such as the Competence Profile or the taxonomy of learning outcomes in the tabular format of the SQF-MILOF and MILOF-CORE.

Neither the European Security and Defence College nor any person acting on behalf of the European Security and Defence College is responsible for the use that might be made of the following information.

Luxembourg: Publications Office of the European Union, 2021

© European Security and Defence College, 2021 Reproduction is authorised provided the source is acknowledged. For any use or reproduction of photos or other material that is not under the copyright of the European Union, permission must be sought directly from the copyright holders.

Print ISBN 978-92-9238-997-0 doi:10.2871/670273 OF-02-21-067-EN-C PDF ISBN 978-92-9238-998-7 doi:10.2871/37724 OF-02-21-067-EN-N We inspire, we train, we challenge! PART V - Validating the SQF-MILOF Instruments...... 46 Contents 19. SQF-MILOF External Evaluation ...... 47 20. SQF-MILOF National Formal Validation ...... 47 Foreword by General Claudio Graziano, 21. SQF-MILOF Informal Validations ...... 48 Chairman of the EU Military Committee ...... 6 21.1. SQF-MILOF Informal Validation by the Education and Training Providers ..... 48 21.2. SQF-MILOF Informal Validation by the Individual Officers ...... 49 Foreword by Dirk Dubois, Head ESDC ...... 8 Annexes ...... 52 Acknowledgements ...... 10 Annex 1 — SQF-MILOF Community ...... 53 Executive Summary ...... 11 Annex 2 — Military Officer Profession ...... 60 PART I - Introducing the Sectoral Qualifications Framework Annex 3 — Comparison Matrix ...... 61 for Military Officers (SQF-MILOF) ...... 14 Annex 4 — SQF-MILOF External Evaluation ...... 62 01. Background ...... 14 Annex 5 — SQF-MILOF National Formal Validation ...... 68 02. Context and Relevance ...... 16 Appendix 1 to Annex 5 - Analysis of Answers ...... 68 03. SQF-MILOF in the Broader Picture of Qualification Frameworks ...... 16 Appendix 2 to Annex 5 - Individual MS Answers 04. Objectives ...... 18 to the Validation Questionnaire ...... 72 05. Benefits ...... 18 Annex 6 — Levelling National Military Qualifications to SQF-MILOF and 06. Scope ...... 18 Defining the Military Focus to MILOF-CORE. Five-step process .....100 07. Main Characteristics ...... 20 Appendix 1 to Annex 6 - Indicative Example ...... 100 08. Audience ...... 20 Appendix 2 to Annex 6 - SQF-MILOF Informal Validation by PART II - Contextualising the SQF-MILOF Volunteer Education and Training Providers ...... 106 The Military Officer Profession ...... 21 Annex 7 — SQF-MILOF Informal Validation by the EU Military Staff ...... 107 Appendix 1 to Annex 7 - Indicative Example ...... 107 09. Military Officer Profession and Levels of Operations: Appendix 2 to Annex 7 - Self-Assessment of Individual Learning Key Characteristics ...... 22 Complexity and Focus ...... 110 10. Military Officer of the Future in the EU Member States (MS): Appendix 3 to Annex 7 - Self-Assessment of the Overall Key Trends and Characteristics ...... 25 Individual Learning Level and Focus. Statistics ...... 112 10.1. The Future Security Environment and the Shape of Military Operations ...... 27 Annex 8 — Glossary of Terms ...... 116 10.2. Emerging Technology ...... 28 Annex 9 — Acronyms ...... 121 10.3. Future Job, Social and Employment Skills ...... 28 10.4. Summary. Competences of the Military Officers of the Future...... 29 Internal SQF-MILOF Working Group References ...... 124 11. Competence Profile of the Military Officer ...... 30 Bibliography ...... 127 PART III - Elaborating the SQF-MILOF Methodology, Model and Processes ...... 32 12. SQF-MILOF Methodology ...... 32 13. SQF-MILOF Model ...... 35 13.1. SQF-MILOF Learning Outcomes ...... 36 13.1.1. SQF-MILOF Proper Learning Outcomes ...... 36 13.1.2. Core Curriculum for Military Officers (MILOF-CORE) Learning Outcomes .... 37 PART IV - Anticipating Implementation of the SQF-MILOF Roadmaps for European and National Levels ...... 38 14. Levelling National Military Qualifications (NMQ) to SQF-MILOF and Defining their Military Focus to MILOF-CORE...... 39 15. Levelling Individual Learning to SQF-MILOF and MILOF-CORE Levels ...... 41 16. Military Qualifications Database (MQD)...... 42 17. Quality Assurance Principles Applying to NMQ ...... 42 17.1. European Quality Assurance Principles ...... 43 17.2. SQF-MILOF Quality Assurance Principles ...... 44 18. SQF-MILOF Ad-hoc Executive Group ...... 44 Sectoral Qualifications Framework for the Military Officer Profession 7

General Claudio Graziano legions, an essential key to success was training standardization, indeed, Chairman of the by building a common, reliable and resilient security professionalism EU Military Committee and culture.

This is valid even more today. With the most diverse security challenges evolving at unprecedented speed, the need for the Union to dispose of highly skilled officers in charge of its missions and operations, capable Foreword of performing equivalent standards thanks to comparable training paths, is not just desirable, but a necessity for a European Defence Union to be effective and perceived as one. When in summer 2016, based on the outcomes of the European Initiative for the exchange of Young Officers, the EU Military Committee I have personally worked in several multinational staffs and led different requested the European Security and Defence College to develop a multinational forces, and I can personally confirm how a smooth SQF-MILOF, we knew we were opening a Pandora box of great interest conduct of activities has always been guaranteed by personnel in and opportunities, for Member States and all stakeholders involved in uniform that – beyond national peculiarities that are treasures to military training, but not only. maintain – were able to interact by applying akin training standards.

It was the year of the Global Strategy, with a renewed impetus towards Therefore, as we work on EU forces provided by MS to be more and a proactive EU in the security and defence domain, particularly through more interoperable and projectable, delivering security where is most its military and civilian operations and missions, as the most visible needed and requested, also in support of NATO, the UN and other and credible sign of a concrete, responsible and forward-looking international organizations, the SQF-MILOF represents the start of an commitment, addressing the root causes of international instability. indispensable journey, providing concrete opportunities for a more uniformed training of current and future military leaderships, like As our engagements steadily increased, in quantity and quality, comparing different programmes, highlighting common objectives, we immediately confirmed something we already knew: a critical and finally harmonising military officer competencies. component for the success of multinational activities, like the ones we are running under the EU flag, has always been the maximum level of In a word: creating a common security and defence culture among integration among different personnel and capabilities, fitted to jointly military leaders. work, hand in hand, for the accomplishment of a common mandate. As Military Committee, we cannot but hail this new tool, with such a In this regard, it is paramount to stress how the human dimension potential, heartily praising the hard work and the accomplishment by is and will always be central in our strategies and related tactics, and the ESDC, for a journey - as I called it - to be carried out under the any initiative aimed at sharpening the spectrum of abilities of leaders - supervision of the competent national authorities, yes, but with the among others - will be welcome, particularly in a European framework. joint and clear objective of a more effective EU Common Security and Defence Policy. With this in mind, while interoperability among capabilities is a requirement we are effectively addressing through research, March 2021, Brussels development and procurement, we did realize that - at EU level - we missed a tool to describe, at all the different stages of a military career, to what standards MS could expect officers with different training to perform, in their line of military duties.

Romans built the greatest army on Earth by recruiting soldiers from any background. Beside the historical discipline that characterised their Sectoral Qualifications Framework for the Military Officer Profession 9

Dirk Dubois and to benchmark them against NATO Professional Military Education Head of the European Security standards. We then started using these descriptors to define the and Defence College learning outcomes of the short modules that we use for the exchange programme. However, our mandate stopped there.

This changed in 2016, when General Mikhail Kostarakos, then Chairman of the EU Military Committee, asked the ESDC to further Foreword develop the descriptors not only for young officers, but also for all levels of the military career: the Sectoral Qualification Framework for Military Officers was born. With this capstone publication, for the This year, my professional career will reach its fortieth anniversary. first time a set of high-level learning outcomes are defined that can At least half of that period, I spent working with members of the armed be used to compare desired job-related qualifications to those that forces of other countries, either in the framework of NATO, the UN or can be achieved through formal, non-formal or even informal training the EU. Like so many other military, I also spent half of my professional and education in another Member State or in another environment. life either in training or as a trainer. This makes it possible to identify more easily training opportunities in other Member States. In time, it should increase the human When you work in this international environment, sooner or later you will interoperability between officers with a different background. It will be confronted with the differences between the members of the armed also allow Member States to benchmark their professional military forces of different countries. On a local basis, individual differences are qualifications against an agreed standard at the European level for any a good thing, as it allows you to use your team members for the things stage in the officer’s career and for a given level of complexity. they are good at and to train them in qualifications that they are still lacking. However, on a larger scale and especially in a crisis situation, However, this is not the final product: a lot of work remains to be after all that is the kind of situation we all train for, it would be good done. Armed forces do not only consist of officers - even if they are if as a commander you could be certain of what an officer with any a significant part of the military personnel working at the international given background would know, would be able to do and at what level level - what about non-commissioned officers and service members? of autonomy and responsibility! Of course, there will still be individual At the same time, in line with the philosophy of the European Qualification differences! Of course, there will still be different requirements for Framework, this SQF MILOF needs to be ‘cascaded’ down. Part of that different positions! But at least you should be certain what you can work is addressed by the MILOF-CORE, facilitating the alignment of expect regardless of the colour or pattern of the uniform when an national SQFs to the European level SQF-MILOF. However, cascading officer joins your staff, your unit or your team. down to the different services and branches is not within the scope of this project, nor is cascading this SQF-MILOF down to the national level In 2008, I was tasked to conduct the first stocktaking study on what and referencing it to national qualification frameworks. would become the European initiative for the exchange of young military officer, inspired by Erasmus, better known as military Erasmus Nevertheless, even at this stage we want to place this tool at the or EMILYO. The main objective of that initiative was and still is to disposal of the Member States. I am convinced it is a major step increase the number of exchanges during the initial training of young forward in international cooperation in the field of training and education military officers between the Member States. However, since there in the military profession and will prove a useful vehicle to promote was and still is no common view on what this training should exactly a common security and defence culture amongst the military elites look like, most Member States did not recognise parts of the training of the European Union. This outcome could not have been achieved that was done in a different country. without the hard work and dedication of the representatives of the Members States, led by Colonel Gianlucca Carriero (ITA) as the Chair One of the key steps taken to overcome this situation was to create a of the working group and Colonel Alin Bodescu (ROU) as penholder common understanding of what a young officer should know and be and driving force. able to do before he or she joins their first operational unit. It took until 2014 to come to a set of descriptors in the form of learning outcomes March 2021, Brussels 10 Sectoral Qualifications Framework for the Military Officer Profession 11

Acknowledgements Executive Summary

The SQF-MILOF “project” and this publication External evaluators: Prof Bairbre REDMOND, How should an officer operate and act within career, what MS can expect an officer to know, were possible thanks to diligent and steady Senior expert and promoter of the Bologna the complex and multidimensional operating be able to do and at what level of autonomy efforts and contributions of many people over process, Dr Julie Therese NORRIS, Senior environment of the future, in which the EU will and responsibility. After extensive consultation the last 10 years. expert in qualifications framework and drafting need to deploy its full range of capabilities in with MS, a working group under the ESDC, of learning outcomes and Dr Allan Thomas the area of security and defence? with direct support from the EU Military Staff, We would like to express our gratitude to the DAVIDSON, International higher education What competences do commanders expect concluded the SQF-MILOF at the end of 2020. SQF-MILOF Working Group that secured the consultant for helping us moving in the from their officers in the event of unexpected link between the writing teams and capitals, right direction and sharing their impressive and rapidly evolving internal and external Once complete, the SQF-MILOF passed through administering questionnaires and validating experiences and expertise. security situations with military implications? a rigorous evaluation and validation processes. each piece of work that came into this package. What knowledge, skills, autonomy and Externally, a team of three independent National education and training providers that responsibility should an officer acquire and international experts provided valuable Special thanks go to the promoters of the informally validated levelling National Military master to meet the expected competence recommendations and assessed it to be a “project”, contributors and writing teams: Qualifications to SQF-MILOF and defining the profile? The Sectoral Qualification Framework product of quality, relevance and immediate military focus against MILOF-CORE: Bulgaria, for all stages of the career of a military officer value to the sector. Internally, national competent Implementation Group of Military Erasmus, Nikola Vaptsarov Naval Academy; Hungary, (SQF-MILOF) not only offers answers to these authorities were formally consulted, and they who initiated the SQF-MILOF by writing learning Ludovika – University of Public Service, Faculty questions, but also makes available to the validated the SQF-MILOF. In addition, selected descriptors for basic officer education of Military Science and Officer Training; Italy, Member States (MS) practical roadmaps for its national education and training providers and implementation. (2009-2014): Mr. Dirk DUBOIS, Dr Sylvain Centre for Defence Higher Studies, Joint volunteer officers from the EU Military Staff PAILE-CALVO, Col. Harry GELL, Mr. Ove LIND, Services Staff College; Lithuania, General Jonas informally tested its implementation roadmaps. Ms. Virpi LEVOMAA. Žemaitis Military Academy; Romania, National Defence University, Crisis Management and Why the SQF-MILOF? Writing teams and reviewers of SQF-MILOF and Multinational Operations Department and Austria, What is the SQF-MILOF? MILOF-CORE learning outcomes (2018-2020): National Defence Academy and Theresan Military Education and training are the responsibility of LtCol Timo VEHVILAINEN (Finland, National Academy, Institute for Basic Officer Education. the MS. However, a high level of interoperability The SQF-MILOF Package Defence University, Mr. Josef TROJAN, can only be achieved through a transparent Col (r) Milan KRAUS and LtCol Marian FICA Thirty-six EUMS volunteer officers who and critical approach to the development of SQF-MILOF relates to lifelong learning for a (Czech Republic, Personnel Agency of the anonymously and informally validated the levelling military training, education programmes and particular sector: military officers. It is fully in Armed Forces), Col . Codrin HERTANU individual learning to SQF-MILOF and MILOF-CORE. systems. SQF-MILOF is a tool designed to line with the European Qualification Framework (Romania, Ministry of Defence), LtCol Ronald promote cooperation. It does so by offering that is applicable in the general education GENNE (Belgium, Defence College), Mrs. Joana Ms Anemoma Peres from FRONTEX, Cdr MS a platform that promotes the exchange of system throughout the EU and partner countries CALDEIRA and Mr. Nelson Davide SILVA REIS Alberto ADAMO, Cdr Barbara MAGRO and views on the requisite level of performance and in the Bologna process. The SQF-MILOF serves (Portugal, Ministry of Defence), Ms. Regina Lt Elisa GIANGRASSO from Italian Coast Guard learning needed by military officers. as an interface or ‘translation tool’ between the W. MULDERS-HUIJSSOON, Ms. Hillery HOMMES, for valuable advice and sharing important education and training opportunities offered in Mr. Tom GROENEVELD, Ms. Nicole VAN MOOK lessons learned from developing similar SQF for In July 2016, the Chairman of the EU Military different countries, which makes it possible to and Mr. Jan DE GRAAF (The Netherlands, Border Guarding and Coast Guard Functions. Committee requested that the European compare different programmes. This makes it Ministry of National Defence), Cdr Athanasios Security and Defence College develop a easier to recognise equivalent training done in MOUSTAKAS (Greece, National Defence And last but not least, Col (IT A) Gianluca SQF-MILOF. Based on work concluded under another country, which in turn facilitates General Staff), Ms. Kristine ATMANTE (Baltic CARRIERO (Italy, Centre for Defence Higher the European Initiative for the Exchange professional education and training exchanges Defence College) and Mr. Richard SAIBERT Studies), the Chair of the SQF-MILOF WG for of Young Officers in 2014, the SQF-MILOF between the MS and thus enhances the creation (Czech Republic, University of Defence). steering all related activities. describes, at all the different stages of a military of a common security and defence culture. 12 Acknowledgements Sectoral Qualifications Framework for the Military Officer Profession 13

Although learning is its core business, the consistently observe the principles of European What are the benefits of So what? How will SQF-MILOF SQF-MILOF is more than merely a taxonomy quality assurance. Finally, as part of the the SQF-MILOF Package and how work in practice? of learning levels. It is a package of products package, a Military Qualifications Database can MS use its components? including adjacent areas of the learning will help ensure the transparent exchange of The implementation of the SQF-MILOF process, such as professional development information. The SQF-MILOF Package facilitates will be carried out under the supervision of or quality assurance. The first element of and provides MS’ relevant authorities and the competent national authorities via the the SQF-MILOF package is the Competence The core business of the SQF-MILOF package institutions with the right tools to: designated representatives, working as an Profile, which describes the competences that is to frame professional learning for military SQF-MILOF governance body. military officers should possess in order to officers into four levels of complexity (SQF-MILOF • inform the harmonisation of military officer carry out their duties. The Competence Profile proper) and focus its scope on four levels of competences reflected in the national At EU level, multinational and EU military informs the identification of learning that has operations or military organisational architecture occupational standards (through the structures and organisations could reflect to be achieved in various study or operational (MILOF-CORE). In practical terms, the four Competence Profile); the required level of qualifications in the job contexts (Learning Profile). levels of complexity of learning range from descriptions of officer posts using the • facilitate the levelling of national military The Learning Profile (core business) is comprehensive (level 1) to the most advanced SQF-MILOF and MILOF-CORE levels. In doing qualifications against the SQF-MILOF composed of two linked elements: the knowledge and professional skills (Level 4), whereas so, MS will have common reference points for consistent with National Qualifications SQF-MILOF proper and the MILOF Core the four levels of professional military focus qualifications, regardless of the duration, titles Frameworks and European Qualifications Curriculum (MILOF-CORE). The SQF-MILOF define relevant learning from the individual and or systems in which these are acquired. encourages national training and education low tactical level (Single Arm/Branch) (Fig. 1) Framework levels (through the high-level learning outcomes of the SQF-MILOF); providers issuing military qualifications to up to the strategic level (Political Civil-Military). At national level, by levelling or linking national • support the harmonisation of learning military qualifications to the relevant SQF-MILOF outcomes of similar programmes across levels, the competent authorities will contribute MS, facilitate the efforts of military education to achieving a coherent and mutually FIG.1 - LEARNING FOR MILOF PROFESSION IS COMPLEX AT and training providers to develop learning- recognisable system of military qualifications at SQF-MILOF LEVELS AND FOCUSED ON MILOF-CORE LEVELS outcome-based curricula and help individual EU level. Levelling means assigning a SQF-MILOF learners to identify their professional learning level to national military qualifications, based on 1 / EQF 5 2 / EQF 6 3 / EQF 7 4 / EQF 8 proficiency (through the detailed learning the assessment of how that qualification meets outcomes of the MILOF-CORE); the SQF-MILOF learning outcomes.

• compare similar qualifications across MS, Learning Complexity SQF At the level of military education and training thus facilitating the exchange of military entities, the MILOF-CORE offers sufficient detail MILOF students and course participants at any for comparing national military qualifications to stage of their military careers (through the the relevant MILOF-CORE levels and refining CORE Professional Military Focus Military Qualifications Database); and existing or developing new programme curricula. • ensure that national military qualifications At an individual level, officers at various levels of follow European quality standards (through their career should be able to check and position SINGLE ARM the SQF-MILOF Quality Assurance Principles). their professional knowledge and skills against SINGLE SERVICE MILOF-CORE learning levels and understand their competences in order to take up an EU-level job JOINT MULT. SERV in a multinational/ EU-level structure, for example. POL CIV-MIL It is important that national education and training providers facilitate the validation of learning acquired in non-formal and informal settings, in accordance with the recommendations in this regard at EU level. 14 Sectoral Qualifications Framework for the Military Officer Profession 15

The SQF-MILOF WG was convened for the first During this period and at various subsequent PART I - Introducing the Sectoral time on 11 June 2018 under the auspices of stages, representatives of 21 MS and the ESDC. Its founding documents, namely a 13 national, international and Non-Governmental Qualifications Framework for Military Charter, Working Model, Work Programme and Organisations participated in or contributed to Rules of Procedure, were adopted. The role of the process. They acted as providers of input Officers (SQF-MILOF) the SQF-MILOF WG was to create a community or as points of contact with national authorities of interest, consolidate and discuss national and experts in the development of SQF-MILOF input, ensure national issues were integrated (Annex 1). into the SQF-MILOF, and define descriptors and learning outcomes for all levels of the military After completion, the SQF-MILOF underwent a SUMMARY PART I 01. Background officer career. rigorous evaluation and validation processes.

Externally, a team of three independent From June 2018 to December 2020 the international experts provided valuable In this part, the reader will find answers From 2009 to 2014, the European Security and SQF-MILOF WG met on a quarterly basis. recommendations and assessed it to be a to several questions: Defence College (ESDC) developed the first The group conducted relevant activities product of quality, relevance and immediate stage of a Sectoral Qualifications Framework (SQF) in plenary or in sub-groups organised in value to the sector. Internally, national > When? The origin of the SQF-MILOF for military officers. This was in the context of the European Initiative for the Exchange of Young > Why? The rationale for and context in Officers inspired by Erasmus (Military Erasmus which the SQF-MILOF was forged programme). The project was known as the FIG.2 - SQF-MILOF TIMELINE > What? The place of SQF-MILOF in ‘Comparison of courses based on competences’, SQF-MILOF the bigger picture of EQF and other and at the time its focus was on the beginning Model qualifications frameworks, its scope of a military officer’s career. However, the Development Collection Implementation Group (leading the Military Erasmus > To whom is it addressed? of data programme) proposed that a comprehensive The audience of the SQF-MILOF SQF-MILOF Package Development & Review framework be developed to cover all of the SQF-MILOF package SQF-MILOF Package critical stages of the career of a military officer. Final External > So what? The benefits of adhering to Package Evaluation the SQF-MILOF The Chairman of the European Union Military Stakeholder Consultation Evaluation Committee (EUMC) took the recommendations National of the EU Military Training Group on board and, Formal & on 19 July 2016, he invited the ESDC, supported Informal by the European Union Military Staff (EUMS), to Validations consider establishing a Sectoral Qualifications Framework for all levels of the military officer JUN SEP AUG NOV DEC MAR 18 18 20 20 20 21 career (SQF-MILOF).

On 15 December 2017, the ESDC Secretariat issued a call for contributions, inviting Member either residential or virtual sessions, taking competent authorities were formally consulted, States (MS) to complete a questionnaire and a collaborative approach and using the and they validated the SQF-MILOF. In addition, nominate experts with relevant operational, ESDC ILIAS online platform. After extensive selected national education and training educational and training expertise to form an consultation with MS, the SQF-MILOF WG providers and volunteer officers from the EUMS EU-level ad-hoc working group (SQF-MILOF WG). concluded the SQF-MILOF package at the end informally tested its implementation roadmaps The purpose was to develop an SQF-MILOF for of 2020, with direct support from the EUMS. (Fig. 2). all levels of the military officer career.

16 Part I - Introducing the Sectoral Qualifications Framework for Military Officers (SQF-MILOF) Sectoral Qualifications Framework for the Military Officer Profession 17

The head of the ESDC has regularly updated the Education and training are the responsibility of There are three types of qualification We can define SQF-MILOF as a pan-EU EUMC on progress in developing SQF-MILOF. the MS. However, a high level of interoperability frameworks: intra-national (those within (transnational) qualifications framework for the can only be achieved through a transparent specific sectors within a country), national military officer profession. A list with internal SQF-MILOF WG references and critical approach on the development of and transnational (that exist across different that reflect the breadth of consultation, the military training, education programmes and countries). The latter can be further subdivided More specifically, it is: project time span and diversity of stakeholders systems. SQF-MILOF is a tool designed to into general/regional (spanning national • operationally relevant. SQF-MILOF is based involved can be found at the end of this promote cooperation. It does so by offering qualifications frameworks, e.g. the European on the competence profile of a generic publication. MS a platform that promotes the exchange of Qualifications Framework) and sectoral (limited European officer. The competence profile views on the requisite level of performance and to a particular sector). learning needed by military officers. comprises the knowledge and skills needed in the complex and multi-dimensional future The European Qualifications Framework (EQF)1 operating environment. It constitutes what is designed as an EU-level translation tool for 02. Context and Relevance commanders expect from their officers in national qualifications covered byNational the event of unexpected and rapidly evolving Qualifications Frameworks (NQFs). The EQF 03. SQF-MILOF internal and external security situations with is not directly used by any state, but serves Interoperability of the armed forces is the in the Broader Picture of military implications. highest degree of standardisation envisaged Qualification Frameworks as a central point of reference to facilitate comparison (Frontex, 2013). The EQF describes • learning relevant. SQF-MILOF describes by the EU MS. Defence cooperation is an integral part of the EU’s agenda. For example, eight reference levels for lifelong learning in the learning (profile) outcomes an officer terms of learning outcomes. should reach at specific moments in their in 2016, the European Parliament invited the SQF-MILOF should be understood as a career. It describes what the officer should European Council to take practical measures supporting element in the context of a EQF should not be confused with the know and be able to do, with a certain degree towards harmonising and standardising the broader architecture of qualifications at EU Framework for Qualifications of the European of responsibility and autonomy, in order to European armed forces. The overarching aim level. Therefore, definitions of the relevant Higher Education Area (FQEHEA), which match the competence profile for a generic was to promote cooperation between armed terminology might be useful. forces personnel within the framework of a new regulates only higher education qualifications. European officer. The two are compatible but EQF is broader in European Defence Union (European Parliament, Qualification means a formal outcome of scope. It aims to cover all forms of learning. • European Union relevant. SQF-MILOF is 2016). an assessment and validation process which It encompasses qualifications gained in any designed to be aligned and compliant with is obtained when a competent authority the EQF for lifelong learning. By referencing setting, such as general education, higher In March 2017, at the Council on Security determines that an individual has achieved national programmes against SQF-MILOF education, and vocational education and and Defence, Federica Mogherini, then High learning outcomes to given standards (Council and the EQF, MS will be able to compare training. The key word associated with the Representative of the Union for Foreign Affairs of the European Union, 2017). their qualifications with similar qualifications EQF is ‘lifelong’. This implies that learning and Security Policy (HR/VP), articulated the granted by another MS. is a progressive process along the life of an MS’ clear interest in strengthening defence A qualification framework is an instrument individual. cooperation. At the ‘Building on vision, forward for the development and classification of • nationally relevant. SQF-MILOF is designed to action’ forum on 13 December 2017, she qualifications, which relates and compares to be aligned and compliant with the NQFs of SQF-MILOF aims to offer MS a cross-referencing highlighted the importance of training and qualifications using a hierarchy of levels of the EU MS. It is designed to be a commonly tool for military qualifications, so that agreed tool to support the development of education in the creation of a shared strategic learning outcomes, usually of increasing qualifications obtained in one MS can be MS’ educational programmes and course culture and ongoing defence cooperation complexity as a learner progresses up the levels compared with similar qualifications granted curricula, including the Common Security efforts (EEAS, 2017). (European Training Foundation, 2011). by another MS. SQF-MILOF relates to lifelong and Defence Policy (CSDP) Reference learning for a particular sector: military officers. Curriculum for Officers.

18 Part I - Introducing the Sectoral Qualifications Framework for Military Officers (SQF-MILOF) Sectoral Qualifications Framework for the Military Officer Profession 19

04. Objectives 05. Benefits As mandated by the EUMC, SQF-MILOF is a Out of scope. SQF-MILOF will not cover any segment of this comprehensive SQF. Its scope elements concerning: is limited to learning that is relevant to officers • general officers SQF-MILOF is intended to: By linking SQF-MILOF to MS military at all career levels, irrespective of the service to training and education systems, SQF-MILOF which they belong. This framework has a joint • non-commissioned officers • facilitate the comparison of qualifications will promote: (inter-service) character. It comprises areas of issued following professional military • warrant officers learning common to all services (land, navy, air education and training programmes in • increased transparency of national military force and gendarmerie) within the MS (Fig. 3). • junior enlisted different MS. training and education programmes. This will facilitate training exchange • enable the harmonisation of minimum throughout a military career. learning requirements/outcomes for the FIG.3 - GENERIC REPRESENTATION OF military officer profession among the MS. • a consolidated European security and SQF-MILOF’S JOINT/INTER-SERVICE CHARACTER defence ethos in support of coherent • promote the development of educational objectives for CSDP missions and operations. programmes and course curricula within Land Gendarmerie MS. These include the CSDP Reference • a better understanding of the SQF-MILOF SQF-MILOF Curriculum for Officers, which will be based outcome-based approach to learning. on a common understanding of lifelong training and education requirements. • greater recognition and transfer of learning SQF-MILOF outcomes in the form of qualifications. • provide a context within which MS can This will allow more flexibility and mobility ensure that their national programmes are (between national military sectors and used for the purposes of European officer between military and civilian sectors). Navy Air Force qualification. For example, a qualification awarded to SQF-MILOF SQF-MILOF • facilitate the exchange of military students an officer in MS X could be recognised as and course participants at any stage of their a qualification required by a Multinational military careers. Brigade HQ in MS Y (the job description would refer to the SQF level). • consolidate interoperability between the In scope. SQF-MILOF covers qualifications • competences and learning outcomes armed forces of the MS by incorporating • increased quality of education and training concerning: specific to any individual service activities. (e.g. air, maritime, land) shared values and competences into the • military officers at all career levels (OF1-OF5).

education and training of military officers. • functional or specialised competences • competences and learning outcomes (e.g. those specific to arms) • facilitate quality assurance of military relevant to joint/cross-service/horizontal training and education programmes. 06. Scope situations • general education and training or non-military qualifications • facilitate mobility across sectors and the • basic specific or functional competences and employability of military personnel in civilian learning outcomes (e.g. cyber awareness) life/sectors through the link between A comprehensive and exhaustive SQF-MILOF • professional military education and training SQF-MILOF and the NQFs. at EU level should address learning within all (academic and vocational) levels and categories of personnel and across all services (Annex 2). Such a framework should therefore span learning from basic to the most advanced levels. It should apply to non-commissioned officers and commissioned officers alike. 20 Part I - Introducing the Sectoral Qualifications Framework for Military Officers (SQF-MILOF) Sectoral Qualifications Framework for the Military Officer Profession 21

PART II - Contextualising the SQF-MILOF - the Military Officer Profession

© ESDC

SUMMARY PART II How should an officer operate and act within SQF-MILOF WG Kick-off Meeting 11 June 2018. the complex and multidimensional operating environment of the future, in which the EU will 07. Main Characteristics • informative and not directive. It promotes The SQF-MILOF describes the learning need to deploy its full range of capabilities in the area of security and defence? transparency: the MS reflect their national required by the military officer in perspectives through SQF-MILOF. It is a support of specific requirements or What competences do commanders expect from their officers in the event of unexpected SQF-MILOF is: compromise between 27 countries. It should competences. not impose common education and training and rapidly evolving internal and external • general but not generic. By seeking standards and requirements on the MS. This part explores the constituents security situations with military implications? the compromise of the lowest common and determinants of the Competence The answers to these questions can be found denominator among MS, SQF-MILOF’s Profile: in the competence profile of the European scope is general. However, this should officer (Fig. 4). not detract from its usefulness in the 08. Audience > The organisational context in which The competence profile described in this military officers operate development of national SQFs and education chapter takes into account the key and training programmes. > Professional characteristics characteristics and competences of the military SQF-MILOF serves multiple purposes and officer of the future. • inclusive and not prescriptive. Although it > The officer of the future caters to a wide audience: covers areas shared between MS, it does > Competence areas not exclude the distinctive characteristics • national human resources departments – of the MS’ national education and training to update/harmonise military occupational programmes. It does not dictate how standards and job descriptions (making FIG.4 - SQF-MILOF. DEFINING LEARNING THAT MEETS OPERATIONAL NEEDS learning outcomes should be achieved or use of the competence profile) and assign specify training programme content. SQF-MILOF levels to national military Employer MoD Task Education & Training Deliver Employer MoD qualifications. • joint and not service-specific. It is inclusive and relevant to the shared requirements • national education policy makers – Competence Profile Qualification Profile Employer Needs of all services (Fig. 3). SQF-MILOF will fulfil to compare national programmes against I need an officer its objectives once a complete cascading similar programmes in other MS and competent to be a: SQF-MILOF system has been set up. This will clarify its promote exchange opportunities. • service member Your envisaged ... to satisfy relationship with subordinate service SQFs • education and training providers – • technician officer should reach operational needs and MS NQFs. to enhance the development of curricula. • leader these learning outcomes ... • voluntary and not legally binding. • combat role model • individual officers – to self-assess their • communicator All institutional architecture and decisions Professional individual learning level. • learner taken in the context of developing and Military • researcher implementing SQF-MILOF at national level • quality assurance managers – to provide a Education remain optional for the MS. background for benchmarking. • international actor 22 Part II - Contextualising the SQF-MILOF - the Military Officer Profession Sectoral Qualifications Framework for the Military Officer Profession 23

09. Military Officer Profession That is why, from the perspective of the military TABLE 1 - COMPETENCES OF THE MILITARY OFFICER PROFESSION and Levels of Operations: officer profession, it may be useful to further regard this level from the perspectives of single Organisational Context Description Key Characteristics arm/branch competences and the combined Level of operations

arms competences. Single Arm/Branch In this organisational context and at this level of operations, military The main goal of the armed forces is to be focus at the tactical level officers command single arm/branch sub-units (platoons or similar), At operational level, officers operate in a prepared to use force in accordance with leading them in operations and exercises, conducting training and complex environment, at the interface between performing specific administrative duties. political direction, within the confines of strategic and tactical level, mostly in joint and international law (conventional and customary). multinational settings. It is here that officers Single Service In this organisational context and at this level of operations officers lead The most prominent and specific activities translate strategic objectives into operational focus at the tactical level combined arms military sub-units/units, provide advice to and support of the armed forces are military operations, higher-level commanders in planning and conducting operations at objectives by integrating the effects of all which can be classified into three levels: tactical level, provide support in logistical matters, conduct/supervise forces: land, maritime and air. A thorough tactical, operational and strategic1. To operate training, oversee the welfare of troops and supervise administration and understanding of how these forces operate at equipment management. at each of these levels, officers need to acquire tactical level is therefore mandatory. particular competences that usually increase Joint/Multiple Service In this organisational context and at this level of operations officers lead in complexity and consolidate in time by The military strategic level is mostly the realm focus at the operational level military units and formations, provide advice to and support higher- incrementally building on previous ones. level commanders in planning and conducting joint operations at high of senior officers. This level, owing to its expert, tactical and operational levels, provide support in logistical matters, Tactical level is where the action and contact political and civilian interfaces and international conduct/supervise training, oversee the welfare of troops and supervise take place. It is at this level of operations that nature, requires the most advanced level of administration and equipment management. infantry covers the last 300 metres under direct understanding of the military domain and the use of resources to achieve strategic objectives. Political Civ.-Mil In this organisational context and at this level of operations, officers enemy fire, fighter pilots fire weapons focus at the strategic level lead military formations and structures, provide advice to and support It is at this level that the political narrative is or sailors fight at sea to secure the sea lines higher-level commanders/civilian authorities in planning and conducting of communication. Although highly skilled translated into a meaningful military language joint operations at operational and strategic levels, serve as staff at joint senior officers command operations at this for officers. multinational headquarters and function as primary advisers to general level, the bulk of the skills required are learnt officers/civilian equivalent in strategic decision and policy making. at the basic level. Tactical level spans a broad Based on the above considerations, the array of military structures and associated competences of the military officer profession engagement in operations, from a single arm for the purpose of the SQF-MILOF can be The competences required for the military of the military profession influence the structure (e.g. squad, platoon) to combined divided 2 into four levels (single arm/branch; officer profession differ according to the level of competences an officer should possess in arms single service level (i.e. land operations, single service; multiple services and political/ operations and the military organisation levels. order to face the complexity of the changing air operations, and maritime operations). civilian-military levels) (Table 1). The differences between the competences operating environment, the size and role specific to each level are not simple upgrades of the military units and headquarters, and of competences in relation to those acquired at technological innovation (Fig. 5). a lower level of operations. The requirements

(1) Tactical level – the level at which military action and engagements are planned and executed to accomplish military objectives assigned to tactical formations and units. Operational level – the level at which operations are planned, conducted and sustained to accomplish strategic objectives within theatres of operations. Strategic level – the level of war at which a nation or group of nations determines national or multinational security objectives and deploys national (including military) resources to achieve them (EUMC Glossary of Acronyms and Definitions Revision 2015, 6186/16, 16 February 2016).

(2) The taxonomy of the military officer profession from an occupational perspective is presented in Annex 2. 24 Part II - Contextualising the SQF-MILOF - the Military Officer Profession Sectoral Qualifications Framework for the Military Officer Profession 25

FIG.5 - MILITARY OFFICER PROFESSION BY MILITARY ORGANISATIONAL 10. Military Officer of Accordingly, policymakers have been reviewing ARCHITECTURE: KEY CHARACTERISTICS the Future in the EU Member how to adapt and shape the military landscape of the future. The education and training Military Focus States. Key Trends and provided to personnel should be adapted Individual/Arms Single Service Multiple Services Pol./Civ-Mil Organisation Characteristics accordingly. The successful accomplishment of missions, both on the battlefield and in such areas as military diplomacy and technological Key attribute Follow Ask & provide guidance Advise Set strategy In the aftermath of the end of the Cold War research, will require new competences. era, the armed forces of the MS underwent extensive transformation. The world very There are a number of factors and trends which quickly passed from an era of long-established could influence and shape the environment Short term Medium term international and societal relations to an era in which the armed forces operate. This is, in Horizon of significant change and volatility in most of turn, relevant to education and training given to Long term the environments in which the armed forces military officers in the future. function and operate. Military personnel were affected, too, by various shifts in values, beliefs, Of these, the most relevant for SQF-MILOF are: social norms and professional requirements. Lead within a constrained Lead & manage Manage & Lead large 1 The future security environment and the Lead - manage environment at the interface organisations Recent military developments, operational shape of military operations engagements worldwide and major innovations 2 Emerging technology Forsee in the area of technology have suggested Unpredictability & new ways in which to deploy the military. 3 Future job, social and employment skills ACT in an unpredictable, Change Dealing fast changing, Manage with change fluid, interrupted flux of Unpredictability information Initiate transformation & Change

Translate strategy Translate political Execution Key role into operations into military

Multinational/ International/Joint National/ Tactical Levels of ops Joint Operational Strategic

Operations Planner Defence Planner

Strategist & Policy Technical operator Technology maker

Technical Manger

Single arm Context Civ-mil 26 Part II - Contextualising the SQF-MILOF - the Military Officer Profession Sectoral Qualifications Framework for the Military Officer Profession 27

10.1. The Future Security The security environment has recently shifted Environment and the Shape of its focus to threats including terrorism, cyber Military Operations security and hybrid threats, transnational organised crime, piracy and insurgency. This will continue to be the trend in the future. Although the European continent is unlikely to The EU has defined three priorities for external be threatened by a major conflict, the possibility action: (a) responding to external conflicts and should not be disregarded. crises, (b) building the capacities of partners and (c) protecting the Union and its citizens. The key characteristic of future CSDP military Each of these three priorities will have an impact operations will be their joint and integrated on the evolving profile of the military forces. nature. Not only will all military elements and services need to combine and concentrate In view of the developments in the security their efforts, but these efforts will also need to and defence environment, the EU decided to be integrated into a complex multilateral and reassess the goals of possible CSDP military multidimensional environment. operations and define a new level of ambition (Implementation Plan on Security and Defence, Issues such as military mobility, intelligence, 14392/16, 2016). cyber, logistics and communications cover the entire joint operational environment. There is broad agreement that there is a limited likelihood of a large-scale conventional conflict Hybrid warfare, which involves a mix of in the territories of the MS, although this has not conventional military operations, guerrilla been ruled out. warfare, covert action and information operations, very often in disregard of The absence of a hegemonic power and the international law, already poses multiple fragmentation of multilateralism, combined with challenges for the armed forces. the inability of regional and global institutions to resolve issues of economic, geopolitical or Internally, the effects of mass migration, environmental importance, could lead to various terrorism, cyber and hybrid threats and forms of interstate conflict (economic, military, threats to critical infrastructure have made cyber, societal) with regional consequences new competences necessary for the armed elsewhere in the world. forces in general and for military officers in particular. These threats have already had a The EU’s ambition is to be capable of critical influence on the actions of the MS. undertaking a broad range of CSDP civilian There is clear evidence that they will continue missions and military operations outside to significantly influence the planning and the Union. This would include joint crisis operational efforts of all those involved in management operations in situations of high security in the near future. security risk in the regions surrounding the EU, joint stabilisation operations, and air and The effects of climate change on security, food maritime security operations. Military forces will and water crises, the rapid and massive spread continue to support capacity-building efforts of infectious diseases, the need to include and extended civilian-military cooperation. environmental protection in military planning,

© istockphoto 28 Part II - Contextualising the SQF-MILOF - the Military Officer Profession Sectoral Qualifications Framework for the Military Officer Profession 29

and energy security implications will require Moreover, these capabilities would limit human High-ranking officers will, in general come 10.4. Summary. Competences new mind-sets and a cultural shift in attitudes losses, with a significant positive impact on the from a different generation. They will need to of the Military Officers of the Future towards the employment of military force. fighting power of the armed forces. consider the social environment and adapt military organisations accordingly, without The media is going to be a significant factor for The most advanced forces around the globe compromising their effectiveness and their The military officers of the future should be: the success of the operations. Rapid technology will see improvements in the precision and ability to accomplish missions. development has facilitated the speed in the the destructive capabilities of weapons, • Able to analyse trends in different fields and real time delivery of information to the public. in networking in the command, control, In a globalised society in which EU MS and provide advice based on that analysis; This might significantly influence public opinion. communications, computers, intelligence, their armed forces are increasingly interrelated, • Able to plan the action to be taken by There is a need to recognise that the media has surveillance and reconnaissance (C4ISR) field, military officers should possess certain armed forces to deal with the anticipated become one of the resources of intelligence. in unmanned and hypersonic capabilities and in common traits, share the same values and events and to prevent or limit their negative In the near future, the media will certainly keep technology designed to respond to asymmetrical pursue the same goals. consequences; its independence. threats and cyber-attacks. Enemy cyber activity, in particular, will have significant impact on the Future generations of military officers will tend • Willing and able to think and operate in close future operating environment. to prioritise the acquisition of professional skills cooperation, in various fields; 10.2. Emerging Technology that will offer them an advantage in the wider Cutting-edge technologies are beginning to be • Able to work in close cooperation with a labour market. The military can take advantage used in fields such as logistics, training, military wide range of stakeholders, including military of and benefit from this for its own purposes. Information and communication technology, construction and other supporting areas allies, civilian organisations and authorities, information collection systems and networking (e.g. 3D printing, identification of needs and new private companies and individuals; In the short term, the World Economic Forum are some of the recent scientific and delivery methods, display and problem-solving has identified the top 10 skills as complex • Alert in dealing with enemies less inclined to technological developments that have had a techniques, lightweight materials, etc.). problem solving, critical thinking, creativity, follow Western legal and moral rules; significant impact on the military field. Research people management, coordination with others, in artificial intelligence, big data analysis and • Able to cooperate effectively in international emotional intelligence, judgement and the increasing use of robotics will also find 10.3. Future Job, Social and regional or global structures and organisations; decision-making, service orientation, negotiation applications in the military field. Employment Skills and cognitive flexibility. The list of skills required • Capable of dealing with and cooperating with

for an employee to be competitive in the media in order to help enable the success Replacing a person with a computer might the business environment has changed of an operation; have benefits. On the other hand, it also The officers of the future will be socially mobile, slightly over the years. Nevertheless, we can raises questions on how to incorporate professionally ambitious and generationally • Conversant with and able to properly handle assume that the above will remain valid for these technologies into military operations. interconnected. In the near future, military technological innovation; This is the case especially with regard to personnel will comprise, to a large extent, the next decade. collateral damage caused by lethal autonomous people born after the year 2000. As a rule, this • More adaptable in the use of technological weapons systems. generation possesses certain traits, which The factors that will influence the nature of innovation for the command and control distinguish them from previous generations. the recruitment pool for future military officers of forces on the battlefield, both to defend In the near future, the following will allow for Generally speaking, people in this generation include: ageing populations; the growing against its use by the enemy and to exploit its the swift, precise and flexible application of expect to change jobs often, they are less middle class in developing economies; advantages; force against military targets: accurate data focused but process information faster. the rising income inequality and wealth disparity • Able to recognise the potential of artificial collection in conflict zones using satellites and In addition, they value their independence and in developed economies; the increasing intelligence in military operations; remotely operated unmanned aerial, ground like to express opinions on their professional polarisation within societies and an increase in and sub-surface vehicles; the processing of environment. These characteristics will nationalist sentiment; growing urbanisation and • Knowledgeable in the field of cyber-security that data using advanced data analytics tools; indirectly affect the status, size and structure of geographic mobility; the changing landscape of and modern communication threats and the dissemination of results. the armed forces. international governance. opportunities, and be able to share critical 30 Part II - Contextualising the SQF-MILOF - the Military Officer Profession Sectoral Qualifications Framework for the Military Officer Profession 31

information on cyber threats and cyber best These abilities are built on knowledge and TABLE 2 - COMPETENCE AREAS practices; skills acquired in various environments: on the job; through formal training and education Competence Area Description • Able to conduct operations remotely and to programmes; during operations and exercises; manage a vast and complicated network of Military service member This area describes the officer’s ability to operate as a soldier as part of or through social interaction and personal constituted military structure in accordance with the national and multinational sensors; 3 development . military doctrine and law. • Competent at a personal and social level in the interests of effective leadership; The competences of the military officer could Military technician This area describes the officer’s ability to operate a weapons platform/ be grouped under 8 areas, as defined by system and command and control communications, computers, intelligence, • Flexible, adaptable to the changing the ESDC Implementation Group (Table 2). surveillance and reconnaissance (C4ISR) systems, and to sustain military operations. environment and able to demonstrate a They are common to all services (land, navy, cooperative mind-set; air force and gendarmerie), irrespective of Leader and decision maker This area describes the officer’s role as a leader and manager of subunits/ arms or specialities. Four areas are assessed as • Capable of integrating themselves at units/formations, capable of making decisions and influencing the conditions core competence areas and cover professional supranational level, within the European of their organisation. competences, which are specific to the identity, without compromising their own sector (military officer profession): Military Combat-ready role model This area describes the officer’s ability and willingness to carry out missions identity. service member; Military technician; Leader and that involve the highest foreseeable risks, and to ensure professional and

Decision-Maker, and Combat-Ready Role ethical standards across all military activities. Model. The other four areas are transversal Communicator This area describes the officer’s effectiveness as a communicator of competence areas, which although not organisational messages, conveying professional ideas and messages up and 11. Competence Profile specific to the profession, are modelled and down the chain of command and in communication with the external world; the of the Military Officer adapted according to the characteristics of officer as a negotiator and mediator of conflictual situations. the profession: Communicator; Learner and (Reference to chapter 1. Competence Profile of Teacher/Coach; Critical Thinker and Researcher Learner and teacher/coach This area covers lifelong learning, the management of personal and the Military Officer, Volume 2) and International Security/Diplomacy Actor. professional development requirements, for the officer themselves and for others. For each of these eight areas, competences CAN BE USED TO Critical thinker and researcher This area describes the officer as a critical thinker and researcher, a pro-active have been formulated using the so-called interpreter of facts and situations, able to assess the impact of changes in the descriptors. Operational language has been military domain and as a promoter of the military domain/science and art. • Define MILOF-CORE learning outcomes used to define competence profile descriptors. focused on levels of military organisational The descriptors reflect performance outcomes International security/ This area covers the officer’s diplomatic abilities and their role in promoting architecture/ levels of operations; across all levels of military organisational diplomacy actor the organisation’s interests and objectives in the international context. • Inform the harmonisation of military officer architecture/operations, both on the job and competences reflected in the national during operations and exercises. occupational standards. For the purpose of the competence profile understood differently at single arm branch and The competences described by the profile are relevant to SQF-MILOF, military officers should single service levels. In the case of single arm based on the publicly available information possess a series of relevant competences level, the officers ‘lead the actions of military The competence profile represents the sum of in the ESCO database 4. This information is, for each level of the military organisational troops at low tactical level’, whereas for the the abilities necessary for the military officer however, very generic (definitions in Annex 8 - architecture/operations. A particular single service level, the officers ‘lead the actions to properly perform their profession with a Glossary of Terms), and ESCO does not cover competence may be relevant for all levels. of military troops at tactical level’. certain degree of autonomy and responsibility. competences for all military officers. Nevertheless, a qualitative distinction should be drawn on the basis of the scope and complexity The Competence Profile forms the basis for of the tasks at that level. For example, the defining learning outcomes for the relevant (3) The European Qualifications Framework for lifelong learning (2017/C 189/03, 22 May 2017) defines ‘competence’ as the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations competence ‘lead military troops’ should be learning levels. and in professional and personal development. For a discussion on ‘competence’ in the context of EQF, see page 4 of (European Commission, 2016).

(4) European Commission, ESCO – European Skills/Competences, Qualifications and Occupations Database, https://ec.europa.eu/esco/portal/occupation. (last accessed 31/03/2021). 32 Sectoral Qualifications Framework for the Military Officer Profession 33

as described in the SQF-MILOF Charter, MS FIG.6 - NMQS CONNECTION TO PART III - Elaborating expressed a clear intent that the SQF-MILOF SQF-MILOF, NQF AND EQF be designed to be aligned and compliant with the SQF-MILOF -Methodology, Model the EQF for lifelong learning. In this context, the EQF approach taken by the WG was to use the EQF and Processes level descriptors as a basis for interpreting and adapting learning complexity for the profession of military officer (the sector). SQF-MILOF MS 1 ... 27 NQF

SUMMARY PART III SQF-MILOF is an international sectoral The WG took two main references into account qualifications framework (ISQF) for the in defining the number of levels. The first profession of military officer. The main concerned the outcomes of the work conducted National Military Qualifications (NMQ) In this part, the reader will be introduced objectives of SQF-MILOF are to facilitate the in 2014 by the Implementation Group, which to the SQF-MILOF methodology and comparison of national military qualifications in wrote ‘Level 6 SQF’, with clear reference to ‘Level model. different MS and enable the harmonisation of 6 EQF’. On that occasion, the Implementation SQF-MILOF link to EQF – Currently Informal, but totally aligned minimum learning requirements/outcomes for Group recommended that, in future, ‘[…] a full and complaint with EQF The SQF-MILOF was developed on the profession of military officer among the MS. SQF at levels 4 to 7 (8) for the military profession the basis of the Competence profile be developed as an implementation of the EQF’. NQF link to EQF - Formal described in the previous part. SQF-MILOF does not define one or more The model selected reconciles learning European military qualification(s) in the sense The second reference concerned the survey NMQ link to SQF-MILOF – complexity with the military focus of of the International Sectoral Qualifications (ISQ) conducted with MS to map NMQs. The answers Level learning complexity and military professional learning. described in the ‘Study on International Sectoral to this survey showed that MS informally focus for all types of learning Qualifications Frameworks and Systems: established a connection to an NQF/EQF level SQF-MILOF model introduces two Final Report’ 5. SQF-MILOF is a structured/ not only for formal higher education NMQ link to NQF – Level learning complexity, linked elements, where learning is layered framework against which a MS can programmes (the levels of which are generally mostly higher education only broken down horizontally and vertically: assess an indefinite number of national military matched to those of the NQF), but also for qualifications (NMQs). Any NMQ assessed vocational training (e.g. military career courses). > SQF-MILOF proper – learning qualifications to two different EQF levels is by on the basis of the SQF-MILOF may become The respondents to the survey assessed that complexity, horizontal progression ensuring that there is a clear alignment between internationally recognised (regional level – EU). most of the education and training programmes SQF-MILOF, NQF and EQF (Fig. 6). > MILOF-CORE – professional focus, were at NQF/EQF level 6-7, with a few at level 8. vertical evolution In this context, the working group responsible As opposed to most of the ISQF, the SQF-MILOF for drafting the SQF-MILOF (WG) defined four 12. SQF-MILOF Methodology does not promote recognition of international SQF-MILOF levels (Levels 1 to 4) corresponding military qualifications. These qualifications exist to four EQF levels (Levels 5 to 8). in all MS and some of them are levelled against The SQF-MILOF levels were described The drafters of the SQF-MILOF were aware that their NQFs. The main aim of the SQF-MILOF (level descriptors) by interpreting/adapting at the time of finalising the SQF-MILOF (2020), is to facilitate the comparison of these existing the generic language of the EQF to the there was no formal mechanism to link the qualifications among the MS. The best way sector-oriented descriptors, using terminology SQF-MILOF directly to the EQF. Nonetheless, to avoid the risk that two MS level two similar specific to the military profession.6

(5) In 2016, the European Commission commissioned a study to examine the characteristics of international qualifications in various sectors. The study also covered frameworks and standards. It explored ways in which to link these to the European Qualifications Framework (EQF). The study offers important recommendations that can be of relevance for (6) Initially, the SQF-MILOF was defined in terms of four learning levels (Enabling, Advanced, Expert and Senior Expert) SQF-MILOF and its possible integration within the National Qualifications Framework (NQF) and EQF. Monika Auzinger associated to four career levels (Entry, Initial, Intermediate and Superior), which envisaged an association of learning et al., Study on International Sectoral Qualifications Frameworks and Systems: Final Report, July 2016, accessed on 15 complexity with the progression of the military career. In response to the recommendations made by the external November 2019, at https://op.europa.eu/en/publication-detail/-/publication/a2e4cdec-e781-11e6-ad7c-01aa75ed71a1. evaluation team, the SQF-MILOF was reviewed and learning complexity was disconnected from the levels of military career. 34 Part III - Elaborating the SQF-MILOF -Methodology, Model and Processes Sectoral Qualifications Framework for the Military Officer Profession 35

In this respect, the SQF-MILOF is organised on four learning levels 13. SQF-MILOF Model the learning for that qualification is but also (Table 3): the focus of that qualification with regard to military organisational architecture / levels • Level 1 • Level 3 In general, qualifications framework of operations, hence the need for additional (informally aligned/corresponding to EQF 5) (informally aligned/corresponding to EQF 7) elaborate on learning outcomes (LOs) that professional–focused LOs. This aspect was solved by breaking down the SQF-MILOF proper • Level 2 • Level 4 increase in complexity with each level. As (main framework) into a more detailed, military (informally aligned/corresponding to EQF 6) (informally aligned/corresponding to EQF 8) far as the professional military community is concerned, it was clear that there was a focused sub-framework, namely the MILOF need to understand not only how complex Core Curriculum (MILOF-CORE). (Fig. 7). TABLE 3 - SQF-MILOF LEVEL DESCRIPTORS

Level 1 Level 2 Level 3 Level 4 FIG.7 - SQF-MILOF AND MILOF-CORE RELATIONSHIP. Levels EQF 5 EQF 6 EQF 7 EQF 8 LEARNING TO ACQUIRE COMPETENCES FOR THE MILITARY OFFICER PROFESSION Comprehensive and Advanced knowledge Highly specialised The most advanced specialised knowledge of the military domain knowledge of the knowledge of the Complexity of Learning of the military domain. involving a critical military domain as military service and at understanding of the the basis of original the interface between Level 1 Level 2 Level 3 Level 4 theory and principles thinking across multiple the different military Knowledge of the military science branches/ services. services • Comprehensive • Advanced • Highly Specialized • Most Advanced and art. knowledge/skills Knowledge/skills Knowledge/skills Knowledge/skills

SQF-MILO F • Autonomy/ • Autonomy/ • Autonomy/ • Autonomy/ A comprehensive Advanced skills, Specialised problem- The most advanced responsibility responsibility + responsibility ++ responsibility +++ range of cognitive and demonstrating the solving skills required and specialised skills practical skills required innovation required to advise and develop and techniques of to develop various to solve complex new knowledge and the military domain, creative options and unpredictable problems procedures and required to solve critical Individual/Single Arm/Branch plans to implement in the application of integrate knowledge problems in research Individual/Low Tactical Skills specific military tasks military science and art. from different branches and/ or innovation, and actions. or military services. development of new knowledge, enabling Single Service/Combined Arms Tactical a joint employment of military structures. Joint/Multiple Services Exercise limited Exercise command Manage and transform Demonstrate MILOF-CORE Operational command and control and control of complex complex military substantial authority, functions of military tactical and technical tasks and activities innovation, autonomy activities in a fluid and activities and tasks, within unpredictable in the development Political Civilian-Military continuously changing, taking responsibility contexts with strategic of advanced and Strategic unpredictable for decision making consequences. Take complex new military operating environment. in unforeseen responsibilities to lead strategies and policies circumstances. Take and manage military in the military domain Complexity of Military Officer Profession responsibility for organisations. including research. managing professional Take responsibility to development of lead and strategically

Responsibility and Autonomy subunits/units/ manage joint structures under his/ organisations. her responsibility. 36 Part III - Elaborating the SQF-MILOF -Methodology, Model and Processes Sectoral Qualifications Framework for the Military Officer Profession 37

13.1. SQF-MILOF Learning Outcomes 13.1.1. SQF-MILOF Proper Learning Outcomes The primary beneficiary is the human resources complexity for the profession of military officer department dealing with qualifications in (core curriculum-level learning outcomes by (Reference to chapter 4. SQF-MILOF Proper, each MS. Its LOs describe the progression learning areas), grouped by level of military Volume 2) SQF-MILOF is based on the competence profile of complexity in learning for the profession of organisation/operations. In this respect, of a military officer. It has been formulated military officer (from level 1 to level 4), the MILOF-CORE describes learning relevant as the LOs (knowledge, skills, autonomy and CAN BE USED TO by competence areas, without reference to for each of the following four levels: responsibility) an officer should reach in the the career level but with an indirect/informal • SINGLE ARM/BRANCH eight competence areas (as described in • Inform interested audience about link to EQF levels (from 5 to 8). The informal (learning at this level focuses on Chapter 11. Competence Profile of the Military the learning for the military officer link to the EQF will act as a pointer (without the individual and low tactical level) Officer in this volume). profession and its link to EQF and NQF; being authoritative) for MS to consider possible • Assign a level to military qualifications correspondence to the EQF levels. • SINGLE SERVICE SQF-MILOF LOs have been developed on and describe the learning outcomes on This informality could be formalised when (learning at this level focuses on the basis of MS answers to a questionnaire the diploma/ certificate supplements; most of the MS have levelled their NMQs to the the tactical level) circulated together with the call for contributions • Indicate the level of the relevant relevant SQF-MILOF level. at the beginning of the project. In a first step, education and training requirements in • JOINT/MULTIPLE SERVICES the SQF-MILOF WG defined a number of the job descriptions of relevant EU-level (learning at this level focuses on learning areas (reference Chapter 2. Learning and multinational headquarters. 13.1.2. Core Curriculum for Military Officers the operational level) (MILOF-CORE) Learning Outcomes Areas, volume 2) that group LOs in a disciplinary • POL/CIV-MIL context. The complexity of learning within SQF-MILOF proper is a synthetic set of (Reference to chapter 5. MILOF-CORE, Volume 2) (learning at this level focuses on each area and the relevance of learning areas high-level LOs, aimed at facilitating the the strategic level) vary with career levels. In a subsequent step, comparison of similar qualifications. CAN BE USED TO subgroups of the SQF-MILOF WG set out the LOs for the purpose of the SQF-MILOF proper MILOF-CORE serves multiple purposes. learning outcomes for each SQF-MILOF level, are high-level overarching statements intended First, it helps education and training providers • Design and develop new, or review based on the Competence profile, for each to cover learning in all its expressions: design and develop new, or review existing, existing, education or training learning area. To verify how each competence formal education programmes, vocational education or training programmes, and level programmes; in the Competence profile is supported by training undertaken in the course of the career, formal qualifications against SQF-MILOF • Level formal qualifications against learning, the SQF-MILOF WG produced a skills acquired on the job, experience from and MILOF-CORE. Second, it is adapted SQF-MILOF and MILOF-CORE; correspondence matrix indicating the link operations and exercises, and even informal to help individual learners visualise how • Visualise how complex the understanding (reference Chapter 3. Correspondence Matrix. learning from personal reading or from complex their understanding of the military of military profession is, relative Competences and Learning Areas, volume 2). professional and social interaction. profession is, relative to a specific focus of to a specific focus of the military SQF-MILOF covers learning irrespective of the military organisational architecture or level of organisational architecture or level of Therefore, the SQF-MILOF frames professional service, hence its joint military and universal operations. operations. learning for military officers into four levels of character. The LOs for the purpose of MILOF-CORE complexity (SQF-MILOF proper) and focuses its avoid predefined domains (knowledge/skills scope on four levels of operations or military The LOs for the purpose of SQF-MILOF and autonomy/responsibility), as they are organisational architecture (MILOF-CORE). proper are formulated as knowledge, skills and MILOF-CORE is an expansion of the SQF-MILOF, difficult to address and replicate in teaching, In practical terms, the four levels of complexity autonomy/responsibility in broad terms at the composed of detailed, sub-LOs, organised learning and assessment, and are written at of learning range from comprehensive (level 1) to level of ‘Competence areas’, to ensure along the same structure as the SQF-MILOF. the level of learning areas subordinated to the most advanced knowledge and professional a broad coverage for all types of learning and It describes the progression of learning competence area. skills (Level 4), whereas the four levels of operations qualifications. Transversal competences should focus the learning relevant from the individual not be conflated with specialist competences and low tactical level (Single Arm/Branch) up to covering the domains of communication, the strategic level (Political Civil-Military). pedagogy or diplomacy, for example. 38 Sectoral Qualifications Framework for the Military Officer Profession 39

to take up an EU-level job in a multinational/ non-formal and informal settings, in accordance PART IV - Anticipating Implementation EU-level structure, for example. It is important with the recommendations at EU level in this that national education and training providers regard (Fig. 8).7 of the SQF-MILOF - Roadmaps facilitate the validation of learning acquired in

for European and National Levels FIG.8 - POSSIBLE OUTCOMES OF THE ROADMAPS FOR EUROPEAN AND NATIONAL LEVELS

EQF Level 5 - 6 - 7 - 8 SUMMARY PART IV The implementation of the SQF-MILOF will be SQF-MILOF carried out under the supervision of the relevant LEVEL 1 - 2 - 3 - 4 / FOCUS ARM - SERVICE - JOINT - CIV-MIL NQF Level 5 - 6 - 7 - 8 national authorities, namely human resources To be of value, the SQF-MILOF should be departments and NQF relevant departments; implemented at EU and national levels. via the designated points of contact (POCs). EU-LEVEL, MN HQ EDU & TRG PROVIDER INDIVIDUAL > EU level – describing job competences At EU level, multinational and EU military at SQF-MILOF and MILOF-CORE structures and organisations could reflect JOB DESCRIPTION COURSE CURRICULUM PERSONAL POST X COURSE X INFORMAL CHECK levels – to facilitate recruitment and the required level of qualifications in the job encourage professional development descriptions of officer posts, using the • Education & Training • Learning Outcomes • SQF-MILOF Level... SQF-MILOF and MILOF-CORE levels. Requirements • SQF-MILOF Level... • MILOF-CORE Focus... > National level – levelling of military • SQF-MILOF Level... • MILOF-CORE Focus... • Apply for recognition of In so doing, MS will have common reference qualifications to SQF-MILOF – to • MILOF-CORE Focus... Learning Outcomes from points for qualifications, regardless of the duration, communicate across all MS a common Non-Formal and Informal titles or systems in which these are acquired. vision Settings

> Individual level - position professional At national level, by levelling or linking NMQs SQF-MILEG knowledge and skills against with relevant SQF-MILOF levels (informally Coordinate, Monitor, Facilitate MILOF-CORE learning levels – linked to the EQF levels), competent authorities to encourage professional development will contribute to achieving a coherent and mutually recognisable system of military Two roadmaps are proposed in this part, qualifications at EU level. Levelling means to help MS implement the SQF-MILOF assigning a SQF-MILOF level to NMQs, based and MILOF-CORE at national/ individual on the assessment of how that qualification 14. Levelling NMQs to them define the learning complexity for a new level. meets the SQF-MILOF learning outcomes. SQF-MILOF and Defining their NMQ, in accordance with the SQF-MILOF levels. Military Focus to MILOF-CORE The SQF-MILOF level and its corresponding Moreover, MS will have access to a At the level of military education and training learning outcomes could then be displayed on Military Qualifications Database to entities, the MILOF-CORE offers sufficient detail the diploma/ certificate supplement. Levelling share and compare their qualifications. for comparing NMQs to the relevant Levelling NMQs with the SQF-MILOF means would serve a general education purpose. MILOF-CORE levels and refining existing or Trust in national qualification is gained defining the learning complexity of that NMQ Firstly, it would help national competent entities developing new programme curricula. if quality is guaranteed. Therefore, by assigning it an SQF-MILOF level: 1, 2, 3 or 4. understand the connection of the NMQ with military education and training The SQF-MILOF learning outcomes can help the NQFs. Secondly, levelling would help other At an individual level, officers at various levels providers should adhere to agreed the relevant national authorities identify the stakeholders, at EU-level, recognise the links of their career should be able to check and quality assurance principles described learning complexity of an existing NMQ or help between the NMQs and the EQF. in this part. position their professional knowledge and skills against MILOF-CORE learning levels (7)  and understand their competences in order Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning, which invites Member States to put in place arrangements for validating non-formal and informal learning linked to NQFs. (OJ C 398, 22.12.2012). 40 Part IV - Anticipating Implementation of the SQF-MILOF - Roadmaps for European and National Levels Sectoral Qualifications Framework for the Military Officer Profession 41

FIG.9 - LEARNING FOR MILOF PROFESSION IS COMPLEX AT Steps: the appropriate SQF-MILOF level. Fill in SQF-MILOF LEVELS AND FOCUSED ON MILOF-CORE LEVELS the appropriate columns with KLOs defined 1 Identify the NMQ and its constituent in step 2, by indicating the corresponding elements. Fill in a pre-defined form. MILOF-CORE learning outcomes. Mark each 1 / EQF 5 2 / EQF 6 3 / EQF 7 4 / EQF 8 record / row with the corresponding 2 Identify the NMQ’s key learning outcomes SQF-MILOF level and MILOF-CORE focus. (KLOs) in the core competence areas Learning Complexity SQF required to achieve the overall goal of the 4 Determine the SQF-MILOF level of the NMQ. NMQ. Produce the list. The KLOs are those The NMQ level is given by the SQF-MILOF level MILOF learning outcomes that are critical for of the majority of the KLOs derived in step 3. achieving the overall goal of the qualification. CORE Professional Military Focus 5 Determine the military focus of the NMQ. 3 Match the NMQ KLOs with the learning The military focus is given by the MILOF-CORE outcomes of the relevant learning focus of the majority of the KLOs that yielded SINGLE ARM areas in the MILOF-CORE focus and at the SQF-MILOF level, derived in step 3.

SINGLE SERVICE JOINT MULT. SERV

POL CIV-MIL 15. Levelling Individual to take up an EU-level job in a multinational / Learning to SQF-MILOF and EU-level structure. It is important that national education and training providers facilitate the Defining the military focus of an NMQ implies in accordance with the MILOF-CORE levels (Fig. 9). MILOF-CORE Levels validation of learning acquired in non-formal positioning the learning outcomes on one This requirement would satisfy a more precise and informal settings, in accordance with the of the sections of the military organisational comparison between similar qualifications, recommendations at EU level in this regard. architecture described by the MILOF-CORE: facilitate mobility of learners among the MS and At an individual level, officers at various points single arm / branch; single service; joint / overall interoperability between officers from in their careers should be able to verify and In order to identify the level of their knowledge, multiple service; political / civilian-military. different MS. position their professional knowledge and skills, autonomy, and responsibility, the As far as the military professional community skills against MILOF-CORE learning levels and individual learners would follow the following is concerned, there may be a need to The process below (Fig. 10) 8 describes the understand, for example, their competences steps (Fig. 11): understand not only how complex the learning steps of assigning a SQF-MILOF level and for that qualification is, but also the focus defining the focus from the MILOF-CORE to a of that qualification with regard to military NMQ (a template and an example are presented FIG.11 - LEVELLING INDIVIDUAL LEARNING TO SQF-MILOF AND MILOF-CORE organisational architecture / levels of operations, in Annex 6): LEVELS. FOUR-STEP PROCESS

Validate Assess the individual Define the type Self-assess the FIG.10 - LEVELLING NMQS TO SQF-MILOF AND DEFINING THEIR MILITARY FOCUS non-/informal proficiency of learning overall learning level TO MILOF-CORE. FIVE-STEP PROCESS learning

Match KLOs Determine Identify the Identify Determine the to MILOF-CORE the SQF-MILOF qualification key KLOs military focus & SQF-MILOF level

(8) This model of levelling has been adapted based on the Sectoral Qualifications Framework for the Active Leisure Sector, page 32, Retrieved 10 November 2020 from http://www.ehfa-membership.com/sites/europeactive-euaffairs.eu/files/ projects/SIQAF/Full_PATHWAY_report.pdf. 42 Part IV - Anticipating Implementation of the SQF-MILOF - Roadmaps for European and National Levels Sectoral Qualifications Framework for the Military Officer Profession 43

Steps: or non-formal (participation in community of FIG.12 - NMQ FOLLOW THE EQF AND SQF-MILOF QUALITY ASSURANCE PRINCIPLES practice or interest, social learning etc.). 1 Assess the learning outcomes that have 3 Self-assess the overall individual learning European Standards and Guidelines for Quality Assurance been acquired in each learning area of the in the European Higher Education Area MILOF-CORE (horizontally). Highlight the profile/level. The individual profile an officer European Quality Assurance in Vocational Education and Training creates through self-assessment is the sum learning outcomes at the highest level of of the highest learning outcomes highlighted National complexity on each line / learning area. on each line/learning area. It is possible that Military Qualifications It is implied that the lower level has been a EQF Quality Assurance Principles the overall learning level of an officer is higher (NMQs) prerequisite / prior learning for the identified than the actual learning level given by the formal level. It is perfectly possible to have different qualifications obtained during their career. learning levels on different lines / learning areas. SQF-MILOF Quality Assurance Principles 4 Apply for validation of learning outcomes 2 Define the type of learningfor each acquired in non-formal and informal settings highlighted learning outcome: formal in specific learning areas, according to The SQF-MILOF WG explored quality assurance 1 address the design of qualifications and (academic, vocational), informal (on-the-job, national procedures aligned to the current EU within the national systems for military application of the learning outcomes participation in operations, exercises etc.) recommendations. qualifications in several MS. The aim was to approach; understand the degree to which they follow 2 ensure valid and reliable assessment in European quality assurance principles. line with agreed and transparent learning This, in turn, helped the WG propose similar outcomes-based standards and address the principles for military qualifications relevant to process of certification; SQF-MILOF. The MQD will offer an improved and transparent 16. Military Qualifications 3 consist of feedback mechanisms and Database (MQD) means to compare similar military education and training programmes (qualifications) procedures for continuous improvement; 17.1. European organised (awarded) by the MS. An illustrative 4 involve all relevant stakeholders at all stages example of how this database can facilitate the Quality Assurance Principles The SQF-MILOF WG conducted a survey to of the process; levelling of the NMQ to SQF-MILOF/MILOF-CORE examine how military training and education and ensure indirect linkage to NQFs and the 5 be composed of consistent evaluation programmes (qualifications) are organised EQF is shown in Annex 3. In the context of NQFs, quality assurance has methods, associating self-assessment and (awarded) by the MS throughout and across all been defined as the ‘Processes and procedures external review; levels of a military officer’s career. for ensuring that qualifications, assessment and The results of this survey helped the WG programme delivery meet certain standards’ 6 be an integral part of the internal understand how learning for the profession (Tuck, 2007). management, including sub-contracted of military officer progresses in the military 17. Quality Assurance activities, of bodies issuing qualifications training and education systems of the MS, Principles that Apply to Military The EQF is described in the Council with an EQF level; and confirmed the validity of the SQF-MILOF Qualifications Recommendation of 22 May 2017, Annex IV of 7 be based on clear and measurable learning levels. which sets out the ten principles for qualifications objectives, standards and guidelines; covered by NQFs or systems referenced to An unintended but positive effect of this survey One of the objectives of SQF-MILOF is to the EQF. 8 be supported by appropriate resources; It is recommended that all qualifications at EQF was the identification of a need to collect and facilitate the quality assurance of military 9 include a regular review of existing external level be quality assured to enhance trust in their record the survey data so that they could be education and training programmes, monitoring bodies or agencies, carrying out quality and level. In accordance with national accessible to the MS in a web-based, open and thereby increase the quality of military quality assurance; source MQD. education and training activities. circumstances, and taking into account sectoral differences, quality assurance of qualifications 10 include the electronic accessibility of with an EQF level should 9 : evaluation results.

(9) These common principles are fully compatible with the European Standards and Guidelines (ESG) for Quality Assurance in the European Higher Education Area and with European Quality Assurance in VET (EQAVET). 44 Part IV - Anticipating Implementation of the SQF-MILOF - Roadmaps for European and National Levels Sectoral Qualifications Framework for the Military Officer Profession 45

17.2. SQF-MILOF EQF. Military education institutes in the MS Quality Assurance Principles follow the quality principles used in higher education. These are aligned with the Standards and Guidelines for Quality Assurance (Fig. 12) MS, in their pursuit of developing interoperable in the European Higher Education Area. forces and professional military personnel based on similar training and qualifications, Therefore, the SQF-MILOF WG has are interested in education and training recommended that MS that assign a programmes that define similar learning SQF-MILOF level to their NMQs ensure that outcomes. However, the mere existence of those qualifications comply with the quality these programmes is not sufficient unless there assurance principles defined by the EQF is trust in the quality of their products. (Annex IV), described above.

According to recital (14) of the EQF, ‘trust in the quality and level of qualifications that are part of national qualifications frameworks or systems 18. SQF-MILOF Ad-hoc referenced to the EQF is essential in order to Executive Group support the mobility of learners and workers within and across sectoral and geographical borders.’ Levelling NMQs to relevant SQF-MILOF is the responsibility and competence of the MS. When it comes to quality of education and Individual MS link academic qualifications training, international and European quality standards10 are the recognised criteria against (e.g. military bachelor and master degrees) which institutions demonstrate the value and to the relevant NQF levels. To a lesser extent, consistency of their efforts. MS link military vocational qualifications (e.g. obtained through career courses). For As is the case for the EQF, SQF-MILOF is example, the National Coordination Point of the Netherlands Qualifications Framework a meta-framework that does not dictate © CSDP EEAS the standards to which MS should educate (NCP-NLQF) levelled the ‘Intermediate Staff Officer Course’ against Level 6 NLQF, and that and train their personnel. SQF-MILOF is an EUFOR RCA - A new Spanish contingent in Bangui. inclusive platform that helps MS visualise the particular diploma displays the level accordingly. pan-European spectrum of learning for the profession of military officer. A secondary To achieve the objectives and overall goal of objective of SQF-MILOF is to facilitate mobility the SQF-MILOF, an ad-hoc executive group the EQF Advisory Group) that would require MS arrangements for the validation of through exchanges of officers at all levels of a (SQF-MILEG) set up at EU level should facilitate willing to implement SQF-MILOF to demonstrate, non-formal and informal learning and, military career; hence the need for transparent the levelling of NMQs. This governance body inter alia: where appropriate, to credit systems; and quality-assured programmes offered by MS would ensure coherence and transparency • The link between the qualifications and the • The transparency of the procedures for the for this purpose. across national systems for military training and SQF-MILOF level descriptors; inclusion of qualifications in the SQF-MILOF; education. The analysis of the MS description of their • The fact that national qualifications are • The fact that the NMQ levelled to SQF-MILOF quality-assured military qualifications shows The SQF-MILEG should agree on a set of based on the principle and objective of are quality assured in accordance with the compliance with the principles set out in the criteria and procedures (similar to those used by learning outcomes and are related to principles specified in Annex IV of the EQF.

(10) The Standards and Guidelines for Quality Assurance in the European Higher Education Area and the European Quality Assurance Reference Framework for Vocational Education and Training. 46 Sectoral Qualifications Framework for the Military Officer Profession 47

the WG consulted and invited various national In particular, the team suggested a better link PART V - Validating institutions and individuals to express their between the SQF-MILOF and the EQF levels, views on the value and utility of the product revisiting the vertical and horizontal consistency the SQF-MILOF Instruments and informally test its potential use (Fig. 13). of the learning outcomes and reviewing and clarifying implementation options.

The SQF-MILOF WG applied the proposed SUMMARY PART V After extensive consultation with MS, 19. SQF-MILOF External remedial actions and submitted the reviewed the SQF-MILOF WG, with direct support from Evaluation SQF-MILOF package for a final assessment. the EUMS, completed the SQF-MILOF Package Through the final evaluation report, the external

The SQF-MILOF Package underwent at the end of 2020. In accordance with the evaluators appreciated the considerable SQF-MILOF Charter, the SQF-MILOF Package revisions of the initial draft report, and that the a rigorous evaluation and validation The ESDC contracted a team of three experts processes, including revealing the final underwent rigorous evaluation and validation work completed by the WG had resulted in composed of Professor Bairbre REDMOND, product to several stakeholders. processes, including revealing the final product significant progress with SQF-MILOF, delivering Senior expert and promoter of the Bologna to several stakeholders. a final product of quality, relevance and process, Dr Julie Therese NORRIS, Senior This part describes the main findings immediate value to the sector. expert in qualifications framework and drafting and conclusions of four independent On the one hand, the intention was to expose of learning outcomes and Dr Allan Thomas processes: the SQF-MILOF package to entities that have an The external evaluators emphasised that DAVIDSON, International higher education independent, unbiased role and expertise in the the high-level approach in the draft report consultant. The external evaluation team > external evaluation by a team of development of such frameworks. On the other addresses specific European military carried out an assessment of the processes internationally recognised experts hand, the product had to be verified by those concerns and objectives in order to promote undertaken for the development of the who have both a direct and an indirect interest interoperability and cooperation. In parallel, the > formal validation by the competent SQF-MILOF, with particular emphasis on the in exploiting the framework as part of their approach was considered consistent with more authorities at national level structure of the SQF-MILOF and the definition institutional responsibilities. general, high-level purposes underpinning the of learning outcomes for each level. > informal validation by selected military European reform of higher education (HE) and The focus was on determining to what extent education and training providers In the first category of validators, the vocational education and training (VET), shaped the development of the SQF-MILOF has taken SQF-MILOF WG decided to invite a team of by the Bologna and Copenhagen processes and > informal validation by volunteer into consideration the European good practice internationally recognised experts to evaluate the European Qualifications Framework (EQF). officers from all MS. in qualifications frameworks development, the SQF-MILOF against several criteria. the European quality assurance principles and The complete final external evaluation report In the second group of stakeholders, harmonisation of the learning outcomes of can be found in Annex 4. military officers studying at all levels. Based on

the in-depth analysis, the team offered extensive

FIG.13 - SQF-MILOF VALIDATION recommendations on the follow up process and on facilitating the implementation of the SQF-MILOF at national level. 20. SQF-MILOF National Independent External Evaluation Formal Validation expert reviewers In an interim report, the review team acknowledged the considerable work National competent National Formal undertaken by the SQF-MILOF WG over the past The main users of the SQF-MILOF package are authorities Validation SQF-MILOF three years, and the far-ranging consultation the MS, through their competent authorities MILOF-CORE National education process that has underpinned its work. and institutions; hence the decision to involve Informal Validation & training providers At the same time, the experts assessed that MS at the right level and invite them to validate there were several areas that needed to be the SQF-MILOF package in a formal manner. Individual Officers Informal Validation further addressed, and they included a series of In this regard, the ESDC administered recommendations for improvement. a questionnaire aimed at consulting national 48 Part V - Validating the SQF-MILOF Instruments Sectoral Qualifications Framework for the Military Officer Profession 49

competent authorities with regard to the utility 21. SQF-MILOF were invited to fill out a form using a representative This informal validation confirmed that the and completeness of the SQF-MILOF and Informal Validations programme from their portfolio, leading to SQF-MILOF and MILOF-CORE are functional their intention to further consider its an NMQ (e.g. higher education programme, and useful tools that can be used for multiple implementation at national level. It was clearly vocational career course). In addition, they were purposes. First, national training providers can stated that the validation would be a non- invited to answer a short questionnaire. use these tools to develop new curricula or The formal validation offered important binding acknowledgement of the SQF-MILOF refine/improve existing ones by using MILOF- conclusions, most of which were stated in Package, without necessarily committing to The aim of the informal validation was to verify CORE learning outcomes. Second, the five-step terms of possible further intentions to adopt the implementing it at this stage. to what extent the learning outcomes described process was validated, and it can satisfy the process and its outcomes. However, the WG by the SQF-MILOF and MILOF-CORE can be requirement to assign a SQF-MILOF level and went even further and reached out to the end The validation questionnaire consisted of used to assign an SQF-MILOF level and define a MILOF-CORE focus to their NMQs, thus users of the SQF-MILOF package, this time in two parts. The first part aimed to build an a MILOF-CORE military focus to a selected an informal manner. In this regard, the ESDC facilitating the comparison among different understanding of MS’ level of familiarity with NMQ and improve or refine relevant national Secretariat launched two informal validations. similar qualifications granted by different MS. qualifications frameworks at EU, national and programme/course curricula leading to an NMQ. The first validation was conducted with seven sectoral levels and potential knowledge gaps, volunteer training and education providers from and to derive possible options for increasing Seven training providers from six MS answered six MS, in principle to test the five-step process 21.2. SQF-MILOF Informal Validation awareness in that regard. The second part the request and completed the suggested (roadmap) for levelling NMQs to SQF-MILOF by the Individual Officers aimed to facilitate the validation process by process (described in Chapter 14, “Levelling and defining the military focus against the promoting the SQF-MILOF at national level and NMQs to SQF-MILOF and defining their military MILOF-CORE described in Chapter 14, “Levelling encouraging MS to make use of its components focus to MILOF-CORE” of this volume), using NMQs to SQF-MILOF and defining their military In a second informal validation process, the and link their national military qualifications to various programmes to test the five-step process focus against the MILOF-CORE”, in this volume. ESDC Secretariat invited the EUMS to test the relevant SQF-MILOF levels. (Appendix 2 to Annex 6). The second validation was conducted with first three steps of the four-step process of 36 volunteer officers from 26 MS serving with levelling individual learning to the SQF-MILOF Nineteen MS have taken part in the survey Most education and training providers found the the EU Military Staff to verify to what extent the and MILOF-CORE, as described in Chapter 15, and have answered the questionnaire. All process easy to complete, given also the clear “Levelling individual learning to SQF-MILOF and respondents found the SQF-MILOF very useful learning outcomes described by the SQF-MILOF instructions offered in advance. Some of them MILOF-CORE levels”, in this volume . and appreciated it as a good opportunity to and MILOF-CORE cover the actual knowledge, needed time to familiarise themselves with the contribute to the transparency of qualifications skills, responsibility and autonomy acquired by entire SQF-MILOF concept, and therefore the and help improve the interoperability of individual officers in the MS during their careers exercise was sometimes time consuming. The aim of the informal validation was to verify military officers across the European Union’ (in accordance with the proposed four-step The example/template that was provided in to what extent the learning outcomes described armed forces. The SQF-MILOF is clear and process described in chapter 15 “Levelling advance was of great assistance and greatly by the SQF-MILOF and MILOF-CORE cover comprehensible and satisfactorily covers an individual learning to SQF-MILOF contributed to easier and faster understanding. the actual knowledge, skills, responsibility and important percentage of MS needs. and MILOF-CORE levels”, in this volume). autonomy acquired by individual officers in the Most MS encourage the establishment of a The majority of respondents found all of the MS during their career. SQF-MILOF governance body and also the necessary MILOF-CORE outcomes, which signing of an implementation protocol. However, 21.1. SQF-MILOF Informal matched the national learning outcomes Thirty-six officers (with the rank of Major, most MS acknowledge that the initiative Validation by the Education and very well. Some observed that the constantly Lieutenant Colonel and Colonel) assigned to must be popularised, and that its successful Training Providers changing environment and new security the EUMS from twenty-six MS answered the implementation requires broader interaction challenges require the permanent revision of request and completed the suggested process between several national stakeholders. The military education systems, and hence regular (Colonel: 10 officers commissioned from overall positive stance of the MS represents a The ESDC Secretariat invited several training and updating of MILOF-CORE will be required. 1981 to 1996; Lieutenant Colonel: 22 officers validation of the SQF-MILOF package, providing education providers from the ESDC network to commissioned from 1983 to 2005; Major: that competent national authorities devote test the five-step process of levelling NMQs to Most education and training providers found 4 officers commissioned from 1997 to 2006). further detailed and non-binding consideration the SQF-MILOF and defining the military focus the process easy to follow, and very useful to The ESDC briefed the officers on the expected to its successful implementation at national against the MILOF-CORE. They were provided compare different training from different MS. outcome and provided them with detailed level. The main findings and the outcomes of with an extract from the SQF-MILOF Package The different steps are logical and lead to a guidance on the process and a template. the analysis are presented in Annex 5. and an example (Appendix 1 to Annex 6) and coherent result in the process. The officers were invited to fill out a form

50 Part V - Validating the SQF-MILOF Instruments Sectoral Qualifications Framework for the Military Officer Profession 51

based on their individual learning profile and Overall, the proposed four step-process to level answer a short questionnaire. The EUMS individual learning to SQF-MILOF and coordinator anonymised the answers (only the MILOF-CORE levels was favourably received rank and commissioning year were known), by EUMS officers, with most respondents before centrally submitting them to the ESDC considering it appropriate and effective. Secretariat for analysis. The individual informal validation exercise was Most respondents found the process practical, primarily meant to check whether there is any complete, and considered it relatively simple learning missing from the professional military to identify learning outcomes for their profile; learning environments for officers and to verify this confirms the pan-European character of the relationship between learning complexity the SQF-MILOF/ MILOF-CORE and the high and career progression and rank. In this regard, degree of interoperability at this level of career. although the common perception might be that Acknowledging its relative high-level descriptors, the longer a person is in service (i.e. the higher the respondents assessed that the process was their rank) the higher the complexity of learning meaningful but required careful preparation is, in reality, officers, even at an advanced stage by reading all of the learning outcomes before of their career, could learn a skill at a lower level matching the individual collection of training of complexity. activities and appointments to the SQF-MILOF/ MILOF-CORE relevant learning outcomes. The conclusion was that the SQF-MILOF and An important aspect for some respondents MILOF-CORE cover the entire spectrum of was self-assessing learning from programmes knowledge, skills, responsibility and autonomy completed a long time ago. that may be acquired by individual officers in the EU MS during their careers. The proposed Respondents belonging to all services (Army, process of levelling individual learning is Navy, Air Force), managed to find meaningful straightforward and may be used by individual learning outcomes regardless of their service; officers to define their learning profiles and this confirms the joint, universal character of the request that competent national authorities SQF-MILOF/MILOF-CORE. Moreover, almost recognise learning acquired in non-formal and all respondents were able to match all of their informal settings. learning with SQF-MILOF/MILOF-CORE learning outcomes, which confirms the completeness of The main findings and the outcomes of this the framework. informal validation are presented in Annex 7.

© EUNAVFOR ATALANTA EU Naval Force Warship, ESPS Rayo, met local fishermen at sea 52 Sectoral Qualifications Framework for the Military Officer Profession 53

Annexes ANNEX 1 n SQF-MILOF Community (Reference to chapter 1. Background)

SQF-MILOF Working Group (WG) National Representatives (Rep) and Points of Contact (POC)

Ser MS Representative/POC Organisation 1 BE LtCol Ronald GENNE (POC) Belgian Defence College

2 BG Col Diman DIMANOV (Rep) MoD / HR Dir European Union Naval Force Somalia Operation Atalanta.

3 CZ Col (r) Milan KRAUS (Rep) General Staff LtCol Marian FICA (Rep)

LtCol (r) Richard SAIBERT (Rep) University of Defence

4 DE Cdr (DEU) Navy Olliver PFENNIG Federal MoD (POC)

5 EE Ms. Nele RAND (POC) Estonian National Defence College Mr. Mart SIREL

6 IE LtCol Bryan CARLEY (POC) Defence Forces J7

© CSDP EEAS 54 Annexes Sectoral Qualifications Framework for the Military Officer Profession 55

Ser MS Representative/POC Organisation Ser MS Representative/POC Organisation 7 EL Maj Georgios CHASANAKOS (POC) Hellenic National Defence 15 FI LtCol Timo VEHVILAINEN (Rep) National Defence University LtCol (HA) Fotios ARMPIS General Staff

8 ES Cte (OF-3) Germán Segura García (POC) ES MoD Ms. Ulla AHLBERG (POC) Defence Command Colonel Gregorio Fernández Arnedo (POC) Maj Javi ARANDA (POC)

9 FR Col Stephane HEURTEAUX (POC) PERMREP 16 AT LtCol Michael AUTHRIED (POC) MoD Col Klaus KLINGENSCHMID (POC)

10 IT Col Gianluca CARRIERO Centre for Defence Higher Studies 17 PL Mariusz GONTARCZYK (POC) Military University of Technology (Chair SQF-MILOF WG) (CASD) Piotr KURZYK (POC) War Studies University Andrzej TRZECIAK (POC)

LtCol Giuseppe VITIELLO (POC) Italian Defence General Staff 18 PT Mrs. Joana CALDEIRA (Rep) General Directorate of National Capt Giorgio GIOSAFATTO (POC) Mr. Nelson Davide SILVA REIS (Rep) Defence Resources

11 CY LtCol Alexis DIAMANTIS (Rep) Security and Defence Academy 19 RO Col Codrin HERTANU (Rep) RO MoD/ HR Dir Col Andreas NICOLAIDIS, (POC) Col Sorin SAVUT (Rep) PERMREP to the EU Capt Raluca PETRE (POC) LtCol Catalin SUSANU (POC)

12 LT LtCol Marius KUGAUDA (POC) National Ministry of Defence 20 SK Col Tomáš NOVOTNÝ, PhD (POC) Armed Forces Academy

13 HU Mr. Filipp BANKI (Rep) MoD 21 SE LtCol Niklas JOHANSSON (POC) Swedish Armed Forces HQ

14 NL Ms. Hillery HOMMES (Rep) MoD Mr. Tom GROENEVELD (POC) Ms. R.W. MULDERS-HUIJSSOON (POC) 56 Annexes Sectoral Qualifications Framework for the Military Officer Profession 57

European Institutions/ International Organisations Contributing to the SQF-MILOF

Ser Representative/POC Institution Ser Representative/POC Institution 1 Ms. Eva ZANDONELLA DG EMPL, Policy Officer - Skills and 9 Ms. Virpi LEVOMAA Finish Defence Forces International Ms. Zelda AZZARÀ Qualifications Centre Mr. Dennis Van GESSEL

2 Col Anselmo MARTIN SEGOVIA EU Military Staff 10 Cdr Barbara MAGRO Italian Coast Guard Headquarters LtCol Sterian BUMBARU Cdr Alberto ADAMO Lt Elisa GIANGRASSO

3 Dr. Sven Bernhard GAREIS NATO International Staff 11 Mr. Bert-Jan BUISKOOL Ockham IPS, NL

4 Mrs. Kristine ATMANTE Baltic Defence College 12 VAdm (r) Cesare CIOCCA ISTRID Mr. Jevgenijs KAZENKO

5 Mr. Mario BLOKKEN European Army Interoperability Center 13 Mr. Wilfried BOOMGAERT Ministry of Education and Training Ms. Emma MARTY (FINABEL) Flemish Community of Belgium Ms. Oana MIHALACHE Ms Charlotte LOWE Mr. Alexander JEACOCKE Mr. Eric PEERS 14 Mr. Steven BAINBRIDGE European Centre for the Development 6 Mr. Emmanuel JACOB EUROMIL of Vocational Training – CEDEFOP

7 Ms. Anemona PERES FRONTEX - European Border and Coast Guard Agency

8 Dr. Sylvain PAILE-CALVO University of Liege 58 Annexes Sectoral Qualifications Framework for the Military Officer Profession 59

SQF-MILOF WG Sub-groups

LEVEL 1 LEVEL 4 Ser Title/Rank Name Surname Organisation Ser Title/Rank Name Surname Organisation 1 LtCol Timo VEHVILAINEN (Lead) FI, National Defence University 1 LtCol Timo VEHVILAINEN (Lead) FI, National Defence University

2 Mr. Josef TROJAN CZ, Personnel Agency of the Armed Forces 2 Cdr Alberto ADAMO IT, Coast Guard

3 Col (r) Milan KRAUS CZ, Personnel Agency of the Armed Forces 3 Ms. Kristine ATMANTE Baltic Defence College

4 Mr. Alin BODESCU EU, European Security and Defence College 4 Col Codrin HERTANU RO, Ministry of Defence

5 Mr. Richard SAIBERT CZ, University of Defence

LEVEL 2 6 Col (r) Milan KRAUS CZ, Personnel Agency of the Armed Forces Ser Title/Rank Name Surname Organisation 7 Mr. Josef TROJAN CZ, Personnel Agency of the Armed Forces 1 Col Codrin HERTANU (Lead) RO, Ministry of Defence 8 Mr. Nelson Davide SILVA REIS PT, Ministry of Defence

2 LtCol Ronald GENNE BE, Defence College 9 Mr. Alin BODESCU EU, European Security and Defence College 3 Col (r) Milan KRAUS CZ, Personnel Agency of the Armed Forces

4 LtCol Marian FICA CZ, Personnel Agency of the Armed Forces Independent experts - External evaluators 5 Mrs. Joana CALDEIRA PT, Ministry of Defence

6 Ms. Nicole VAN MOOK NL, Ministry of Defence Ser Title/Rank Name Surname Organisation 1 Prof Bairbre REDMOND IE, Universitas 21, Senior expert and 7 Mr. Jan DE GRAAF NL, Ministry of National Defence promoter of the Bologna process 8 Cdr Athanasios MOUSTAKAS EL, National Defence General Staff 2 Dr Julie Therese NORRIS IE, Senior expert in qualifications framework 9 Ms. Kristine ATMANTE Baltic Defence College and drafting of learning outcomes

10 Mr. Alin BODESCU EU, European Security and Defence College 3 Dr Allan Thomas DAVIDSON IE, International higher education consultant

LEVEL 3 Reviewers post external evaluation Ser Title/Rank Name Surname Organisation 1 Col Codrin HERTANU (Lead) RO, Ministry of Defence Ser Title/Rank Name Surname Organisation 1 Col Gianluca CARRIERO IT, Centre for Defence Higher Studies 2 Col (r) Milan KRAUS CZ, Personnel Agency of the Armed Forces (CASD) 3 LtCol Marian FICA CZ, Personnel Agency of the Armed Forces 2 Dr Sylvain PAILE-CALVO FR, University of Liege 4 Mr. Josef TROJAN CZ, Personnel Agency of the Armed Forces 3 Mrs. Joana CALDEIRA PT, Ministry of Defence 5 Mr. Nelson Davide SILVA REIS PT, Ministry of Defence 4 Mr. Nelson Davide SILVA REIS PT, Ministry of Defence 6 LtCol F.M.E. OORSPRONG NL, Ministry of Defence 5 Mr. Alin BODESCU EU, European Security and Defence College 7 LtCol Timo VEHVILAINEN FI, National Defence University

8 Mr. Alin BODESCU EU, European Security and Defence College ESDC Project Coordinator, Alin Bodescu, PhD.

60 Annexes Sectoral Qualifications Framework for the Military Officer Profession 61

ANNEX 2 n Military Officer Profession 11 ANNEX 3 n Comparison Matrix (Reference to Chapter 6. Scope) Levelling NMQ to SQF-MILOF and MILOF-CORE Indirect linkage to NQFs and EQF Armed forces occupations include all jobs held Commissioned armed forces officers by members of the armed forces. Members of provide leadership and management to Illustrative example (Reference to Chapter 16. Military Qualifications Database (MQD)) the armed forces are those personnel who are organisational units in the armed forces and/ currently serving in the armed forces, including or perform similar tasks to those performed Country X Country Y auxiliary services, whether on a voluntary or in a variety of civilian occupations outside the MILOF- MILOF- EQF NQF Military SQF-MILOF Military NQF EQF compulsory basis, and who are not free to CORE CORE armed forces. Armed forces officers supervise level level Qualification level Qualification level level accept civilian employment and are subject operations and manoeuvres, assign duties, Focus Focus to military discipline. This includes regular Single Arm/ Single Arm/ and command subordinate staff. They ensure 5 5 Basic Course Level 1 Initial Training 5 5 members of the army, navy, air force and other efficient communication within and between Branch Branch military services, as well as conscripts enrolled units and perform training duties. They also Bachelor of Military for military training or other service for a Single Arm/ Single Arm/ operate equipment and supervise equipment 6 6 Arts in Military Leadership 6 6 specified period (code ISCO-08-0). Branch Branch maintenance. Leadership Bachelor Degree Company Single Arm/ Single Arm/ Occupations in this major group are classified 6 6 Commander Advanced Course 6 6 This group includes all members of the armed Branch Branch into the following sub-major groups: Course forces holding the rank of second lieutenant 1 Commissioned armed forces officers (or equivalent) or higher. Competent Combined performance in most occupations in this Services 2 Non-commissioned armed forces officers No Single Command – sub-major group requires skills at the fourth - - - Level 2 6 6 equivalent Service Service 3 Armed forces occupations – other ranks ISCO skill level (code ISCO-08-01). Specific Bachelor Degree Staff Officers Single Single Staff Officer 6 6 6 6 Course No.1 Service Service Course Staff Officers Single No 6 6 - - - Course No.2 Service equivalent Joint/ Advanced Joint No - - - Multiple Operations Staff 6 6 equivalent Services Officer Course Command - Command Staff Single Single 7 7 Service 7 7 College Service Service Specific Course Combined Arms Master of Arts Single Single Command – 7 7 in Military Level 3 7 7 Service Service Service Specific Leadership (MA) Master Degree Joint Joint/ No 7 7 Operations Staff Multiple - - - equivalent Officer Course Services Joint/ Strategic No (11)  - - - Multiple Command 8 8 According to ESCO (European Skills/Competences, Qualifications and Occupations) Database, equivalent https://ec.europa.eu/esco/portal/occupation Level 4 Services Course No PhD in Military - - - Pol. Civ-Mil 8 8 equivalent Science 62 Annexes Sectoral Qualifications Framework for the Military Officer Profession 63

ANNEX 4 n SQF-MILOF External Evaluation organisation, which is well documented in and cooperation. In parallel, the approach (Reference to chapter 19. SQF-MILOF External Evaluation) the literature12. Envisioning change in any is consistent with more general, high-level well-understood teaching/training situation is purposes underpinning European reform Final Report difficult, as it involves disruption in recognisable of higher education (HE) and vocational Professor Alan Davidson/ Dr Julie Norris/ Professor Bairbre Redmond organisational structures, communications, education and training (VET), shaped by the 14 January 2021 resource allocation, practice, beliefs and Bologna and Copenhagen processes and attitudes13. In the case of the military sector, the European Qualifications Framework (EQF). considering any adaptation to training These include the development of a skilled Introduction • Provide a context within which MS can perspectives and practices within the long workforce; workforce mobility; transparency of ensure that their national programmes are established and very familiar ranking structure qualifications; security of qualifications through The purpose of this report is to provide a final used for the purposes of European officer is particularly challenging. Furthermore, what quality assurance (QA). review of the Revised Draft of the Sectoral qualification. is often described as the ‘paradigm shift’ from Qualifications Framework for the Military Officer content-based teaching/training to future- • Facilitate the exchange of military students Profession (hereinafter referred to as focused student/trainee learning outcomes 1.3 Underpinning concepts of quality and course participants at any stage of their SQF-MILOF), of 10 November 2020, commenting (an essential and fundamental building block of in modern European HE and VET military careers. on the quality of the report overall and the any sectoral qualifications framework), is also revisions made to the original draft report (dated • Consolidate interoperability between the a difficult transition for teachers and trainers in The approach adopted in the draft SQF report 22 June 2020) as a result of the review team’s armed forces of the MS by incorporating any discipline. recognises and works with the underpinning Interim Report of 5 September 2020. shared values and competences into the concepts of quality and building blocks of the education and training of military officers. modern European approach to HE and VET, In preparing this report, the reviewers have 1.1 Assessment of the Revised Draft as developed in the Bologna and Copenhagen examined the initial draft report of 22 June • Facilitate quality assurance of military of the SQF-MILOF (November 2020) processes and through the EQF. In particular, 2020, and accompanying documentation of training and education programmes. this includes the use of learning outcomes (LO); the SQF, as well as the revised draft of the The considerable revisions of the initial draft identification of specific types of LO; use of • Facilitate mobility across sectors, and the report date of 10 November 2020. The review report, and the work completed by the working levels aligned to reference frameworks and employability of military personnel in civilian team also engaged in a number of in-depth group had resulted in significant progress with quality assurance (QA) of qualifications. life/ sectors through the link between discussions and email exchanges with the SQF-MILOF, which has resulted in a final report SQF-MILOF and the NQFs. SQF-MILOF working group, all of these activities of quality, relevance and immediate value to the were focused on ensuring that the final report sector. 1.4 Process of development of would meet its primary objectives, which are to: At the end of this collaborative process of review, revision and enhancement, the review the SQF–MILOF • Facilitate the comparison of qualifications team wants to acknowledge the considerable 1.2 Assessment of the Revised Draft The process of development of the SQF-MILOF issued following professional military work undertaken by the SQF-MILOF working of the SQF-MILOF (November 2020) has been thorough, extensive, and informed education and training programmes in group over the past three years in reaching by a comprehensive evidence base. It is different MS. the final stage of the production of the report. The high-level approach in the draft report well-researched, incorporating pertinent EU This involves an initial, far ranging consultation • Enable the harmonisation of minimum addresses specific European military concerns reports and position papers. It has also been process that underpinned the original draft and learning requirements/outcomes for the and objectives to promote interoperability enhanced by robust stakeholder engagement the working group’s willingness to consider and military officer profession among the MS. undertake quite significant additional work on • Promote the development of educational the document in recent months. programmes and course curricula within MS. These include the CSDP Reference The development of any international sectoral Curriculum for Officers, which will be based qualifications framework is far from easy, not on a common understanding of lifelong least due to the understandable and powerful (12) Kuipers, B.S., Higgs, M.J., Kickert, W.J.M., Tummers, L.G., Grandia, J., Van der Voet, J. The management of change in training and education requirements. human resistance to change in any sectoral public organizations: A literature review. Public Administration. (13) Avenstrup, R. (2007). “The challenge of curriculum reform and implementation: Some implications of a constructivist approach,” http//tedp.meb.gov.tr (last accessed 29/08/2020). 64 Annexes Sectoral Qualifications Framework for the Military Officer Profession 65

and consultation. The approach taken is future- The most recent EU Proposal for a Council 2.2 Encompassing the EQF level 3. Review and Recommendations oriented, including a clear work plan through Recommendation on the EQF for Lifelong descriptors in the SQF-MILOF for Learning Outcomes in the SQF to implementation protocol and dissemination. Learning (2017).16 The 2017 Proposal seeks MILOF The general approach is consistent with further development to, and enhancement of The reviewers consider that the overall recommendations proposed in research on the the EQF, leading to a better use of qualifications approach taken by the working group to use The review of the learning outcomes primarily 14 development of an ISQF (2016 p58). for the benefit of individuals, the labour market the EQF level descriptors as a basis for considers the SQF MILOF and the SQF MILOF and the economy. Of relevance to this review is interpreting and adapting the learning CORE in terms of their alignment with the EQF that the specific recommendation (Annex 6) complexity for the purpose of military officer and consistency of relationship between them 2. SQF-MILOF and the European in the 2017 Proposal, which advised review and profession (the sector) has been effective. and the SQF MILOF Level Descriptors, Learning Qualifications Framework for revision of principles for quality assurance, an Areas and Competence Areas. In particular the Lifelong Learning (EQF) and National issue that is addressed in Section 4 of this report. review team have focused on the structure, Qualifications Frameworks (NQF) 2.3 Referencing member states’ horizontal and vertical consistency of the whole It is acknowledged that there has been little NQFs in the SQF-MILOF framework. concrete action taken at EU level to clarify the role of EQF in supporting SQFs17. Furthermore, The SQF-MILOF has been designed to be 2.1 Relationships between Sectoral there is far from a general agreement in how aligned and compliant with the NQFs of the 3.1 Structure of the SQF MILOF Qualifications Frameworks, NQFs an SQF will best be aligned within a wider member states in the EU. and the EQF EU educational and training framework and The two principal components, the SQF MILOF the EQF Advisory Group, or indeed how a and SQF MILOF CORE, provide both a traditional A key objective of the European Qualifications sector can best approach the construction and a uniquely innovative approach to mapping Framework (EQF) is to integrate international of an SQF. This lack of a clear set of agreed 2.4 Cross-referencing existing the complexity of military officer learning to the sectoral qualifications, frameworks and European guidelines on how best to negotiate, military qualifications level descriptors of the EQF and detailing the systems. The 2008 Recommendation on the build and govern an SQF pose considerable structure and the career-span learning journey establishment of the EQF states “the European challenges to any sectoral group designing The review concludes that: of a military officer. Qualifications Framework should, moreover, an SQF, particularly when they are attempting • The SQF-MILOF has achieved its aims enable international sectoral organisations to harmonise existing and varied sectoral in providing a cross-referencing tool for The SQF MILOF shares the generalised to relate their qualifications systems to a qualifications, as was the case with the existing military qualifications, which should approach of the definition of learning outcomes SQF-MILOF. The considerable effort put into common European reference point and thus allow military qualifications obtained in one to provide applied level descriptions of successfully overcoming these challenges by show the relationship between international member state to be effectively compared learning at EQF levels 5-8 for military officer the working group will be further discussed in sectoral qualifications and national qualification with similar qualifications granted by another. qualifications. These learning descriptors 15 systems”. Section 4. are organised into knowledge, skills and • SQF-MILOF is designed to be aligned and responsibility/autonomy types of learning for each compliant with the EQF for lifelong learning. competence area in military learning, providing • The SQF-MILOF can now claim to represent a reference framework expected of an SQF. a pan-EU (transnational) qualifications framework for the military officer profession. The innovative part of the SQF MILOF is the transposition to the SQF MILOF CORE, where (14) Monika Auzinger & al., Study on International Sectoral Qualifications Frameworks and Systems. Final Report, July 2016, the specific learning related to the high-level at https://op.europa.eu/en/publication-detail/-/publication/a2e4cdec-e781-11e6-ad7c-01aa75ed71a1 descriptors are presented as traditionally (last accessed 29-08-2020). formulated learning outcomes, structured (15) European Commission (2008), Recommendation of the European Parliament and of the Council of 23 April 2008 on the according to the career path of military officers establishment of the European Qualifications Framework for lifelong learning (last accessed 29-08-2020). at the military organisational level (single arm/ (16)  European Union (2017) Lifelong learning – European qualifications. Council recommendation of 22 May 2017 on the branch, single service etc.). This structure, European Qualifications Framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. highlighted in Appendix F, enables the definition Luxembourg: European Commission. https://eur-lex.europa.eu/legalcontent/EN/LSU/?uri=CELEX%3A32017H0615%2801%29. Last accessed 2 Sept 2020

(17) Ibid. 66 Annexes Sectoral Qualifications Framework for the Military Officer Profession 67

of learning pathways that naturally necessitate 3.4 Quality of the Learning The proposals have also been informed by of NMQs will support effective and consistent moving to lower levels of complexity of learning Outcomes analysis of QA within national systems for implementation, including verification of QA of as an officer’s career moves into new subject NMQs delivered member states. NMQs across member states. areas. As mentioned, the definition of learning in the SQF MILOF follows the structure of the The proposals properly recognise locations of EQF learning outcomes, to provide a general responsibilities and authority for implementation 4.4 Levelling/Referencing Individual 3.2 Horizontal Consistency description of qualifications that clearly of QA and qualifications frameworks within Learning indicates alignment with the EQF. member states. Horizontal consistency is achieved when The SQF MILOF CORE provides detailed The four-step process model is clear and the learning required to achieve the learning learning outcomes, that are measurable, practical, and will guide individuals to use outcomes uniformly increases in complexity composed with an active verb along with 4.2 Two-Part Structure the MILOF-CORE to check and position their for each level, for all of the Learning Areas. context and breadth or depth of learning applied learning through vocational / non-formal The uniformity of increase in complexity is The two-part structure comprising the to specific military learning domains. learning route and activities and facilitate determined and guided by the level descriptors SQF-MILOF and MILOF-CORE will facilitate There is consistency in the level of detail across validation of this learning through relevant in the EQF. The review team found that there is referencing / levelling of both formal NMQs, and these learning outcomes, which align in terms arrangements in their member state. consistency of increment in the complexity of individual learning, including through non-formal of complexity to the SQF MILOF. learning between the proposed levels 1 through routes. The granularity of the MILOF-CORE will to 4 of the SQF MILOF and SQF MILOF CORE, support referencing / levelling and development The structure, vertical and horizontal 4.5 NMQ Database and that the increment aligns with the increased (improvement) of programme curricula. consistency of the SQF MILOF and SQF complexity described in the EQF levels 5 MILOF CORE act together to meet the meet The proposal to establish a NMQ database through to 8. the primary objectives of an SQF as detailed 4.3 Levelling/Referencing NMQs will increase transparency, and will support in the introduction to this report and offer the achievement of the overall objectives and additional functional utility of informing the intended benefits of the SQF-MILOF. 3.3 Vertical Consistency The proposed implementation embeds the design and development of military officer principle that in assigning an SQF-MILOF level qualifications and training. Vertical consistency is achieved when the to a NMQ, there is confirmation that the NMQ actual learning required to achieve a learning meets relevant European expectations of QA. 5. Final thoughts outcome in each Learning Area and the Military Organisational Level is distinctly different from 4. Proposed Implementation The proposed five-step process model is The review team were impressed at the all of the other defined learning, and that all of of the Report clear and practical, and includes an explicit considerable effort undertaken by the working the learning in the sector is captured. The review checkpoint to verify the competence of group in building the SQF-MILOF which has team found that there is vertical consistency in the provider to issue the qualification at EU been achieved despite considerable initial the learning defined within the SQF MILFOF and 4.1 Quality Assurance Principles standards of quality. Proposed implementation structural challenges. within the SQF MILOF CORE. is clearly illustrated in a detailed roadmap The proposals for implementation of the SQF example. At all times the working group’s approach to The vertical consistency is considerably recognise and reflect European principles for designing and revising the framework was strengthened in terms of breadth of learning QA as set out in the EQF, also in the European The proposed implementation process has open, constructive and solution focused. The for the sector in the mapping of the relationship Standards and Guidelines (ESG) which are been informed by analysis of referencing / reviewers questions and critical comments of the learning areas to the competence areas, generally adopted in higher education type levelling systems adopted in other SQFs. were genuinely welcomed and taken very derived from research across Member States. institutions which deliver formal NMQs. seriously, and the group’s responses were The proposal to establish an ad-hoc executive creative, effective and rapidly developed. They group (SQF-MILEG) to facilitate the levelling are to be congratulated. 68 Annexes Sectoral Qualifications Framework for the Military Officer Profession 69

ANNEX 5 n SQF-MILOF National Formal Validation Sectoral Qualifications Framework - NQF, military higher education qualifications (Reference to chapter 20. SQF-MILOF National Formal Validation) Military Officers Profession (SQF-MILOF) are generally designed, structured and levelled What do you know about the SQF-MILOF? against NQF levels on the basis of learning Appendix 1 to Annex 5 - Analysis of Answers outcomes. For example, in most MS, military bachelor degrees correspond to NQF/EQF level 1 3 5 or 6, military master degrees correspond to European Qualifications Framework (EQF) 2 Respondents and the role in linking NQF/EQF level 6 or 7 and doctoral degrees What do you know about the EQF? NMQ to NQF are referenced at Level 8 NQF/EQF. However, national accreditation authorities do not always The majority of the entities participating in the 5 automatically recognise and link them to the 2 1 questionnaire and representing MS constitute 1 NQF as such, but through a civilian equivalent departments of ministries of defence, defence 8 3 programme. In some MS, officers obtain a academies and universities. Most of these civilian academic qualification from the national serve as interfaces between the armed forces educational system, which is already included and the civilian education authorities, operating n Almost nothing...... 1 in the NQF. Career and vocational courses are in the field of defence/ human resources n A little bit...... 2 not formally assigned to the NQF in most MS management, responsible for monitoring the 12 n Some knowledge...... 5 and are defined only within the framework of implementation of educational, training and n Quite a good understanding...... 8 departmental competences and requirements. military professional qualifications, ensuring n Everything...... 3 In very few cases, MS stimulate and help n Almost nothing...... 1 appropriate coordination with national systems. military schools start comparing their career n A little bit...... 1 They play either a direct role (in case of courses to the NQF. n Some knowledge...... 3 specialised departments) or an indirect one Additional information needed n Quite a good understanding...... 12 (in case of defence education and training n Everything...... 2 institutions) in linking the national military The majority of the entities highlighted the PART II - SQF-MILOF Validation qualifications to the NQF of their MS. Most importance of further information on the MS perception of the value of of them carry the responsibility of ensuring functioning of the EQF, NQF, and SQF-MILOF. National Qualifications Framework (NQF) the SQF-MILOF alignment of the military professional training This can be done through publications and What do you know about the NQF? and education programmes with the NQF. documentation (e.g. infographics, animations, When asked about the value of the SQF-MILOF, small handouts), which can provide an overview the entities expressed the same tendencies. Its of EQF/NQF/SQF-MILOF and through courses, 1 value is perceived as very high by all questioned 1 coaching or conferences in order to elaborate on PART I - General 5 entities, and it is highlighted as an opportunity to Knowledge about EQF, NQF and and facilitate a better understanding of the entire contribute to the transparency of qualifications SQF-MILOF process of the EQF/NQF/SQF-MILOF. In addition, and improve interoperability. The entities concur MS are interested to understand the mandate of that it is very important for EU cohesion, various stakeholders at EU and national levels to Almost all national respondents know promoting mobility and harmonization by implement the SQF-MILOF and the functioning everything or have quite a good understanding increasing the transparency of qualifications 12 of the Military Qualifications Database. of the EQF and NQF, their scope and aims and and supporting interoperability between MS, are able to provide a detailed description of this and they characterize it as one of the key framework. When it comes to SQF-MILOF, n Almost nothing...... 0 elements for achieving real integration of forces Criteria/processes/procedures used although the majority knows everything or n A little bit...... 1 across the European Union. have quite a good understanding of its aims and n Some knowledge...... 1 by the MS to level the NMQ against They highlight that the SQF-MILOF will increase scope, eight respondents have an unsatisfactory n Quite a good understanding...... 12 the NQF the comparability of qualifications across MS, level of knowledge of this concept. n Everything...... 5 and facilitate the exchange of military students Although not all MS have procedures in place and course participants at any stage of their to link military-specific qualifications with the military careers. Moreover, the SQF-MILOF 70 Annexes Sectoral Qualifications Framework for the Military Officer Profession 71

has the capacity to promote and assist both SQF-MILOF coverage of the needs They all concur that the main objectives of MS’ policy on validating national military qualification processes and the of MS national military training and the SQF-MILOF, which facilitate the comparison non-formal and informal learning for professional development of military officers. education system of the different national, military qualifications the military officer profession and thereby enable the harmonisation of the How well does the SQF-MILOF cover the needs minimum (training) requirements for the officers Most respondents support the idea of Utility of the Competence Profile of of your military training and education system? of MS, are recognised. validating non-formal or informal learning for the military officer for MS national Is all learning relevant to the core competences the profession of military officer. There are MS occupational standards of a military officer in your MS covered by the where officers are required to validate learning SQF-MILOF? Utility of the Military Qualifications results acquired in informal or non-formal The respondents consider that the Database settings by successfully fulfilling tasks that are “Competence Profile” constitutes an useful or even representative of one or more military functions. 1 All respondents confirmed that the Military essential tool for their national occupational 4 However, most MS do not provide validation standards, facilitating the identification of hard Qualifications Database constitutes an or do not have clear policies on measuring and soft factors. Some envisage a potential extremely useful tool for their MS, as it informal learning. A few MS have in place future crosscheck with national competence facilitates the comparison of qualifications. more or less structured procedures for the 8 profiles in order to harmonise their standards However, almost half of respondents are recognition of informal learning. with other EU MS. Only a few MS consider that 6 hesitant or moderate at this stage in their intent grouping competences of officers according to upload qualifications due to the classification to the competence profile would not cover the of the information contained in the respective MS motivation to appoint a requirements of specific duty stations/positions files or because further consideration would be representative to an SQF-MILOF that demand different competence profiles. n None...... 0 required. governance body n Some...... 4 n A good deal...... 6 The majority of MS encourage the n Almost all...... 8 MS motivation to assign establishment of SQF-MILOF governance, n All...... 1 an SQF-MILOF level to the NMQ appointing a representative and signing an implementation protocol. Several respondents A considerable number of MS have declared have various reasons to delay a decision in this The majority of the entities agree on the fact an interest in assigning a SQF-MILOF level to regard either because of low priority, or because that a significant percentage of their needs their military qualifications as they agree that it they need more guidance from competent is covered satisfactorily. From a “joint-level” would be positive to assign SQF-MILOF levels authorities in this regard. perspective the SQF-MILOF covers most of to national qualifications. It is assumed that the core competences of a military officer and this exercise will be conducted in a is relevant to the competences of a military non-restrictive and non-mandatory way, or MS intent to sign an implementation officer in their respective MS. Nevertheless, only as reference, in order to facilitate the protocol some respondents confirmed that there are comparison of qualifications between MS. At this stage of development, most either service-specific competences (e.g. naval or The majority of MS give a clear positive express limited interest, or they are not technical) that will only be addressed by answer and declare their eagerness to examine competent to commit their MS. For most service-oriented SQFs. signing a protocol with all willing MS in order to respondents, such a decision would require elaborate the implementation of the SQF-MILOF a ministerial review with the participation of SQF-MILOF clarity at national level as soon as they have all the subordinate departments, which would require relevant national authorizations. The representatives of the MS generally reach more time for evaluation with additional subject the conclusion that the content of the matter experts. Levelling formal higher military SQF-MILOF is clear and comprehensible in education qualifications to SQF-MILOF levels terms of scope, aim or structure. appears to be more feasible. 72 Annexes Sectoral Qualifications Framework for the Military Officer Profession 73

Conclusion SQF-MILOF governance body as well as the training”; principles and issues relating to LATVIA signing of an implementation protocol. However, bi- and multinational education and training; The National Defence Academy of Latvia All respondents found the SQF-MILOF most MS acknowledge that the initiative needs matters of multinational training cooperation; (further in the text – NDA) is unified national very useful and appreciated it as a good to be popularised, and that its successful NATO/EU cooperation and Matters relating military professional higher education entity opportunity to contribute to the transparency implementation will require broader interaction to military training assistance. In this context, for all services military officers training. of qualifications and help improve the between several national stakeholders. the Department for Education, Training and NDA executes education in accordance with interoperability of military officers across the The overall positive stance of the MS represents Exercises is the ministerial interface between national military qualification standards and European Union armed forces. The SQF-MILOF a validation of the SQF-MILOF package, providing the tactical and strategic levels within the national legislation related to Higher Education is clear and comprehensible and satisfactorily competent national authorities give further armed forces and between civilian education Qualification Framework. NDA is executing covers an important percentage of MS needs. detailed and non-binding consideration to its authorities and the DEU armed forces. professional higher studies programs at Most MS encourage the establishment of a successful implementation at national level. Bachelor’s degree and Master’s degree level GREECE and different education and long life learning HNDGS/B2 is the Ministry of Defence entity that courses (e.g., career and junior staff officers’ could be responsible for linking national military courses, etc.). Appendix 2 to Annex 5 qualifications to the National Qualifications Individual MS Answers to the Validation Questionnaire Framework. LITHUANIA We are the only institution responsible for SPAIN officer academic and professional military the activities for opening and providing PART I - General Responsible for Military Joint Education This education (basic and tactical; operational and courses in initial and/or special military training entity, responsible for Military Education in strategic level education, as well as navy tactical with: the Ministry of Education and Science; 1. What is the role of your entity the Spanish Armed Forces at MoD level, acts are implemented in co-operation with other managements of civilian higher schools; in linking national military as interface between the MoD and National Baltic States). Our staff have been on the team military academies; higher military schools qualifications to the National authorities responsible for Education and developing the national SQF for military service and secondary schools; with the mayors of Qualifications. members (LT SQF cover enlisted personnel, and Qualifications Framework of your municipalities. Member State? officers) in 2019 and we are implementing and CROATIA continuously developing academic BA and MA CZECH REPUBLIC BELGIUM programs in line with ISCED 1031 (Military and University of Defence as a national educational Military occupational standards and job Defence) in which we closely follow the SQF- HRC is responsible of the competency entity provides formal higher education descriptions (making use of the competence MILOF drafts of which we aware of since 2018. development of all the military personnel of qualifications and vocational training, such as profile) and assign SQF-MILOF levels to national the Belgian Defence via learning paths. The career courses primarily to the Czech military military qualifications. The Ministry of Defence LUXEMBURG recognition and validation of the competency officers, for the needs of the Ministry of Defence and Croatian Defence Academy have an active acquired vie education, training and experience of the Czech Republic and based on the role in linking national military qualifications To fit in the NQF (public administration), is one of the HRC-tasks. HRC is especially National Qualification Framework. to the Croatian Qualifications Framework. a master (or bachelor in the next future) developing agreements with the Belgian The Croatian Qualifications Framework is a equivalent is needed because of level 1. Educational agencies to achieve the certification GERMANY reform instrument for regulating the system That recognition is given by the Education of qualifications at all levels in the Republic of ministry. Armed Forces have to make sure that of generic or specific skills. The Department for Education, Training and Croatia through qualifications standards based the military academies, where LUX officers are Exercises of the German Federal Ministry on learning outcomes and following the needs educated, offer this diploma. BULGARIA of Defence is among others responsible for: To assist the Minister of the Defence in issues of military education and exercises; of the labour market, individuals and the society. introducing better leadership and control principles of military training and exercises; HUNGARY in the implementation of state policy and principles and specifications of pre-deployment ITALY The Department for Education, Science and state standards for education, training and training; principles of training cooperation The first Directorate of the Italian Defence Cultural Affairs, within MoD Hungary, is the qualification in military academies and higher with industry; matters relating to the main General Staff outlines the policy and gives strategic level coordinator of military education military schools. To organize and coordinate process of “individual training” and “team directions and guidance to the 4 Armed Forces. in Hungary. In this regard, we cooperate with 74 Annexes Sectoral Qualifications Framework for the Military Officer Profession 75

the Command of Hungarian Defence Forces, Framework; study and propose policy FINLAND 3. What additional information and the Ludovika University of Public Service. measures in the context of military education The National Defence University (NDU) is a would you need with regard of a non-higher scope, as well as accompany military tertiary education institution that is part to the EQF/NQF/SQF-MILOF? NETHERLANDS and monitor its implementation, ensuring of the Finnish Defence Forces. How would you need this The role of our entity is to create policy regards coordination with the Portuguese Educational The university is to produce highly educated information to be delivered System. Study, design, propose and monitor national military qualifications so the military personnel for the Defence Forces and the (conference, meeting, publication, the implementation of military higher education schools of the Dutch MOD can link them to the Border Guard. Thirteen universities operate policy, based on a model that ensures the course, etc.)? National Qualification Framework. within the Ministry of Education and Culture’s articulation between initial and complementary administrative branch. Two of these are BELGIUM training, which ensures integration into the AUSTRIA foundations pursuant to the Foundations Portuguese Educational System. Information sessions about LL, publication, Training Division Maintains the nomination of Act and the others are corporations under webinars, course coaching. designated military qualifications for consideration public law. Higher education degrees in the ROMANIA in the National Qualification Registry. military sector are completed at the Finnish BULGARIA Although the Ministry of National Defence does National Defence University, which operates not have, per se, any legal authority in reference There is no need for additional information at POLAND under the defence administration. Studies at to modifying the National Qualifications this stage. Military Education Department partly this university bring together academic and Framework, the educational programs offered participates in defining national military vocational education. NDU graduates are by all military academies are required to CZECH REPUBLIC qualifications with particular emphasis on leaders who are experts in their field. Research follow this framework. In order to introduce a No additional information is required. higher military education system. is a top priority at the NDU, namely because new qualification in the National Register for teaching at the National Defence University Qualifications in Higher Education (RNCIS- GERMANY PORTUGAL draws upon the latest research in military Registru National al Calificarilor in Invatamantul In principle, the topic seems to be very specific The General Directorate of National Defence science. The NDU’s third task is to maintain Superior), all higher education institutions must and only of interest in direct connection with Resources carries out the following duties: community relations. Qualifications in the field implement the necessary measures, as per the respective field of activity of the persons study, propose, advice and monitor the of national defence that are referenced to the legal provisions prescribed by the Order of the concerned/ involved. This is a political and implementation of human resources policies - FiNQF are conferred by the National Defence Minister of higher Educations No. 3475/2017 official matter in DEU. Due to the principle of military, militarized and civilian - namely those University (NDU). The degrees awarded by for the Methodology for registration of higher separation of powers in DEU, the responsibility related to statutes, employment, careers and this university are Bachelor, Master and Doctor education qualifications in the National Register with regard to these issues basically lies with remuneration; study, propose and monitor of Military Science, and General Staff Officer’s for Qualifications in Higher Education. the civil authorities. The DEU armed forces only the implementation of educational, research, Degree. Upon graduation, the student receives ensures the implementation of the requirements development and innovation policy, training a degree certificate, a transcript of records and SLOVAKIA of national and European policy. and professional qualification measures, The Human Resources Section of the Ministry a Diploma Supplement. These documents are ensuring proper coordination with the national of Defence, the Department of Education and issued by the National Defence University. GREECE systems; ensure, within the scope of its duties, Sports (HRS) coordinates the activities of the Use of database (SQF-MILOF), online help-desk. representation and participation in national and Guidance and assistance maybe needed in the Armed Forces Academy of Gen. M. R. Štefánik international organizations, defining, proposing, future for linking and harmonizing EQF, NQF and (AFA). AFA is departmental educational coordinating and developing protocols, projects SQFMILOF qualifications. institution and a state university. HRS manages and other cooperation activities in fields of 2. What do you know about the the provision of the necessary training and human resources, weapon systems, equipment, following qualifications frameworks? SPAIN education within the national qualification national defence heritage and infrastructure. Courses on the SQF-MILOF for selected framework, considering the needs of the The Directorate-General is responsible for EQF, NQF and SQF-MILOF personnel and conferences with didactic Ministry of Defence. ensuring alignment, as far as possible, the (Quantitative answers; see graphs in Appendix 1 material would be well received for a better curricula of the Armed Forces’ Professional to Annex 5, part I - General Knowledge about understanding, if it has to be implemented in Training System with the National Qualifications EQF, NQF and SQF-MILOF) the future. 76 Annexes Sectoral Qualifications Framework for the Military Officer Profession 77

CROATIA LUXEMBURG SLOVAKIA the Academic Council and the Scientific Council. Additional information about Military LUX has no military education system for We would appreciate to get more detailed The specifics of the military institutions are Qualifications Database, improved and officers. We rely on schools abroad and have as information about the SOF-MILOF reflected in the application of Higher Education transparent way in which to compare similar such no advantage on the education system. implementation system. Furthermore, we Act through some prescribed limitations. military education and training programmes would like to know in more detail about the They are cleared in the Defence and the Armed (qualifications) organized (awarded) by the HUNGARY certification process of individual study Forces Act of the Republic of Bulgaria. The organization and activity of the Colleges MS. Provide information on national military At this stage, we do not need more information. programs and courses and who is the authority qualifications, facilitate the comparison of to decide on the certification of courses or to and the Academy are governed by Regulations approved and adopted by the Council of qualification among MS and the exchanges NETHERLANDS acknowledge the compliance of the course program with the SQF-MILF? What will be the Ministers. The Military officer profession is of military education experts. At the EU We need structured information to inform our detailed certification process from the ESDC a state regulated profession. Therefore, the level, it is necessary to continue to develop military schools how to work with the SQF level? Information through relevant instructions Curricula in the military educational institutions a common platform; Sectoral Qualifications and its benefits e.g. infographics, e-learning, or documentation would be welcomed. are based on Council of Ministers’ Acts. Framework for the Military Officer Profession animations and small handouts. (SQF-MILOF). Therefore, all countries will be FINLAND CZECH REPUBLIC able to achieve their specific interests (specific AUSTRIA competencies) as well as to promote military Use of database (SQF-MILOF), online help-desk. Higher education qualifications are assigned to Information provided so far is adequate. unity to ensure complementarity of capabilities the NQF by the National Authority as a civilian in the implementation of common tasks education program, regardless of whether it is POLAND (interoperability). During the time of the COVID19 4. What criteria/processes/ a military program or not. This means that it is Publication and online course à regarding not levelled as a military qualification to NQF. pandemic, prefer online activities (workshops, procedures does your MS use to SQF-MILOF. Career courses are also not assigned to NQF. conferences). In addition, publications with level the military qualifications details on NQF implementation for officers are There is, however the evolvement related to PORTUGAL against the NQF? desirable. the National Framework of Occupations where It would be useful and important to prepare and military functions (positions/vocations) are BELGIUM ITALY distribute leaflets or some publications (in paper intended to align either to respective civilian or digital format) with an overview on EQF/ Three different NQF developed in Belgium as vocations or where it is not relevant or possible A conference or meeting would probably NQF/SQF-MILOF. Later, it would be interesting per official reports: to form and ad there purely military vocations. maximize the general understanding of the develop some conferences to understand better https://www.cedefop.europa.eu/en/ project and the future implementation by MS. the whole process EQF/NQF/SQF-MILOF. publications-and-resources/country-reports/ GERMANY belgium-european-inventory-nqf-2016. LATVIA The DQF is a transparent instrument in which ROMANIA formally acquired vocational qualifications It will be useful for key personnel of NDA to BULGARIA Although any other additional information and are assigned to eight levels. However, these attend any course, which in details explains EU data may be of assistance, we would like to The Bulgarian military education system is qualifications according to the DQF/EQF are SQF-MILOF. learn more about the way the EQF, NQF, SQF based on military and civilian principles. taken into account as part of the aptitude should correlate and what degree of freedom It is also based on three public acts and assessment (e.g. study aptitude assessment) LITHUANIA each MS has in order to establish necessary Parliamentarian founding acts. In addition, independently of the career paths. However, In accordance with national law, there are stags, criteria and methods to implement the some other public regulations give officially claims under career law are not derived from various procedures in place. Usually candidates SQF-MILOF. Due to SARS-CoV-2 pandemic recognized status to the military education. the DQF. Parts of the officer training programs have to validate learning results acquired and all restrictive measures, the best option In accordance with these regulations, all the of the armed forces are levelled to the DQF through informal or non-formal learning by for delivering this information is by sending institutions must be accredited after the Higher (e.g. University Education, Pilot Training in successfully fulfilling tasks representative for a some reading material first, followed by online Education Act; they possess all the rights and Army, Air Force and Navy). The “Bundeswehr single or a range of military functions. discussion. perform all the functions of civilian higher Education Passport” project of the “AGENDA schools. The military institutions have the Education and Training” has been initiated to same bodies inherent to the academic self- document the qualifications acquired within management such as the General Assembly, the armed forces and those that can be used 78 Annexes Sectoral Qualifications Framework for the Military Officer Profession 79

for civil benefits, including vocational and acquired in the Republic of Croatia is set by the analysed. According to the CROQF Ministry of We rely on schools abroad and have as such no educational qualifications and associated level of the learning outcomes belonging to that Defence Republic of Croatia developed in 2020 leverage on the education system. competencies. The education passport qualification. The placement of qualifications first five Military Occupational Standards from is intended to document corresponding at respective levels allows the comparison and which we will develop qualification standards: HUNGARY qualifications and thus in turn make them linking of different qualifications. 1. Infantry officer; 2. Armour officer; 3. Naval In the case of HDF the undergraduate, graduate, comparable to the DQF. The placement of qualifications acquired officer: Military Nautical Engineering; 4. Naval postgraduate and PhD education are fully in Croatia at respective levels determines officer: Military Marine Engineering; 5. Military integrated into the NQF; however, the officers’ GREECE their relation but it also enables the linking of pilot. MoD will continue further development of military vocational trainings are not part of In Hellenic Armed Forces, there is no use of Croatian qualifications’ levels to the levels of Military Occupational Standards for the NCOs the Hungarian landscape of accredited higher criteria/processes/procedures to level the the European Qualifications Framework and and OFFs in military services/branches. education system. military qualifications against the NQF. the levels of the Qualifications framework of This levelling procedure is only necessary for the European Higher Education Area thus ITALY NETHERLANDS enabling the visibility of qualifications acquired few training providers; therefore, it has not been Military higher education qualifications are The Military officer schools are linking their in Croatia on Croatian and the European labour implemented in the whole spectra of military specifically designed to fit the needs of each qualifications to the NQF following the market. Since the central element of the CROQF qualifications. Armed Force. They are structured on NQF levels procedures of the NQF, which is compatible to are the learning outcomes, and not the way and aligned to them on a learning outcomes the SQF. For the career courses, it is possible in which they were acquired, the CROQF sets SPAIN basis. to link to the SQF but not jet very common. basis for the development of recognition of The procedure consists of negotiations and By need of an internal program, we stimulate prior learning (RPL), or in other words, enables agreements with specific universities and LATVIA and facilitate military schools to start the development of recognition and validation education institutions, including the ministry Bachelor’s degree military officers study comparing their courses to the NQF. of non-formal and informal learning, along of Universities to validate and homologate programme corresponds to EQF level 5 with the compulsory introduction of quality studies and qualifications. However, there Master’s degree military officers study AUSTRIA assurance system and clear quality assessment is no procedure to equate military-specific programme corresponds to EQF level 6 or 7. The procedures outlined in the NQF-legal procedures. qualifications with the NQF. Apart from this and Different national military career courses framework derived from the EQF. The CROQF introduces qualifications standards. as part of their military training, officers and reflects national military professional All Bachelor-programmes across the board are While the same qualification can be acquired at qualification standards for officers and NCOs. considered NQF-level 6, all Master-programmes NCOs obtain a civilian academic qualification different educational institutions and through NQF-level 7. This includes military qualifications from the national educational system, which is different educational programmes, there are LITHUANIA (e.g. Bachelor- and Master-programme therefore already included in the NQF. certain standards in terms of defined learning “Military Leadership”) as well as non-military outcomes that a qualification needs to have. NQF stresses that a PME course levels 1-4 qualifications (e.g. Engineering-, Law- or CROATIA Educational programmes need to be in line are necessary, but not sufficient prerequisites Economic-degrees) with military supplements The Croatian Qualifications Framework is a with the qualifications standards, which to attaining a qualification level of 5-8, and at the respective level. reform instrument for regulating the system would mean that they lead to the acquirement professional experience needs to be considered of qualifications at all levels in the Republic of leaning outcomes that are defined by a for awarding a certain qualifications level. POLAND of Croatia through qualifications standards respective qualification standard. Apart from This correlates with awarding military ranks. based on learning outcomes and following the the qualifications standards, the CROQF In in practice NQF level 6 – a necessary Polish Higher Military Education System is part needs of the labour market, individuals and introduces occupational standards as well. qualifications element is an academic of National Higher Education System and it is society. The central element of the CROQF An occupational standard is a document that bachelor’s degree, and level 8 – masters. convergent with NQF and EQF. are the learning outcomes or, in other terms, contains clearly defined competences required At the level 7, there is variation depending on competences acquired by the individual through for a certain occupation. It is created through a rank and position. PORTUGAL the learning process and proved after the clearly prescribed methodology (Methodology After recruitment and selection process all learning process, where the learning process for creating Occupational standards) and LUXEMBURG military officers have to attend branch courses itself is not crucial, as the learning outcome collected data by which the competences for (Same answer as to question 3) LUX has no designed according to national qualification is assessed. The place of each qualification a certain occupation have been defined and military education system for officers. standards, before commissioning. 80 Annexes Sectoral Qualifications Framework for the Military Officer Profession 81

The officers have to attend through 5 to 6 years Defence and Military. Vocational training, PART II - SQF-MILOF GERMANY BSc + MSc graduation courses, designed career and vocational courses are not formally The enclosed project/work “SQF-MILOFs” is according military, watch keeping and national assigned to the NQF. Career education 5. How do you perceive the value understood as voluntary, informative and not academic standards. The academic curricula is defined only within the framework of of the SQF-MILOF as described in legally binding. Individual/national decisions on departmental competencies and requirements. requirements is accredited by the Agency the reference document? the characteristics of training and qualification for Evaluation and Accreditation of Higher are not influenced by the project. Therefore, Education (National Accreditation Agency), FINLAND BELGIUM the project only aims at transparency by similar to national civil universities, as well as For the main part, the national education visualizing comparability of qualifications. BE already exchanges with several partners’ in the areas of engineering and administration, system of Finland comprises qualifications It can help to identify personnel of the same level officers at several courses. Until now, this the requirements of professional associations. and syllabi that are governed by the Ministry of of education and thus follow level-appropriate has always been done within the framework After recruitment and selection process all Education and Culture. In addition, there are few measures. military officers have to attend branch courses qualifications that fall under other administrative of bilateral or multilateral agreements with all designed according to national qualification sectors, namely the Ministry of Defence. partners involved. GREECE The SQF-MILOF might be an opportunity to standards, before commissioning. The officers The National Framework for Qualifications and SQF-MILOF is a useful tool that can promote support the bilateral / multilateral agreement have to attend through 5 to 6 years BSc + Other Competence Modules (FiNQF) adopted and assist both national military qualification revision or initiation with existing or new MSc graduation courses, designed according in 2017 encompasses only these qualifications. process and the military officer career training partners. military, watch keeping and national academic Bachelor’s degrees conferred by universities, programs facilitating this process at all levels. The learning outcomes of all courses are including the Bachelor of Military Science The added value is the ability to compare and BULGARIA defined to match a pre-defined qualification conferred by the National Defence University, check national qualifications against other framework set up according to the functional are referenced at level 6 of the FiNQF. Master’s Facilitating QA of military training and MS and thus enhance interoperability and profiles of the different Officers carriers. degrees conferred by universities, including educational programmes; comparability comparability among qualifications, ensure Regarding the vocational training, whenever the Master of Military Science conferred by between qualifications across MS; ensuring the transparency, promote best practices, improve possible, the branches incorporates courses the National Defence University, are referenced transparent exchange of information; describing national training programs and European from the NQF into the curriculum courses of the at level 7 of the FiNQF. Doctoral degrees the competencies that military officers should common trainings as a step closer to CSDP National Professional Training System. awarded by universities, including the General possess; strengthening defence cooperation mentality and philosophy among European Staff Officer’s Degree and Doctor of Military between MS; facilitating the exchange of military officers. ROMANIA Science conferred by the National Defence military students and course participants. The NQF does provide a separate category University are referenced at level 8 of the SPAIN FiNQF. FiNQF level descriptors were modelled for military occupations (Major group 0), CZECH REPUBLIC It is considered to be a very valuable initiative, after the EQF level descriptors, because they without getting into details about qualifications. The SQF-MILOF captures whole complexity of mainly to increase interoperability and improving were considered well‐suited for describing the Therefore, the military qualifications are levelled possible officer´s operational engagement. National training. learning outcomes of Finnish qualifications. with the closest civilian equivalent. It covers sufficiently all levels and categories of The choice was also practical in the sense personnel across all services. The main value CROATIA that the levels of the FiNQF correspond to the SLOVAKIA of the SQF-MILOF from the perspective of the EQF levels, which makes the framework more The value of this reference document is University education of officers has the Czech Republic lies in providing a very complex transparent. Although the EQF level descriptors exceptional because it gives us information qualification harmonized with the National and broad taxonomy of descriptors in the areas were modified and complemented to reflect for the harmonization of military officer Qualification Framework. The AFA is involved of knowledge, skills and competencies. certain features of the Finnish education system competencies reflected in the national in the European Higher Education Area SQF-MILOF was used as one of the resources and qualifications, such as the emphasis on occupational standards, help individual learners system and fully corresponds to the provision for defining learning outcomes for study studying languages, the core of the FiNQF level to identify their professional learning proficiency of education within the Bologna Process. programs of military carrier courses at the descriptors do correspond to the EQF level through the detailed learning outcomes of the Accreditation for individual study programs is University of Defence to be finalised and descriptors. Learning Profile, compare similar qualifications granted by the National/State Accreditation approved by the General Staff of the Czech across MS, thus facilitating the exchange of Agency in accordance with the field of study Armed Forces. military students and course participants. 82 Annexes Sectoral Qualifications Framework for the Military Officer Profession 83

ITALY HUNGARY PORTUGAL supplementary skill set. We consider that many, The harmonization of military officer SQF-MILOF is very valuable as it seeks to It is very important for EU cohesion, promoting if not all, of the central elements required by competencies across Member States is one provide MSs with a cross-referencing tool for mobility and harmonization by the transparency qualifications frameworks (access, mobility, of the key elements toward a real integration military qualifications so that qualifications of qualifications and supporting interoperability learning outcomes, recognition of prior of forces across EU. This will increase the awarded in one MS can, if needed, be compared between Member States. Taking into account learning) are already well integrated and in qualifications comparability across MS, with similar qualifications awarded in another those objectives of SQF-MILOF, is understood place in Finland – and further implemented and facilitating the exchange of military students MS. The framework may provide transparency as a potentially useful supporting element promoted in different educational and labour and course participants at any stage of their among the MS’s officers training, which is vital for the purpose of, in particular, comparing market contexts. This is in many ways a good military careers. in the aspect of human resources management qualifications among the military qualifications situation. regarding EU military operations. and enhancing interoperability among the LATVIA armed forces of the MS. From a Higher Great value in regard to mobility of students NETHERLANDS Education standpoint, the SQF-MILOF helps 6. How useful do you find the (e.g. Bachelor’s Study Program) and better It is good to see that the EQF and SQF come ensuring mobility of students and better Competence Profile of the comparability between qualifications. together. Because of better comparability comparability between qualifications, eventually military officer for your national It promotes mutual understanding and between qualifications, we are able to exchange contributing to the dialogue with the Agency occupational standards? reciprocal cooperation between MS military military students between EU-courses, for Evaluation and Accreditation of Higher officers which leads to successful reaching of improving interoperability. We expect the SQF Education (National Accreditation Agency), BELGIUM regarding the specificity of military Higher common military goals of EU. It makes much to contribute to the transparency of these At this point not used in the description of the Education programs. more easier and effective exchanges of officers qualifications. competence profile in the Human resources during their education as well as in service Information System. This could be useful in ROMANIA time – meaning participation in multinational AUSTRIA the future to facilitate common understanding exercises and operations. At the same time, it The SQF-MILOF is a promising expansion of The SQF-MILOF has an extraordinary potential in the implementation of international sound must not eliminate unique national traits and the already functional and beneficial to contribute to the interoperability amongst cooperation. military traditions of each separate MS. EMILYO-program. It will probably foster the MS in matters related to military career, mobility of more senior military students with know-how information exchange and a BULGARIA LITHUANIA the vehicular language being the most critical common understanding for the most adequate We find the Competence Profile of the military It could become an element of assessing the limitation. It will perhaps support interoperability, learning outcomes, while maintaining the officer useful. edibility before deploying officers to international but NATO-standards and procedures will necessary flexibility and autonomy of retaining positions, and a better means of opting for remain the core of interoperability-efforts. characteristics, specific to each MS. CZECH REPUBLIC more international PME officer career courses. The comparison of qualifications through The Competence Profile of the military In the academic field, the proliferation of transparent and valid descriptions is the core SLOVAKIA officer is a useful instrument, especially from academic programs could become greater, and functionality and benefit of the SQF-MILOF. We welcome this activity in the context the perspective of the Military Profession internationalization would become more likely if The ambition of ‘improving’ training programs of the interoperability of education in the Occupations within National System of an academic program would be an element of is potentially ambiguous. Any governance body European area. A precisely defined qualification Occupations. SQF MILOF provides a broad qualification recognition for career purposes. facilitating implementation of the SQF-MILOF framework will enable the mobility of students spectrum of concrete competences required for has to consider other frameworks in place within their preparation and determination of the military officers differing according to LUXEMBURG (e.g. the respective national non-military the level of education. the level of their military carrier (rank, position). educational system or specific national Luxemburg officers are educated in different Officers´ carrier courses organized by educational occupational specialties), which are in any case countries (mainly BEL, DEU and FRA). An officer FINLAND and training institutions in the Czech Republic more binding as the SQF-MILOF. may well do his level 1 in Bel and level 2 in DEU. In the near future military-education will be are based on different methodology. Instead As such, a standardization (interoperability) in more competence‐based and customer‐ of taxonomy used by EQF are based on POLAND officers’ educations is extremely interesting and oriented. Each student will be offered the knowledge – skills – autonomy and responsibly, welcome for us. Valuable, interesting, useful. possibility to design an individually appropriate which means that for the Czech courses is used path to finishing an entire qualification or a a simplified taxonomy: have a knowledge – 84 Annexes Sectoral Qualifications Framework for the Military Officer Profession 85

be familiar with – have and be able to use to us because the competences required for Thus, an EU framework helps to justify the need methodological and goal-oriented approach in (master) skills. the military officer profession differ according for the various levels of education. matters of higher education, applied throughout to the level of ranks, operations, organizations. the entire life span of officers and aspiring GERMANY It certainly helps us for transparency of HUNGARY officers. The specifications for the DEU armed forces qualifications, better comparability between The Military Officer Competence Profile helps and the respective officers’ competence qualifications, Competence Profile, Competence military institutions and armed forces alike SLOVAKIA profile, is laid down in a national armed forces Areas… The competence profile comprises to better identify hard and soft factors in the The profile of the officer’s competencies is publication. Although the definition of the the core competences of the military officer. education and training of officer candidates by essential in terms of defining the necessary competence profile as the sum of the skills an These are common to all services (land, navy, fostering interoperability. scope and content of knowledge for the various officer needs to properly perform his job with a air force), irrespective of arms or specialties and levels of command and control. From our point certain degree of autonomy and responsibility could be grouped under 8 areas. NETHERLANDS of view, it is important to adapt the profiles of is similar, the SQF-MILOF and the competency We support the Competence Profile of the our educational activities in the given context to model of the DEU armed forces differ in ITALY the profile defined in the reference document military officer. the definition of the competency areas. The The national core values and competencies are competency areas comprehensively map reflected in the Competence Profile. FINLAND AUSTRIA certain occupational fields of action and bring It is useful and we have used it in curriculum The competence profile is useful and applicable together corresponding requirements and LATVIA process. to national occupational standards. necessary qualifications as well as personal SQF-MILOF will be useful tool for national The informal validation process showed that characteristics and skills. From a DEU armed occupational standards. The same core the competencies defined in the EMILYO LoD2 forces perspective the grouping of officers competencies will be useful for civilian remain unchanged, but linked descriptors 7. How well does the SQF-MILOF according to the competence profile does not manager’s positions. This Competence Profile changed significantly. Due to the legal status cover the needs of your national necessarily appear to be purposeful, since the gives clear division of learning areas for each of military professionals in Austria, there are military training and education requirements of a duty station/position demand competence area. In Latvian national military some minor additional, but designated national system? Is all learning relevant to different competence profiles of a person. occupational standards are not divided so educational requirements. detailed. This Competence Profile could give the core competences of a military GREECE new ideas for improvements of NQF of military officer in your MS covered by the POLAND The Competence Profile as described in the officers and their training programs. SQF-MILOF? SQF-MILOF document is a clear and easy to use With regard to the competences of Military guide on common “job descriptions” of a military LITHUANIA Education Department, it is estimated that BELGIUM level A (Single Arm/Branch) is useful, and it is officer throughout his/her career. There are small The national standard was prepared in 2019 Some. NSTR (nothing significant to report) almost convergent with national occupational differences from Hellenic National standards with some knowledge of the MILOF-SQF standards. between levels in specific competence areas, but working group output, but is detailed, and BULGARIA this is helpful when you want to match and allocate therefore does not contradict MILOF-SQF SQF-MILOF meet the needs of the national personnel to European positions. However, we principles. SQF-MILOF can therefore be PORTUGAL military training and educational system. cannot ignore the specific competence readily used as a document detailing the NQF. The Competence Profile will be very useful as a It complements the State standards for the characteristics specific for each M-S due to the However, it is important to note that NQF reference for our own competence profile. military education. requirements and the threats that the M-S faces. integrates privates, NCO’s, and Officers within a single framework. ROMANIA CZECH REPUBLIC SPAIN The current version of the “Competence Profile” A good deal. Officers´ carrier courses are Very useful, in order to crosscheck with National LUXEMBURG as described within the SQF-MILOF, is in designed as a prerequisite for officers competence profiles and to standardize with EU MS. A European framework is very useful, as it many aspects similar to the “Graduate model designated for promotion to a higher military justifies, on a common EU level, the need for template” provided by the Human Resources position/rank. Those courses should ensure a CROATIA military education throughout a career. Such Management General Directorate. Based on a degree of compatibility in the training of troops, Competence Profile of the military officer for education is not the basis in various other civil thorough appraisal of the ROU Military needs, especially with NATO (inter alia according to our national professional standards is useful servants’ careers and could be questioned. the “Graduate model template” involves a Generic Officer Professional Military Education). 86 Annexes Sectoral Qualifications Framework for the Military Officer Profession 87

Basic building block of carrier courses is acquired on the job, experience from operations LITHUANIA national requirements almost completely. Some NATO decision making process and planning. and exercises, and even informal learning from Almost all – The national distinction between additional content covering necessary defence Moreover, the Czech carrier courses contain personal reading or from professional and vocational and academic education is management and administrative procedures are some national specifics in the area of national social interaction. SQF-MILOF covers learning unclear, and this creates multiple dilemmas in designated national requirements. defence planning, crisis management and irrespective of the service, hence its joint, curriculum development, the solution to which national security architecture. military universal character (core competences is beyond our responsibility. POLAND of the military officer). The learning outcomes Almost all. As regards Level 1, SQF-MILOF GERMANY for the purpose of SQF-MILOF are formulated LUXEMBURG covers polish national military Training and The SQF-MILOF covers eight competence as knowledge, skills and autonomy/ Education System. The knowledge of national regulations areas. Four areas are classified as core responsibility in broad terms at the level of regarding political decision making and the competency areas with specific technical ‘Competence area’, to ensure a broad coverage PORTUGAL legal framework with regard to administration competencies and the other four areas are for all types of learning and qualifications. (Personnel, material resources, budget A good deal. From the joint point of view, crosscutting competencies that do not Almost all learning relevant to the core regulations), the Armed Forces being just one the SQF-MILOF covers most of the core encompass specific characteristics of the competencies of a military officer in our MS of the various administrations working for the competencies of a military officer. profession. This classification of the cover by the SQF-MILOF. government, is also critical, for levels 3 and 4 Nevertheless, there are specific naval and SQF-MILOF’s core competence areas is not mainly (partly also for level 2). technical competencies that will only be consistent with the classification of competence ITALY addressed by the Navy SQF-MILOF. areas in the DEU armed forces. However, all A good deal. HUNGARY needs are covered, as the outcome of the ROMANIA differences between DEU armed forces QF and All. The Hungarian military training and LATVIA Some. The SQF -MILOF largely responds to SQF-MILOF are leading to the same results. education system is very unique and has a A good deal. There are in SQF-MILOF some the needs of the national military educational tradition of more than 200 years. The academic core competencies which would be good to system. However, a further in-depth analysis is GREECE program is augmented /supplemented by implement in Latvian national military education necessary to determine an exact answer, based branch specific vocational training to provide A good deal. There are some differences in system in higher level or/and extent. on the projected future Romanian Military. officers to the HDF. At this stage the tool accordance to Hellenic military training policy. EU SQF-MILOF is lacking 20th century seemingly covers all needs, however the European military and geopolitical history. SLOVAKIA constantly changing environment, and new SPAIN It is very important for every military officer security challenges require permanent revision Almost all. When comparing our system of Almost all. It is quite comprehensive. Most to have the basic knowledge in this subject. of our military education system. training with SQF-MILOF we can conclude that learning outcomes covered in the document are This knowledge should be common for all this covers a range of areas of our education relevant to Spanish officers´ core competencies. EU officers, because it is pivotal basis of NETHERLANDS sufficiently. It focuses on technical aspects understanding present European geopolitical as well as the development of manager From a Policy based point of view, the CROATIA and security situation as well as the way competencies. A comparison of individual SQF-MILOF covers the needs of our national Almost all our national military training and and reasons of its changes. This subject programs would be needed to compare the military training and education system. education system is based on the competence should create a common view to reasons and overlap of individual needs in detail. However, profile of the military officer. It has been outcomes of WW I and II. That would lead all The practical implementation and the we do not anticipate significant differences. formulated as the learning outcomes EU MS much closer to united understanding comparison to our core competencies is in (knowledge, skills, autonomy and responsibility). of history thereby preventing use of history progress. FINLAND Learning outcomes for the purpose of SQF- interpretation by third parties/adversaries Almost all. MILOF are high-level overarching statements, (e.g. Russian Federation) for cleavage of AUSTRIA intended to cover learning in all its expressions: EU unity. It would be desirable to include Almost all. The (core) competencies, learning formal education programs, vocational training additional digital competences in SQF-MILOF outcomes and content provide an overall valid undertaking in the course of the career, skills Competence Profile. framework for the officer profession that covers 88 Annexes Sectoral Qualifications Framework for the Military Officer Profession 89

8. How clear is the content of of international posts, which may lead to LATVIA it would be useful to have leaflets/publications/ the SQF-MILOF? inequality or preference of single nations. The content is clear enough. conferences with an overview about SQF-MILOF. Even though the description of the rationale for BELGIUM implementation is understandable, the extent LITHUANIA ROMANIA to which the benefits of the SQF-MILOF are NSTR. We would provide the necessary data, and Mostly clear. From a quality assurance and offset by the effort required to implement on would use this in our program development, interoperability perspective, the SQF-MILOF different national areas of responsibility is hard BULGARIA and accreditation. adds transparency and can contribute to to be predicted. equalizing projections amongst the Member MQD is helpful, because it provides a better and LUXEMBURG States. transparent way of facilitating the comparison GREECE between similar military education and training NSTR. The content of the SQF-MILOF is very clear SLOVAKIA programs organized by the MS. It is useful for and easy to use and understand. The aim, SQF-MILOF is readable and its structure is clear. us to have access to such a beneficial and HUNGARY scope and expected benefits are conveyed in Therefore, we assume that, according to this organized information. The SQF-MILOF clearly conveys the aim, scope user friendly manner. There is a possibility of document, it is possible to harmonize military and benefits of having a tool that facilitates the a need to clarify links and associated levels in qualifications in the Member States. CZECH REPUBLIC core and competences, due to different training comparison of military qualifications across MS. The SQF-MILOF entirely comprises all aspects methodologies, strategies and procedures FINLAND of operational engagement at different levels among Member States. NETHERLANDS The aim and scope are clear. of officer´s career. Regarding organisational The content of the SQF-MILOF is clear. In daily context, the Czech Republic carrier courses SPAIN practice, we have realized that the explanation incorporated a matter of jointness from Very clear. The SQF-MILOF clearly conveys of aim, scope and benefits asks for investments 9. How useful is the Military the lowest level. It means that officers are the objective, scope and benefits of having a in time and personnel. As suggested above, educated/trained from the very beginning of tool that facilitates the comparison of military we would prefer the Draft to be supported with Qualifications Database for your their military carrier to understand to some qualifications between Member States. comprehensible documents, e.g. infographics or MS? Would you be willing to extend complexity of operations (multiple animations. upload relevant national military services). CROATIA qualifications for public view? AUSTRIA After inspecting referenced document, the BELGIUM GERMANY conclusion is that The Military Qualifications Austrian representatives did not have access The main objectives of the SQF-MILOF, Database will be very useful for our MS to a ‘Military Qualifications Database (MQD)’ so Evaluation of the use and opportunities of this facilitating the comparison of the different because the aim is to facilitate the comparison far. Based on the information displayed in the DB in the following months. No inputs yet. national, military qualifications and thereby of qualifications between MS. The database reference document, but pending accessibility enabling the harmonization of the minimum must consist of public information uploaded and usability, Austria is willing to upload relevant BULGARIA (training) requirements for the officer of the by national military training and education national military qualifications for public view. MQD is really helpful, because it provides a member states are recognized. providers with regard to relevant qualifications, In general, a MQD would be useful to access better and transparent way of facilitating the The benefits are seen in improving the which is why our MS is willing to up-to-date information about military comparison between similar military education comparability of military training/education upload relevant national military qualifications qualifications in participating MS as displayed in and training programs organized by the MS. programs/education and facilitating the for public view. Public view of the Croatian the in the 2014 “Comparison of courses based It is useful for us to have access to such a exchange of officers at the appropriate levels. military occupational standards and on competences (LoD 2)”. beneficial and organized information. However, there is a risk, that in the course of qualifications will be available after approval at a possible implementation and alignment, https://hko.srce.hr/registar/standardi;jsessionid= POLAND CZECH REPUBLIC important national quality characteristics of 88EB41CE0B87841A7EBC8E29C4BD4601). It is clear. As it was stated in the answers to questions military officers will not be considered and no. 5-7, the Czech Republic sees added a somehow interpreted pseudo-objectivity ITALY PORTUGAL value of the SQF MILOF which can be will be anchored in the comparative filling Fairly clear. The content of SQF-MILOF is clear enough; utilized as a comparative framework for own however, as stated in the answer to question three, national purposes while formulating military 90 Annexes Sectoral Qualifications Framework for the Military Officer Profession 91

qualifications etc. At this moment, the by national military training and education NETHERLANDS national military qualifications for public would information relating to the Czech carrier courses providers with regard to relevant qualifications, At the moment the MQD is not used by the be possible; however, it is necessary to align are available and not classified. which is why our MS is willing to upload relevant Dutch MOD. We support the document and individual national requirements for education national military qualifications for public view. we are willing to investigate the possibilities levels with the SQF-MILOF. GERMANY Public view of the Croatian military occupational regarding uploading and using the SQF. The usefulness and added value of a transfer standards and qualifications will be available FINLAND tool such as the MQD, especially for personnel after approval at: AUSTRIA Database can provide an easily accessible map https://hko.srce.hr/registar/standardi;jsessionid= recruitment, cooperation and, if necessary, Austrian representatives did not have access to showing what is the content/profile and level of filling service posts in a multinational context, 88EB41CE0B87841A7EBC8E29C4BD4601 a ‘Military Qualifications Database (MQD)’ so far. a qualification and how it can be linked to and is recognized. Nevertheless, the information Based on the information displayed in the combined with other qualifications. Common on the respective qualifications and training ITALY reference document, but pending accessibility database is an important tool for communication, courses of the armed forces is classified. The opportunity to quickly compare and usability, Austria is willing to upload relevant and it is supporting recognition. In the near The nature and extent of any potential disclosure future (starting 2023-24) Finland is willing to qualifications between MS is extremely useful. national military qualifications for public view. of this information therefore requires legal upload relevant national military qualifications Italian relevant national military qualification In general, a MQD would be useful to access review as well as military evaluation. for public view. is public and there would probably be no up-to-date information about military showstoppers to upload them in the database. qualifications in participating MS as displayed in GREECE the in the 2014 “Comparison of courses based The Military Qualifications Database is a useful LATVIA on competences (LoD 2)”. 10. Is your MS interested in tool as a reference and quick comparison of NDA is currently developing a new study assigning an SQF-MILOF level to qualifications among M-S. HNDGS have a programs to be accredited in 2022/2023. POLAND its military qualifications? positive aspect on this tool and will consider Information will be uploaded for public view It is difficult to assess because it is not in the future prompting the training national in the military qualification database after operational and we do not have access to it. BELGIUM providers to upload relevant national military accreditation process. Moreover, so far we have not participated in Not yet qualifications data. the works of the working group. LITHUANIA BULGARIA SPAIN PORTUGAL We would provide the necessary data, and Yes, Republic of Bulgaria is interested in levelling It is considered that the database will would use this in our program development, A Military Qualifications Database will be very NMQs to relevant SQF-MILOF levels. provide transparency to military education, and accreditation. useful. We will be willing to upload relevant allowing society to know in more detail national military qualifications for public view, CZECH REPUBLIC the characteristics of the military officers LUXEMBURG according to the classified information policy required qualifications. Not able to answer At this moment, the Czech Republic sees restrictions. positively the second part of the question at As said, we are in a different perspective, having SQF-MILOF mainly as an auxiliary tool for this stage. However, it is unlikely that there no education system of our own. Obviously, comparing qualifications mainly with our ROMANIA will be reservations about publishing military we would be willing to state what level we need national system of military qualifications and We consider the MQD as an excellent tool qualifications, since education plans and for what position, but all the other questions other study and training programs. It could also to highlight the European Union’s outlook in curricula are published in their entirety on the (duration, quality assurance) are outside of our serve as a framework for interoperability. MoD website, so they can be freely consulted. remit. reference to the Military Officer Profession, ensuring interoperability, transparency and GERMANY CROATIA HUNGARY predictability. A decision requires a ministerial review with After inspecting referenced document, the The Military Qualifications Database will contain the participation of the subordinate area and SLOVAKIA conclusion is that The Military Qualifications relevant national military qualifications for public more time for an evaluation with additional Database will be very useful for our MS view, which is already the case in Hungary since The military qualifications database appears respective subject matter experts. Currently, MoD because the aim is to facilitate the comparison the Ludovika University of Public Service is a to be a useful tool for comparing the level is working on the Bundeswehr Qualification System of qualifications between MS. The database transparent institute of higher education of the of education of officers. Uploading relevant including the comparability with civil Qualification. must consist of public information uploaded state. 92 Annexes Sectoral Qualifications Framework for the Military Officer Profession 93

This process has to be finished before Our national (military) qualification framework the State Accreditation Agency. Career courses place at the workplace in an unstructured way, elaborating on the implementation of SQF-MILOF. will guide our policy employees to the possible are approved by the national departmental dynamically changeable and as a learning but subsequent implementation of the SQF. authority, with some courses accredited process that is difficult to monitor, depending GREECE The focus is, for now, on implementing the by NATO ACT as part of the institutional on the needs and capacities of the learners. HNDGS have a positive aspect in assigning national guidelines with operation lines and accreditation of the Armed Forces Academy as Informal learning is action-oriented. It is thus an SQF-MILOF level to its military qualifications corresponding change management. a NATO educational. an essential building block for promoting or that will enable the comparison and the ensuring the relevant competencies of officers interaction between other M-S. AUSTRIA FINLAND and is recorded in the context of individual For the time being, Austria will assign In the near future (starting 2023-24) Finland assessment reports. Nevertheless, a procedure SPAIN SQF-MILOF levels to formal higher education is interested in assigning both formal higher for the measurable validation of this experiential Yes, it is considered to be useful for both, higher qualifications only. Rules and procedures education qualifications and vocational training. knowledge is not known, at least in the DEU education qualifications and vocational training, for the assignment of vocational training the armed forces. as it´s been expressed along the questionnaire. NQF (Level 6 or higher) are subject of ongoing GREECE inter-ministerial consultations. The Austrian 11. What is your MS’ policy on Qualification Registry already displays two CROATIA validating non-formal and informal According to National Military Training Policy vocational military qualifications (NCO basic Our MS is certainly interested in assigning an Strategy, validation of learning is done by a and intermediate education) at NQF Level 4 and learning for the military officer SQF-MILOF level to its military qualifications combination of participation in educational 5, but neither of them falls within the scope of profession? and right now we are in process of developing courses, training, operations and on the job SQF-MILOF. training, in accordance to the career path of occupational standards and qualification BELGIUM standards. each officer. POLAND The process of validation of external and informal learning and experience is foreseen to ITALY It is beyond the competences of the military SPAIN education department. Military education be implemented in 2021 (TBC). National intent is positive. An important part of the non-formal training is department is not authorized to do it. validated and considered through the officer´s BULGARIA LATVIA evaluation system for promotions, command PORTUGAL We do not have a formal validation policy of assignment and job assignment. Not so much We are interested in evaluating such possibility. Yes, it would be positive to assign SQF-MILOF non-formal and informal learning for the military informal training. levels to national qualifications, in a officer profession. LITHUANIA non-restrictive and non-mandatory way, only CROATIA This is possible to do. In our previous exercises CZECH REPUBLIC as reference, to facilitate the comparison of The validation of learning outcomes acquired (2018), we believed that basic and tactical level qualifications between MS. The Czech MoD has precisely defined internal through non-formal and informal learning PME corresponds to EQF 5, but additional rules and regulations defining level of education can play an important role in enhancing analysis is needed. ROMANIA for each military rank/position. Moreover, there employability and mobility, as well as increasing Yes. are comprehensive rules for recognition of motivation for lifelong learning, particularly LUXEMBURG military qualifications obtained outside of the in the case of the socio economically N/A- see answer above in the previous question. SLOVAKIA educational and training system of the Czech disadvantaged or the low- qualified. In this This step seems to be a good solution to ensure Armed Forces. regard, many forms of non-formal education HUNGARY the interoperability of Member States’ military include organized and planned educational Yes training. However, the implementation process GERMANY activities for the purpose of acquiring different needs to be discussed. The national provider of The qualification of personnel mainly takes knowledge and skills, attitudes and values NETHERLANDS military education the Armed Forces Academy place formally, e.g. within the framework of through a variety of methods, greater flexibility At this moment, we do not have the capacity to currently provides higher education based on course-based individual training up to on-the-job and approach to life situations and practical implement the SQF because of the priority of the Bologna Process and the European training or individual, troop and team training. application of acquired knowledge and skills. implementing and using our NQF in our IT&ED. Higher Education Area system accredited by Informal or non-formal learning mostly takes Such as: extracurricular activities, various 94 Annexes Sectoral Qualifications Framework for the Military Officer Profession 95

workshops and seminars, conferences, courses, HUNGARY (recognition of competence by exam), and by 12. Is your MS interested in volunteer programs, project work, school Certain individual learnings are connected Recognition, Validation, and Certification of appointing a representative to alumnus, cooperatives, military cadet exchange to each positions and are laid down in Competencies with award of a Compulsory an SQF-MILOF governance body programs, centres of excellence, etc. All these job descriptions. Informal learnings are Secondary Education Diploma; In other responsible for facilitating the activities include the practical acquisition of not validated officially and is subject of situations seeks to recognize and validate implementation of the SQF-MILOF knowledge, skills and attitudes, take place non-formal and informal learning through commanders’ consideration. at national level? outside the context of formal learning, are based the Diploma Supplement, which is given to Would you agree to sign an on voluntary participation, show certain results NETHERLANDS anyone who requests it, attached to the original and for which formal recognition is usually certificate/diploma issued by the institution; implementation protocol in this Formal learning is captured in our newly not received. We do not have a protocol for Lessons learned process. respect? designed national military qualification validation of non-formal and informal learning framework. However, on national level, we for the military officer profession, but we make ROMANIA BELGIUM don’t have clear policies on measuring informal official notes about them in the MoD IT System Not possible at this point due to reduced learning (yet). At this moment, measuring and Although the higher education institutions are for Personal Management. These notes use in workforce and priorities. rewarding informal learning is being researched concerned with formal education and learning various decisions on Personal Management as part of a research program called learning outcomes, the military system recognize and BULGARIA Councils for appointments, promotions, etc. ecosystem. utilize non formal and informal learning. From We consider it necessary to put emphasis this perspective, operations experience and Yes, Republic of Bulgaria is interested in on the identification, recording, screening AUSTRIA international missions are not only recognized, appointing a representative. In this respect and validation of non-formal and informal but also they are relevant criteria for career In accordance with national law, there are Republic of Bulgaria would agree to sign an learning, preferably using a comparable method advancement and accession to certain key various procedures in place. Usually candidates implementation protocol. understandable to all stakeholders, in particular positions. have to validate learning results acquired employers and educational institutions. through informal or non-formal learning by CZECH REPUBLIC SLOVAKIA successfully fulfilling tasks representative Czech Republic intends to possibly participate ITALY for a single or a range of military functions. Non-formal education and informal learning are within means and capabilities in further Currently non-formal and informal learning is As formal career courses also serve the currently not validated. There are no procedures development of the SQF-MILOF in order to reflected only in the personnel career logbook. purpose of synchronization and actualization, and system set up for this type of validation. observe the progress and gather experience for validated knowledge/skills/competencies comparison with our national developments. LATVIA usually surrogate only parts of the respective FINLAND Nevertheless, participation in a governance We highly support the idea to validate curriculum, while other parts remain mandatory On-the-job learning is recognized and accepted body is not foreseen at this moment. non-formal or informal learning for the military formal requirement. In rare cases, verified as part of degree studies in many cases. Other officer profession. professional experience over a specified period competencies are recognized and accepted as GERMANY (e.g. serving in international missions) serves part of degree studies at discretion. The ministerial review in the DEU MOD has not LITHUANIA as surrogate for formal education without any yet been completed. See answer to question 10. Academic recognition is conducted by the further validation. Military Academy of Lithuania and complies GREECE POLAND national higher education regulation, which HNDGS/B2 is member of the ESDC working in-turn is in-line with EHEA standards. Officers It is beyond the competences of military group and can assist in the process of facilitating can apply to have their qualifications recognized Education Department. the implementation of SQF-MILOF at national when they apply for a part-time Bachelor’s or level. We intend to assign a representative to Master’s degree studies. PORTUGAL the SQF-MILOF governance body as soon as Vocational Training System: Non-formal and we have all the details about it. HNDGS have a LUXEMBURG informal learning is validated with approval positive aspect on signing an implementation Non-formal learning is acceptable for specific in the evaluation process (exam) for specific protocol and is willing to examine it, as soon as posts- but not to obtain a level 1-4 equivalency. courses of the Vocational and Training System we have all the relevant engagements. 96 Annexes Sectoral Qualifications Framework for the Military Officer Profession 97

SPAIN NETHERLANDS FINLAND CROATIA It would be a key element in case the decision The Dutch MOD supports the idea of an Not yet decided. We support signing a protocol that would is made on implementing the SQL-MILOF in ad-hoc executive group to oversee and provide elaborate on the implementation of the our Armed Forces. However, we are unable common guidance. On behalf of that, we have SQF-MILOF at national level in a coherent to address this question and provide a formal to discuss if we want to appoint a representative 13. Would you agree to sign manner across all MS, but it should be received answer to the without a formal invitation to to an SQF-MILOF governance body responsible a protocol that would elaborate on and approved through official channels by the participate in the governance responsible body. for facilitating the implementation of the Minister of Defence. the implementation of the SQF-MILOF SQF-MILOF at national level. CROATIA at national level in a coherent ITALY manner across all MS? Our MS is interested in appointing a AUSTRIA Given that an official decision on signing representative to an SQF-MILOF governance body No. For the time being, Austria acknowledges a protocol that would elaborate on the BELGIUM responsible for facilitating the implementation the SQF-MILOF as a common, but non-binding implementation of the SQF-MILOF would of the SQF-MILOF at national level. We support framework and is willing to contribute by Not yet require a higher Authority clearance, the general signing an implementation protocol in this respect, providing information regarding relevant national feeling is very positive. but it should be received and approved through military education and qualifications. BULGARIA official channels by the Minister of Defence. At this stage we cannot confirm that we will LATVIA POLAND sign the implementation protocol without any Yes, we potentially would be interested in ITALY It is beyond the competences of military considerations. It springs from the differences evaluating such possibility. Even if the general feeling is very positive, an Education Department. between MS’ educational systems and the official decision on appointing a representative specifics of their military career development LITHUANIA to an SQF-MILOF governance body and signing PORTUGAL regulations. Yes. and implementation protocol would require a We are interested to cooperate, in accordance CZECH REPUBLIC higher Authority clearance. with national defence policy. LUXEMBURG Related to our national developments and Yes- but with limitations as in the previous LATVIA ROMANIA progress, signing a protocol is not our national question. intention at this stage but could be potentially Yes, we potentially would be interested To facilitate the SQF-MILOF implementation at in evaluating the possibility to appoint a redeemed after the implementation of the national level, we consider that each MS should HUNGARY representative and to sign an implementation framework across the EU nations. have a representative in a governance body and Yes. protocol if we agree with the content. an implementation protocol should be signed in GERMANY this respect. NETHERLANDS LITHUANIA See answer to question 10. This depends on the The Dutch MOD supports the idea of a protocol Yes to both. result of the ministerial audit in the DEU MOD. SLOVAKIA that would elaborate on the implementation of In the case of the implementation of the SQF-MILOF at national level in a coherent LUXEMBURG SQF-MILOF, we would welcome having a GREECE manner across all MS. On behalf of that, we N/A, as we do not have any own educational representative on the Steering Committee HNDGS have a positive aspect and is willing to have to discuss if we want to sign a document system. to facilitate its implementation and provide examine signing a protocol with all willing as such. guidance at national level. In this context, the M-S to elaborate the implementation of the HUNGARY method of implementation would have to be SQF-MILOF at national level as soon as we have AUSTRIA Both yes. defined in the implementation protocol. all the relevant engagements. Most likely not. As outlined earlier, the SQF-MILOF is a useful, but non-binding SPAIN framework. Implementation remains national Yes business. 98 Annexes Sectoral Qualifications Framework for the Military Officer Profession 99

POLAND From the DEU’s point of view, for example, LATVIA Any earlier adaptations have the potential to It is beyond the competences of military the question arises as to what quality the DEU It is of great importance to form the united generate frustration amongst the authorities Education Department. staff officer qualification acquired through a understanding of 20th century history. of participating MS. An implementation PORTUGAL special course lasting several months has in other That would greatly strengthen understanding strategy should address the expected timeline countries. How can this comparison made? for integration of EMILYO LoD2. Incentives Yes, in accordance with national defence policy. and maintaining of common European values in In addition, it is sincerely recommended that the minds of all European military officers. rewarding a successful implementation (e.g. privileged consideration of nominations for ROMANIA MS is given more time to consider and design the potential implementation of the SQF-MILOF. military non-quota posts) will support a wider We also consider that an implementation LITHUANIA For some MS, implementation seems to be participation and overall implementation. protocol should be signed in this respect. We see in the officer education across EU easier than for others. that PME and academic education distinction POLAND SLOVAKIA differs, and this is a hurdle to harmonization GREECE At this point, we do not submit any suggestions. Yes, if the form and content of such a protocol and internationalization of the education, and SQF-MILOF should remain in a voluntary and also importantly Military Science development, need to be discussed at the level of all Member PORTUGAL States. not obligatory basis and subject matter expert and the development of scientific research The implementation should be made in a cell should be generated in order to assist and competence among the officer corps. non-restrictive and non-mandatory way, only FINLAND support M-S on any future activities related to as reference, to facilitate the comparison the implementation of the SQF-MILOF process. LUXEMBURG Not yet decided. of qualifications between MS. It would also No. SPAIN be important a regular review and adapting process for SQF-MILOF. We suggest to schedule a meeting, in a virtual 14. Do you have any suggestions HUNGARY format, with the institutions responsible for No suggestion. ROMANIA for improving the SQF-MILOF or for the direction and management of the training its implementation? programs of the Ministry of Defence. No suggestion. NETHERLANDS BELGIUM CROATIA No. SLOVAKIA NSTR. The SQF-MILOF should implement European NIL Common Principles for recognition and AUSTRIA BULGARIA evaluation of non-formal and informal learning After validation, the SQF-MILOF needs to remain FINLAND We do not have any additional remarks at the for all MS. In order to further develop the unchanged for a period of five years at least. No. moment. EQF/SQF-MILOF, it is necessary, regardless of the current situation caused by COVID19, to CZECH REPUBLIC accelerate correspondence and harmonization The current range of the SQF-MILOF is activities at the EU level in order to ensure the sufficient for the purpose of the Czech Republic preconditions for faster development of EU as stated above (in the previous question). core military officers’ capabilities. Currently, the easiest way to do this is through various GERMANY unclassified online platforms (Webex, Zoom, Eventually, the comparability of the quality Google Meet, Adobe Connect, etc.). of training courses and career models in the various European armed forces should be ITALY improved with regard to the intended database. None at this time. 100 Annexes Sectoral Qualifications Framework for the Military Officer Profession 101

ANNEX 6 n Levelling National Military Qualifications Ser Type Info to SQF-MILOF and Defining the Military Focus to MILOF-CORE II. Capable of Critical Thinking with Operational Perspectives Five-step process Strategically aware of critical geostrategic regions; (Reference to chapter 14. Levelling NMQs to SQF-MILOF and defining their military focus to • Able to think strategically about all types of wars and strategic MILOF-CORE and chapter 21.1.SQF-MILOF Informal Validation by the education and training providers) actors; • Skilled in evaluating alternative strategic and operational courses of action; Appendix 1 to annex 6 – Indicative Example • Capable of integrating military power with other national instruments of power; STEP 1 • Aware of the challenges in accomplishing interagency and multinational coordination; Identify the national military qualification (NMQ) and its constituent elements. • Empowered with analytical frameworks to support the decision Complete the table. making process.

Ser Type Info II. Skilled in Applying Operational Art to Joint, Interagency, & Multinational Warfighting and in Operation Planning at Tactical/ 1 Member State Romania Component and Operational levels of war Process 2 Institution/ National Defence University/ Crisis Management and Multinational • Skilled in thinking BIG, that is to be able to frame a problem at Awarding Body Operations Department (CMMOD) operational level and draw up the operational design for a campaign; https://www.unap.ro/ro/unitati/cmcom/cmcom/index.htm • Familiar with the concepts, doctrine, systems, languages, and 3 Qualification Advanced Joint Operations Staff Officer Course (AJOSOC) 18 processes required to employ component forces effectively in the Joint, Interagency, and Multinational environments; 4 Language in which the English • Informed in applying Combat Power to achieve strategic effects qualification was obtained across the range of military operations; 5 Audience Officers in rank of Maj-LtCol • Conversant in full range of military capabilities; Career Course • Competent in operational-level problem solving, creative thinking, 6 Outcomes Knowledge Cognitive objectives/outcomes. After completing the course, practical reasoning, and risk management; students should be: • Informed in operational C2 issues; I. Informed in the leadership dimension at strategic and operational • Conversant with the operation planning at tactical/ component and level for NATO, EU and national level/Prepared for Operational operational level of war. Level Leadership Challenges: Affective objectives. At the end of the course participants share core • Imbued with a comprehensive strategic and operational-level values of Romanian Armed Forces, NATO and the European Union, perspective; as major organizational culture holders, and are able to operate and • Aware of the importance of strategic communication in reaching communicate in the spirit of Euro-Atlantic security culture. multiple audiences; 7 Outcomes Skills See Serial 6 • Informed of challenges in accomplishing interagency/multinational coordination; 8 Outcomes See Serial 6 • Skilled in persuasive leadership by practicing the craft of writing Responsibility and autonomy clearly and speaking articulately about operations, strategy, and 9 Prerequisites Single Service Course Tactical level policy objectives; Staff Officer Course Tactical Level • Competent in operational-level problem solving and creative thinking; 10 Ways of acquiring the Formal education qualifications • Aware of critical thinking and decision making by real world, strategic and operational level leaders and their staff. 11 ECTS 22

12 ECVET n/a (18) DISCLAIMER. This is an indicative example, using a real programme, but without committing the training provider in any way to assign the indicated level in the example. 102 Annexes Sectoral Qualifications Framework for the Military Officer Profession 103

Ser Type Info Ser Type Info 13 Duration 13 weeks 21 SQF-MILOF level Level 2 (following the levelling process below)

14 NQF Not assigned 22 Military focus Focused on JOINT/MULTIPLE SERVICE level (following the levelling process below) 15 EQF Not assigned

16 Internal Quality Assurance CMMOD is a functional structure within the Romanian National Defence University “Carol I”. In this context, CMMOD is bound to follow and STEP 2 implement the provisions of the academic quality assurance system, Identify NMQ’s key learning outcomes (KLOs) in the core competence areas19 to achieve the which complies with the national quality assurance standards. In 2015, the national authority responsible for quality assurance in overall goal of the NMQ. higher education institutionally evaluated the Romanian National Defence University “Carol I” (to include CMMOD) and granted a High Produce the list. The KLOs are those learning outcomes that are critical for achieving the overall degree of confidence rating for the period 2015-2020. goal of the qualification. 17 External Quality Assurance The Crisis Management and Multinational Operations Department holds a Quality Assurance Accreditation Certificate issued by NATO The key learning outcomes have been defined by assessing the description and aim of the Quality Assurance Agency (UNCONDITIONAL ACCREDITATION, qualification (serial 21 in the table at step 1). effective 30 Oct. 2018 and expires 29 Oct. 2024), appreciating the high standard of quality of the education and training activities provided by CMMOD. The accreditation confirms that the Crisis AJOSOC Key Learning outcomes: Management and Multinational Operations Department have: • Sound internal procedures for the assurance of quality; • Skilled in evaluating alternative strategic and operational courses of action; • Procedures that are applied effectively at each level to ensure the • Empowered with analytical frameworks to support the decision making process; quality of education and training; • Skilled in thinking BIG, that is to be able to frame a problem at operational level and draw up • Effective and regular processes of reviewing the curriculum and the operational design for a campaign; implementing required changes and enhancements; • Informed in applying Combat Power to achieve strategic effects across the range of military • Accurate, complete and reliable information about its curriculum. operations; 18 Level of operations Operational • Conversant with the operation planning at tactical/ component and operational level of war. 19 URL https://www.unap.ro/ro/unitati/cmcom/cmcom/index.htm Courses > AJOSOC

20 Other information Description. The Advanced Joint Operations Staff Officer Course (AJOSOC) is a postgraduate, intermediate-level course that explores the whole range of military operations at the operational level of war, with a specific emphasis on warfighting. This course meets the standards of the PfP Training Concept, and complements the learning objectives of the curricula in the national defence area. The AJOSOC introduces students to the operational level of operations and familiarize them with the operational planning and application of Joint forces to achieve appropriate military objectives in coalition/multinational and interagency environments. Students study the capabilities of all services with ultimate focus on planning and execution of Joint operations at the Joint/combined task force and functional/service component levels. Aim. The aim of the AJOSOC is to: prepare Romanian and international mid-career officers and civilians to (1) critically apply a multidimensional thinking at operational level of war; (2) originally design operational ideas for joint multinational operations; (3) skilfully apply operational art in warfare scenarios and to (4) aptly (19) Military service member; military technician, leader and decision maker and combat ready model. perform staff tasks in multinational headquarters. 104 Annexes Sectoral Qualifications Framework for the Military Officer Profession 105

STEP 3 STEP 4 Match the NMQ KLOs with the learning outcomes of the relevant learning areas in Determine the SQF-MILOF level of the NMQ MILOF-CORE focus (row) and at the appropriate SQF-MILOF level (column) The NMQ level is given by the SQF-MILOF level of most KLOs derived in step 3. Fill in the column 1 with KLOs defined in step 2. Fill in the column 2 with corresponding MILOF-CORE learning outcomes. Mark column 3 with the corresponding SQF-MILOF level. Most KLOs are at SQF-MILOF Level 2. Mark column 4 with the corresponding MILOF-CORE focus.

AJOSOC MILOF-CORE SQF-MILOF MILOF-CORE STEP 5 Key Learning Outcomes Learning Outcomes Level Focus Determine the military focus of the NMQ Skilled in evaluating Critically evaluate various types of situations 3 Joint/ alternative strategic and (peace and wartime), analyse the key implications Multiple The military focus is given by the MILOF-CORE focus of most KLOs that gave the SQF-MILOF level, operational courses of and propose feasible and timely options for Services derived in step 3 action the resolutions of problems/ crisis/ conflict from the multiple services perspective at joint Most KLOs are in MILOF-CORE focus: JOINT/ MULTPLE SERVICES operational and strategic level for full spectrum of operations. (Competence area: Military Service member, Learning Area: Military decision making process (MDMP)) Conclusion The AJOSOC is: • Level 2 SQF-MILOF Empowered with analytical Discuss the context of making decisions in a 2 Joint/ frameworks to support the timely manner in complex and unpredictable Multiple • Focused on JOINT/ MULTPLE SERVICES MILOF-CORE decision making process environment at joint operational level for full Services spectrum of operations. (Competence area: Military Service member, SQF-MILOF Learning Area: Military decision making process (MDMP)) 1 / EQF 5 2 / EQF 6 3 / EQF 7 4 / EQF 8 Skilled in thinking BIG, Design innovative operational ideas and solutions 3 Joint/ that is to be able to frame for the resolution of a potential conflict with Multiple a problem at operational national/multinational dimensions, as part Services level and draw up the of a planning team at the operational level in Learning Complexity EQF-consistent SQF-MILOF Level 2 operational design for a a multinational HQ in unpredictable and fluid campaign; conditions of the operating environment Military Qualification AJOSOC (Competence area: Military Service member, Learning Area: Operations Planning) Focus JOINT MILOF-CORE Professional Military Focus Informed in applying Explain the principles of employing units and 2 Joint/ Combat Power to achieve formations at the operational level in a joint Multiple strategic effects across multinational context, in accordance with Services SINGLE ARM the range of military national/multinational doctrine, across the full operations; spectrum of operations SINGLE SERVICE (Competence area: Military Service member, Learning Area: Employment of forces - Full JOINT MULT. SERV Spectrum Operations) POL CIV-MIL Conversant with the Implement the key steps of the joint operations 2 Joint/ operation planning at planning process as part of a planning team Multiple MILOF-CORE tactical/ component and under the direction and guidance of a senior Services operational level of war. planner/team leader (Competence area: Military Service member, Learning Area: Operations Planning) 106 Annexes Sectoral Qualifications Framework for the Military Officer Profession 107

Appendix 2 to annex 6 – SQF-MILOF Informal Validation by Volunteer ANNEX 7 n SQF-MILOF Informal Validation by the EU Military Staff Education and Training Providers (Reference to chapter 15. Levelling individual learning to SQF-MILOF and MILOF-CORE levels and chapter 21.2. SQF-MILOF Informal Validation by the individual officers) Seven training providers from six MS answered Lithuania, General Jonas Žemaitis Military the request and completed the suggested Academy process (described at chapter 14 “Levelling Appendix 1 to annex 7 – Indicative Example NMQs to SQF-MILOF and defining their military • Master of Defence Studies – informally levelled SQF-MILOF Level 3 (EQF 7), Assess Self-assess focus to MILOF-CORE” of this volume) and the Define the type Apply for formal focused at JOINT/MULTIPLE SERVICE of the individual the overall learning indicative example described in Appendix 1, by of learning recognition proficiency level using the following programmes to test the MILOF-CORE five-step process: Bulgaria, Nikola Vaptsarov Naval Academy

Austria, National Defence Academy • Naval Tactical Level Officer - informally • Master degree programme “Military levelled SQF-MILOF Level 2 (EQF 6), focused STEP 1 leadership” – informally levelled at at SINGLE ARM of MILOF-CORE SQF-MILOF Level 3 (EQF 7), focused at Assess the learning outcomes that have level of complexity on each line/ learning area. Hungary, Ludovika – University of Public JOINT/MULTIPLE SERVICE of MILOF-CORE been acquired in each learning area of the It is implied that the lower level has been a Service, Faculty of Military Science and • Master of Arts in Military Leadership – MILOF-CORE (horizontally). prerequisite/ prior learning for the identified Officer Training informally levelled SQF-MILOF Level 3 Highlight the learning outcomes at the highest level. It is perfectly possible to have different (EQF 7), focused at JOINT/MULTIPLE • Joint Operational Staff Course – informally learning levels on different lines/ learning areas. SERVICE of MILOF-CORE levelled SQF-MILOF Level 3 (EQF 7), focused at JOINT/MULTIPLE SERVICE of Austria, Theresan Military Academy, Institute MILOF-CORE STEP 2 for Basic Officer Education Italy, Centre for Defence Higher Studies, Joint Define the type of learning (qualifications) • Informal (e.g. on-the-job, participation • Basic Officer Education - informally levelled Services Staff College for each highlighted learning outcomes. There in operations, exercises, participation in SQF-MILOF Level 2 (EQF 6), focused at are three types of learning/ qualifications 20: community of practice or interest, social SINGLE SERVICE of MILOF-CORE • Advanced Joint Staff Course – informally learning etc.); • Bachelor Programme Military Leadership - levelled SQF-MILOF Level 2 (EQF 6), • Formal (e.g. military education programmes, • Non-formal (e.g. short courses outside informally levelled SQF-MILOF Level 2 focused at JOINT/MULTIPLE SERVICE of mandatory career courses). These are career path, structured individual mentoring (EQF 6), focused at SINGLE SERVICE of MILOF-CORE usually stepping-stones for promotion in or coaching sessions).formal (academic, MILOF-CORE career; Romania, National Defence University, Crisis vocational), informal (on-the-job, participation • Vocational courses on general Infantry in operations, exercises etc.) or non-formal training at Platoon level - informally levelled Management and Multinational Operations Department (participation in community of practice or SQF-MILOF Level 1 (EQF 5), focused at interest, social learning etc.). SINGLE ARM of MILOF-CORE • Brigade Staff Officer Course - informally levelled SQF-MILOF Level 2 (EQF 6), focused at SINGLE SERVICE of MILOF-CORE (20) Formal learning is always organised and structured, and has learning outcomes. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer. One can also speak about formal education and/or training or, more accurately speaking, education and/or training in a formal setting. Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. Non-formal learning is rather organised and can have learning objectives. Such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. (see OECD, http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm). 108 Annexes Sectoral Qualifications Framework for the Military Officer Profession 109

Example: STEP 3 Competence Area: Service member; Learning area: Employment of forces - Full Spectrum Operations Self-assess the overall individual Military service member; Military Technician, learning profile/level by SQF-MILOF level Leader and Decision-Maker and Combat- and MILOF-CORE focus. Ready Role Model. It is possible that the overall Non- Focus L1 L2 L3 L4 Formal Informal Formal The individual learning level and focus of an learning level of an officer be higher than officer is the level and focus where most of the the actual learning level given by the formal Distinguish Explain the Critically n/a L3 L3 n/a between principles of evaluate and General Operations learning outcomes have been identified in steps qualifications obtained along their career. alternate options employing single prioritise the Army and and 1 and 2 for the core competence areas: of employing arm/ branch tasks and Infantry Exercises small teams subunits at the means assigned Academies Example: and subunits tactical level by the higher belonging to a in accordance echelon taking single branch/ with national into account Identification arm as part of doctrine, the role of other Commissioning year 1987 a subunit and across the branches and in accordance full spectrum limitations Rank Colonel with national of operations imposed procedures > Explain by external Self-assessment (SQF-MILOF levels and MILOF-CORE focus) L1 L2 L3 L4 > Discuss the tactics, factors within Competence Area: Military service member Joint

Single Arm/BranchSingle the tactics, techniques and the operating techniques and procedures environment in Competence Area: Military Technician Joint procedures specific to full spectrum Competence Area: Leader and Decision-Maker Joint specific to the particular operations. the particular branch for full Competence Area: Combat-Ready Role Model Common branch for full spectrum of spectrum of operations at operations at national level. national level. STEP 4 Discuss the Explain the Explore the n/a L3 L3 L3 Apply for validation of learning outcomes to national procedures aligned to the current EU organisation principles of requirements/ Course Appoint- Army and basic employing conditions of to be -ment to Staff acquired in non-formal and informal recommendations. principles of combined arms integrating the promoted combat Course settings in specific learning areas, according Not tested employing forces at the effects of fire, to Major. unit. in Brazil forces at the tactical level influence and Inter Arms service level. in accordance manoeuvre in Course L3 with national/ joint operations (career Operations

Single Service multinational >... course) & Exercises doctrine, across the full spectrum of operations 110 Annexes Sectoral Qualifications Framework for the Military Officer Profession 111

Appendix 2 to annex 7 various other situations, such as the fact that a MILOF-CORE levels was received favourable Self-Assessment of Individual Learning Complexity and Focus qualification is not formally levelled by the EUMS officers, most of respondents (e.g. ESDC High Level Course) or because appreciating it as appropriate and effective. ANALYSIS OF ANSWERS with the rank of colonel, possess an important the same qualification may contain learning amount of knowledge and skills at Level 4, outcomes at different levels of complexity A very relevant point was made by one officer Difficulty to identify the learning outcomes focused on the Strategic/Civilian-Military level. (from Level 2 to Level 4). It is perfectly possible who pointed out that the overall level through for individual learning profiles However, when it comes to overall assessment, that a qualification may include multiple levels self-assessment is somewhat simplified most officers assessed at Level 3 focused of complexity higher or lower than the overall because all soldiers/NCO’s/officers will act on Most respondents found the process to be on the Joint level. Although an officer with level of qualification. For example, when all levels from time to time and very often on practical and complete, and considered that the rank of major may not routinely operate assessing the learning for competence area more than one level at the same time. it was relatively simple to identify learning at Joint/Operational level, in some MS these “Communicator”, one officer assessed that This is true and confirms that the primary aim outcomes for their profile; this confirms the officers may have already acquired joint level he/ she acquired skills and knowledge at two of MILOF-CORE is not that to satisfy individual pan-European character of the SQF-MILOF/ qualifications. Exceptions are specialist officers different levels of learning (Level 3 and Level 4) self-assessment, but to define distinct levels MILOF-CORE and the high degree of who self-assessed at a higher level of learning by attending a programme which is overall and focuses for military learning. On the other interoperability at this level of career. but focused on a single arm/branch (details by usually levelled at Level 3 (university degree). and, it is expected that at any stage of their Acknowledging its relatively high-level rank in Appendix 3 to Annex 7). This confirms the relevance of using “key careers, officers can be assessed as having descriptors, the respondents assessed that learning outcomes” to decide on the overall level reached a certain SQF-MILOF learning level and MILOF-CORE learning focus, regardless of the the process was meaningful, but would Specialist officers who by their very profession of a formal qualification. level of operations where they operate in reality. require careful preparation by reading all of spend their entire career in that specialisation There were multiple situations in which officers the learning outcomes before matching the (e.g. medical officers) had difficulty matching recorded higher levels of learning from informal The individual informal validation exercise was individual collection of training activities and their learning with MILOF-CORE learning and non-formal settings (e.g. job postings, primarily meant to check whether any learning appointments to the SQF-MILOF/ MILOF-CORE outcomes; this confirms that this tool is unaccredited vocational courses, on-the-job; was missing from the professional military relevant learning outcomes. It was important appropriate at service level (Army, Navy, Air operations or international postings) than from learning environments for officers, and to verify for some respondents to self-assess learning Force, and Gendarmerie) but not at specialty formal settings. This confirms the fact that the the relationship between learning complexity from programmes completed long ago. level. diplomas certifying the acquisition of learning and career progression and rank. In this regard, in a formal setting do not entirely reflect their although the common perception might be that MILOF-CORE coverage of learning relevant When it comes to individual learning outcomes, actual learning proficiency. This situation the longer the time in service (the higher the to the military officer profession officers assess the same learning outcomes reinforces the importance of recognition by rank) the higher the complexity of learning, in differently, and the simple fact that they have relevant national authorities of informal and reality officers could, even at an advanced stage Respondents from all services (Army, Navy, the same rank or similar number of years non-formal learning as prior learning for specific of their career, learn a skill at a lower level of Air Force), managed to find meaningful learning of service does not mean they have similar jobs/programmes. As far as professional complexity. outcomes regardless of the service they qualifications. The span of learning complexity military learning is concerned, an important belonged to; this confirms the joint, universal for officers at the same rank and relatively distinction should be drawn between learning character of the SQF-MILOF/MILOF-CORE. similar career level ranges from Level 2 /single Conclusion acquired in formal and informal settings, where Moreover, almost all respondents were able service to Level 4/joint, which is practically formal in this context is defined as education to match all of their learning with SQF-MILOF/ possible. Length of service does not necessarily The SQF-MILOF and MILOF-CORE cover and training that matters for career progression MILOF-CORE learning outcomes, which dictate the learning level, as certain officers can the entire spectrum of knowledge, skills, (e.g. academic and vocational training career confirms the comprehensiveness of the spend their entire career in a certain specialty responsibility and autonomy that may be courses). framework. or at a certain military/operations level, while acquired by individual officers in the EU MS others can be selected for higher positions and throughout their career. The proposed process Almost all officers who had self-assessed receive higher-level education/training earlier in Overall impression of the proposed four of levelling individual learning is straightforward themselves at Level 3 focused on the Joint/ their career. step-process and may be used by individual officers to define Operational level, which is the appropriate their learning profile and request that competent level for officers in these ranks working Individual levelling to MILOF-CORE is definitely Overall, the proposed four-step process to national authorities recognise learning acquired in an international, strategic-level military a subjective exercise and may differ from one level individual learning to SQF-MILOF and in non-formal and informal settings. organisation. Some officers, particularly those officer to another. This may be amplified by 112 Annexes Sectoral Qualifications Framework for the Military Officer Profession 113

Appendix 3 to Annex 7 Self-Assessment / Rank - Colonel Self-Assessment of the Overall Individual Learning Level and Focus 10

STATISTICS 8 ALL RANKS Commissioning year: 1981-2005 6

Respondents: 36 (10 Col; 22 LtCol; 4 Maj) 4

SQF-MILOF Levels/MILOF-CORE Focus 2

Competence Area L2 L2 L2 L3 L3 L3 L3 L3 L4 0 Service Joint Common Arm Service Joint Pol-Civ Common Joint L2 / SERVICE L3 / ARM L3 / SERVICE L3 / JOINT L3 / COMMON L4 / JOINT n Military service member n Military Technician n Leader and Decision-Maker n Combat-Ready Role Model Military service 10 24 1 1 member

Military Typical qualifications.(Non-exhaustive) Informal: 4 1 1 11 18 1 Technician L2 - Operations and high readiness Formal: Leader and deployments; National Defence Staff work 2 19 10 1 4 Decision-Maker L2 - Civil University (as equivalent of Military experience; University or Military Studies Programmes) in Combat-Ready L3 - Operations, Exercises & training exchanges 1 1 2 3 29 combination with Basic Officers Course and Role Model events with bilateral partners in defence/military different defence and military courses/training; area; readiness exercises and evaluations; High Military Academy; Middle management - Self-Assessment / All Ranks readiness deployments; National Defence Staff Leadership module; 35 and EUMS work experience; working as Director

30 L3- Advanced Joint Staff Officer Course, War of Public Information; Work as MS Rep to NATO College and Defence Top Management course 25 NC3A - Navigation sub committee; (career courses); Tactical Officer Course (Naval 20 L4 - staff tours including MOD plans and policy Operations School); Advanced Senior Officer 15 posts. Specialist Staff course; Joint Staff Course 10 (Post-graduation); Military Academy; Staff Non-formal: 5 college and command Course (Masters after 0 L2 - Mediation Course; PIO/PAO Course; L2 / SERVICE L2 / JOINT L2 / COMMON L3 / ARM L3 / SERVICE L3 / JOINT L3 / POL-CIV L3 / COMMON L4 / JOINT Master’s degree); n Military service member n Military Technician n Leader and Decision-Maker n Combat-Ready Role Model L4 - Masters in International Defence Studies; L2/4- CSDP High Level Course (ESDC course); PhD Studies; Strategic program in international L2/3/4-NATO Senior Officer Course; NATO relations. COLONEL Commissioning year: 1981-1996 Operational Planning Course; Strategic Course, Respondents: 10 officers Leadership Course (organized by UK Royal Military Academy Sandhurst); NATO Info Ops SQF-MILOF Levels/MILOF-CORE Focus and PSYOPS in Operations Courses; Competence Area L2 L3 L3 L3 L3 L4 L3- Army Staff Course in Brazil; Joint Service Arm Service Joint Common Joint Operations - NATO School Oberammergau; Military service member 9 1 Public Administrative Law Course; Practical Military Technician 2 1 7 aspects of mediation skills in conflicts. College of Europe/Folke Bernadotte; Leader and Decision-Maker 1 3 4 2 L4 - Strategic program in international relations; Combat-Ready Role Model 1 9 Grade in Law. 114 Annexes Sectoral Qualifications Framework for the Military Officer Profession 115

LIEUTENANT COLONEL Commissioning year: 1983-2005 Non-formal: L3 - Course Counsellor Law of Armed Conflict Respondents: 22 officers L1 - CSDP Orientation course; (Defence College); CIMIC courses; Master degree in Project management; SQF-MILOF Levels/MILOF-CORE Focus L2 - Advanced Modular Training (ESDC course); Competence Area L2 L2 L2 L3 L3 L3 L3 L4 Course Medical Emergency Planning; PRINCE 2; L4 - University of the Armed Forces (Master Service Joint Common Service Joint Pol-Civ Common Joint PM course; Commission PM2 Course; Degree, Political Science). Military service member 1 20 1 Military Technician 2 1 4 14 1 MAJOR Commissioning year: 1997-2006 Respondents: 4 officers Leader and Decision-Maker 1 8 10 1 2

Combat-Ready Role Model 1 1 2 2 16 SQF-MILOF Levels/MILOF-CORE Focus Competence Area L3 Service L3 Joint L3 Common Self-Assessment / Rank - LtCol Military service member 4 25 Military Technician 4

20 Leader and Decision-Maker 4

15 Combat-Ready Role Model 4

10 Self-Assessment / Rank - Maj 5 5 0 L2 / SERVICE L2 / JOINT L2 / COMMON L3 / SERVICE L3 / JOINT L3 / POL-CIV L3 / COMMON L4 / JOINT 4 n Military service member n Military Technician n Leader and Decision-Maker n Combat-Ready Role Model 3

Typical qualifications. Informal: 2 (Non-exhaustive) L2 - service in a military unit (exercises); 1 everyday life as an officer; being a leader 0 Formal: on different levels; On the job training: L3 / SERVICE L3 / JOINT L3 / COMMON n n n n L2 - Junior Staff College (JOINT) and Advanced Commanding role in combat units; Leading role Military service member Military Technician Leader and Decision-Maker Combat-Ready Role Model Military Academy (ARMY); Air Force Academy; during Operations and Exercises; Overall career Captain/ Company Commander Course; Ship’s experience in bilingual and English speaking Typical qualifications. L4- Joint Operations Staff Officer Course director training course; Joint General Staff environments in operations and EUMS; (Non-exhaustive) (career course). Course and Pedagogical Aptitudes Course for L3 - Operations, international and national HQs; Informal: Officers teaching on different courses on this topic; Formal: L3 - Senior Staff College and MA courses; readiness exercises and evaluations; self-study L1/L2 - Basic Officer Course; L3 - Operations & Exercises; International demanded during conducting duties on different Training and attachments with foreign forces; National Service University, Officer Training L2 - Armed Forces Training School; Advanced/ levels; Staff officer role and responsibilities at Command level experience; Command of Faculty (Bachelor Degree); Staff College; Captain Course; tactical level (NATO Division HQ, Land Forces Armed Forces Training School. Medical School; Air Force Academy; Air Force Staff); Experience as Battalion Commander L3 - Staff College (Master Degree); Junior Officer Course (career course); Info Ops course (3 years); Experience as an instructor at MA Chief Command and Staff Course (JCSC); Joint Non-formal: (NATO); Master Degree (International Relations) of staff of Military school and head of division of Operations Staff Officer Course (carrier course); L2 - ESDC Advanced Modular Training; L4 - PhD; University of the Armed Forces TRADOC; conducting duties as an assistant in the Military Academy - Operational Theatre (Master Degree); National Defence College. Military Academy; self-education through reading. Deploying Course; L3 - United Nations Junior officers Course; L4 - University Studies in Communication Science. 116 Annexes Sectoral Qualifications Framework for the Military Officer Profession 117

ANNEX 8 n Glossary of Terms content and status of the education and training of qualifications in relation to the labour market completed and skills acquired (Council of the and civil society (Council of the European Union, European Union, 2018). 2018). General Terms is described as theoretical and/or factual (Council of the European Union, 2017). Qualification -a formal outcome of an European Higher Education Area • Skills - the ability to apply knowledge and assessment and validation process, which is Competences 21 Qualifications Framework (EHEA QF) - use know-how to complete tasks and solve obtained when a competent body determines (Reference to Chapter 11. Competence Profile of overarching framework for qualifications within problems. In the context of the EQF, skills that an individual has achieved learning the Military Officer). the 48-country European Higher Education are described as cognitive (involving the use outcomes to given standards (Council of the Area. It comprises four cycles (short cycle, of logical, intuitive and creative thinking) or European Union, 2017). Advise superiors regarding military Bachelor, Master, doctoral studies), including, practical (involving manual dexterity and operations - give advice on the strategic within national contexts, intermediate the use of methods, materials, tools and International Sectoral Qualification’ decisions made by superiors regarding qualifications, generic descriptors for each cycle instruments) (Council of the European Union, (ISQ or standalone qualification) -certificate, deployment, mission tactics, resource allocation based on learning outcomes and competences, 2017). diploma, degree or title awarded by an or other military operation specifics, in order and credit ranges in the first and second cycle • Responsibility and autonomy - the ability international body (or a national body accredited to help superiors make the right decisions and (Council of the European Union, 2018). of the learner to apply knowledge and by an international body) and used in more to provide them with any relevant information skills autonomously and with responsibility than one country, which includes learning regarding a military operation or the functioning European Qualifications Framework (EQF) - (Council of the European Union, 2017). outcomes (based on standards developed by of the military organisation in general. translation tool that aids communication and an international sectoral organisation or an comparison between qualifications systems in Competence - proven ability to use international company) relevant to a sector Advise superiors regarding policy Europe. Its eight common European reference knowledge, skills and personal, social and/ of economic activity (Source: EQF Advisory development - advise civilian and military levels are described in terms of learning or methodological abilities, in work or study Group subgroup on international sectoral decision makers for formulation of various outcomes: knowledge, skills, responsibility, situations and in professional and personal qualifications). (Auzinger, 2016). policies in the organisation’s area of interest. and autonomy. This allows any national development (Council of the European Union, qualifications systems, national qualifications 2017). International sectoral qualifications Advise on risk management - provide advice frameworks and qualifications in Europe to framework (ISQF) - an instrument for the on risk management policies and prevention relate to the European Qualifications Framework Certificate Supplement -a document attached classification of qualifications from a specific strategies and their implementation, being levels. Learners, graduates, providers and to a vocational education and training or economic sector according to a set of criteria aware of the different kinds of risks faced by a employers can use these levels to understand professional certificate issued by the competent for specified levels of learning achieved specific organisation. and compare qualifications awarded in different authorities or bodies, in order to make it easier (i.e. clearly structured by levels); at least two countries and by different education and for third persons – particularly in another countries are involved. ISQFs can be developed Analyse potential threats to national security training systems (Council of the European country – to understand the learning outcomes for a broader sector but often focus on a - analyse potential threats to national security Union, 2018). acquired by the holder of the qualification, as specific professional or occupational area in order to develop preventive measures and well as the nature, level, context, content and (Working definition and description). (Auzinger, contribute to the development of military tactics Learning outcomes - statements regarding status of the education and training completed 2016). and operations. what a learner knows, understands and is able and skills acquired (Council of the European to do on completion of a learning process, Union, 2018). National qualifications framework - Analyse logistical needs - analyse the logistical which are defined in terms of knowledge, skills an instrument for the classification of needs of all the different departments at and responsibility and autonomy (Council of the Diploma Supplement - a document attached qualifications according to a set of criteria for organisational level. European Union, 2017). to a higher education diploma issued by the specified levels of learning achieved, which • Knowledge - the outcome of the assimilation competent authorities or bodies, in order to aims to integrate and coordinate national Assess danger in risk areas - assess the of information through learning. Knowledge make it easier for third persons – particularly in qualifications subsystems and improve the potential dangers involved in performing military is the body of facts, principles, theories and another country – to understand the learning transparency, access, progression and quality or humanitarian missions in risk areas, such practices that is related to a field of work or outcomes acquired by the holder of the study. In the context of the EQF, knowledge qualification, as well as the nature, level, context, (21) Definitions in this table are according to the ‘European Skills/Competences, Qualifications and Occupations Database - ESCO’. 118 Annexes Sectoral Qualifications Framework for the Military Officer Profession 119

as combat areas, areas affected by natural the safety of the people being rescued, and in a comprehensible manner compliant with departments of an organisation and between disasters or politically tense areas. Anticipate that the search is as efficient and thorough as guidelines, even in dangerous and stressful members of staff, both day to day and during and respond swiftly to changes in the situation. possible. situations. specific operations or missions, to ensure that the operation or mission is successful and that Assist with military logistics - assist the upper Defend human rights - protect the human Give instructions in military duties - give the organisation runs smoothly. management of a military organisation with rights of colleagues and the civilian populations theoretical and practical classes to future supplying goods and resources to military one is in contact with. soldiers concerning their military duties and Manage staff - manage employees and troops in the field and on base, disrupting the activities. subordinates, working in a team or individually, flow of enemy resources and other logistics Delegate activities - delegate activities and to maximise their performance and activities. tasks to others according to their ability, level Give public presentations - speak in public and contribution. Schedule their work and activities, of preparation, competences and legal scope interact with those present. Prepare posters, give instructions, motivate and instruct workers Carry out inspections - undertake safety of practice. Make sure that people understand maps, charts and other information to support to meet the company objectives. Monitor and inspections in areas of concern to identify and what they should do and when they should do the presentation. measure how an employee undertakes their report potential hazards or security breaches. it. Empower subordinates to make decisions responsibilities and how well these activities are Take measures to maximise safety standards. under difficult conditions/delegate authority. Identify security threats - identify security executed. Identify areas for improvement and threats during investigations, inspections make suggestions to achieve this. Lead a group Communicate with various audiences - Devise military tactics - devise the strategic or patrols and take the necessary action to of people in a way that helps them achieve communicate relevant messages; promote and tactical components of a military operation, minimise or neutralise the threat. goals and maintains an effective working strategies in accordance with organisation’s taking into account the available equipment, relationship among staff. Manage personal plans, narratives and objectives. assigning tasks to the different troops and Identify terrorism threats - identify possible and professional development. Manage supervising the use of weapons and other battle terrorist activities posing a threat in a specific subordinates’ professional development. Cooperate with civilian organisations, equipment. area by monitoring the activities of potentially agencies and partners - recognise the dangerous groups of people, assessing risks in Manage military logistics - manage the supply requirements of civilian authorities at the Ensure compliance with policies - ensure different areas and gathering intelligence. of and demand for resources (on a military national and EU level and provide the necessary compliance with health and safety legislation base or during a field mission) to troops in need, support. and company procedures in the workplace Lead military troops - lead the actions of analyse equipment needs, interfere with enemy and public areas at all times, and ensure military troops in the field during a mission supplies, perform cost analysis, and other Cooperate with international organisations, awareness of and compliance with all company (combat, humanitarian or defensive), ensuring logistics activities. agencies and partners - recognise the policies relating to health and safety and equal compliance with the strategies devised prior to requirements of partner nations and agencies in opportunities in the workplace. Carry out any the operation and maintaining communication Manage budgets - plan, monitor and report on a multinational/international context. Promote other duties that may reasonably be required. with other troops. Build cohesive teams through the budget. the organisation’s interests and objectives in the mutual trust. Make decisions without recourse international context. Ensure information security - ensure that the to the higher echelon. Formulate clear intents Manage administrative systems - ensure information gathered during surveillance or and mission statements. Anticipate, manage administrative systems, processes and Coordinate humanitarian aid missions investigations remains in the hands of those and take risks. databases are efficient and well managed and and rescue missions - coordinate the authorised to handle and use it, and does not give a sound basis for working together with the deployment of troops and resources to areas fall into the hands of foes or non-authorised Perform military operations - perform military administrative officer/staff/professional. where humanitarian aid is required, and the individuals. operations (such as battle operations, rescue humanitarian operation itself, to ensure that the missions, aid missions, search and intelligence Manage troop deployment - emanage the area is safe, the people have access to medical Give battle commands - egive commands missions or other defence operations) deployment of troops to areas in conflict or aid, shelter, and food, and that any danger and during a battle or similar confrontation with according to instructions given by superiors. in need of aid and oversee the deployment risks are removed. Coordinate rescue missions enemy units to guide the activities of the procedures. Manage the deployment of the during a disaster or an accident, ensuring that troops, ensuring their safety and the success Maintain operational communications - troops within a given area for specific missions, all possible methods are being used to ensure of the operation, and give these commands maintain communications between different ensure the troops and resources are allocated 120 Annexes Sectoral Qualifications Framework for the Military Officer Profession 121

to those missions in compliance with tactical Set organisational policies - participate in ANNEX 9 n Acronyms considerations and ensure the safety of the setting organisational policies that cover issues troops. such as participant eligibility, programme Acronym Definition requirements and programme benefits for C4ISR Command, control, communications, computers, intelligence, surveillance and Manage change - innovate/influence the service users. reconnaissance modernisation of the military domain/science and art. Assess the impact of changes in the Train military troops - train military troops CEFR Common European Framework of Reference for Languages military domain. or people in training to join the force in drills, CFSP Common Foreign and Security Policy combat techniques, weaponry, regulations, CS Combat Support Monitor military equipment use - monitor operation procedures, camouflage and other CSDP Common Security and Defence Policy the use by military staff of specific military military practices. equipment to ensure that no unauthorised CSS Combat Service Support personnel gain access to specific types Test safety strategies - test policies EHEA European Higher Education Area of equipment, that everyone handles the and strategies related to risk and safety EQAVET European Quality Assurance in Vocational education and Training equipment according to regulations and that it management and procedures, such as by EQF European Qualifications Framework is only used in appropriate circumstances. testing evacuation plans and safety equipment and by carrying out drills. ESCO European Skills/ Competences, Qualifications and Occupations Database Negotiate and mediate conflictual situations ESDC European Security and Defence College - resolve conflicts in a collaborative/persuasive Use weapons in compliance with rules - use ESG European Standards and Guidelines manner. different kinds of firearms and other types of weapons and their corresponding ammunition EUMC European Union Military Committee Operate communications/radio equipment in compliance with legal requirements. EUMS European Union Military Staff - set up and operate communications/radio EUMTG EU Military Training Group devices and accessories, such as broadcast Uphold the ethical and moral imperatives - FQEHEA Framework for Qualifications of the European Higher Education Area consoles, amplifiers and microphones. behave and ensure subordinates observe the Understand the basics of radio operator ethical and moral imperatives in accordance HQ Headquarters language and, when necessary, provide with EU values and the principles of CSDP. HR/VP High Representative for Foreign Affairs and Security Policy instruction in handling radio equipment correctly. IGO Intergovernmental Organization Write military communications - write IHL International Humanitarian Law Perform resource planning - estimate the orders, reports, notes and memos according expected input in terms of time, human and to the specifications and regulations of InfoOps Information Operations financial resources necessary to achieve the an organisation on situations that need to ISCO International Standard Classification of Occupations project objectives. Advise on the particular be reported on, such as the status of an ISQ International Sectoral Qualification capabilities and limitations of forces to ensure investigation, of intelligence gathering or of interoperability. missions and operations. ISQF International Sectoral Qualification Framework MDMP Military decision making process Research military domain/science and art MILOF-CORE Core Curriculum for the Military Officer Profession - contribute to the promotion of the military MQD Military Qualifications Database domain/science and art. MS Member States NCO Non-Commissioned Officer NCP National Coordination Point NGO Non-Governmental Organization NMQ National Military Qualifications 122 Annexes Sectoral Qualifications Framework for the Military Officer Profession 123

Acronym Definition NQF National Qualifications Framework OF Officer PMESII Political Military Economic Social Infrastructure Information POC Point of Contact Rep National Representatives ROE Rules of Engagement SLP Standardised Language Profile SQF Sectoral Qualifications Framework SQF-MILOF Sectoral Qualifications Framework Military Officer SQF-MILOF WG Sectoral Qualifications Framework Military Officer Working Group TTP Tactics, Techniques and Procedures 124 Internal SQF-MILOF Working Group References Sectoral Qualifications Framework for the Military Officer Profession 125

Internal SQF-MILOF Working Group References

A. Comparison of courses based on L. SQF-MILOF Advanced Level of Learning, W. SQF-MILOF. Implementation at AA. External Evaluation Final Report competences, ESDC doc. IG/2014/00 2 Learning Outcomes, doc. ESDC/2019/135, National Level. Possible Options, doc. SQF-MILOF, 14 January 2021. (Rev 4), dated 24 September 2014 dated 11 April 2019 ESDC/2020/156, dated 5 September 2020. BB. Sectoral Qualifications Framework B. EU Military Training and Education M. SQF-MILOF Expert Level of Learning, X. SQF-MILOF External and National for the Military Officer Profession. Annual Report 2015, doc. 11066/16, Learning Outcomes, doc. ESDC/2019/256, Validation, doc. ESDC/2020/176, Formal Validation Outcomes, doc. dated 8 July 2016 dated 19 September 2019 dated 25 September 2020. ESDC/2021/050, dated 17 February 2021 C. Letter from the EUMC Chairman to the N. SQF-MILOF Master Level of Learning, Y. Sectoral Qualifications Framework for CC. Levelling National Military Qualifications Head of the ESDC, doc. CEUMC 126/16, Learning Outcomes, doc. ESDC/2019/336, the Military Officer Profession. to SQF-MILOF and Defining their Military dated 19 July 2016 dated 23 December 2019 Revised Draft, doc. ESDC/2020/234, Focus. Informal validation. Outcomes, doc. dated 7 December 2020 ESDC/2021/051, dated 17 February 2021 D. Call for contribution - Sectoral O. SQF-MILOF Enabling Level of Learning, Qualifications Framework for the Military Learning Outcomes, doc. ESDC/2019/090, Z. National validation of the Sectoral DD. Levelling Individual Learning to Officer Profession Ref. Ares (2017) 6171521 dated 06 April 2020 Qualifications Framework for SQF-MILOF and MILOF-CORE levels. dated 15/12/2017 the Military Officer Profession, Informal Validation. Outcomes, doc. P. Rationalisation of the Learning Outcomes, Letter questionnaire to the Member States, ESDC/2021/052, dated 17 February 2021 E. SQF-MILOF Charter, doc. ESDC/2018/140 doc: ESDC/2020/081, dated 20 March 2020 Ref. Ares(2020)7402360, REV1, dated 29 October 2018 Q. Quality Assurance Principles dated 7 December 2020 F. SQF-MILOF Working Model, doc. Applying to Military Qualifications, ESDC/2018/141, dated 16 July 2018 doc. ESDC/2019/165 REV3, dated 14 November 2019 G. SQF-MILOF WG Revised Work Programme 2018-2020 – Development, Validation and R. SQF-MILOF Relationship with NQFs Implementation of the SQF-MILOF, and EQF. Possible Options. Working doc. ESDC/2019/268, 11 October 2019 document, doc. ESDC/2019/303, dated 18 November 2019 H. Rules of Procedure of the Ad Hoc Working Group for the Development of S. SQF-MILOF Mapping Military Qualifications the SQF-MILOF, doc. ESDC/2018/143, Questionnaire. Proposal for Exploitation dated 16 July 2018 of the Consolidated Answers, doc. ESDC/2019/166REV2, dated 19 September I. Key Trends and Characteristics of the 2019 Military Officer of the Future in the EU Member States, doc. ESDC/2019/101, T. SQF-MILOF Military Qualifications dated 20 March 2019 Database (MQD), doc. ESDC/2019/298, dated 14 November 2019 J. SQF-MILOF Competence Profile, doc. ESDC/2019/102, dated 20 March 2019 U. SQF-MILOF Package. Draft, doc. ESDC/2020/138, dated 16 July 2020 K. Introduction to SQF-MILOF Learning Outcomes, doc: ESDC/2019/257, V. External Evaluation Interim Report dated 19 September 2019 SQF-MILOF, 5 September 2020. 126 Internal SQF-MILOF Working Group References Sectoral Qualifications Framework for the Military Officer Profession 127

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• The European Credit Transfer and Accumulation • Directive 2005/36/EC of the European Relevant Web Links System (ECTS) 28, developed in the context Parliament and of the Council of 7 September of the European Higher Education Area and 2005 on the recognition of professional the European Credit System for Vocational qualifications 30, amended by Directive • New Skills Agenda for Europe Education and Training (ECVET), established 2013/55/EU of the European Parliament and http://ec.europa.eu/social/main.jsp?catId=1223&langId=en through the Recommendation of the European of the Council of 20 November 2013. Under Parliament and of the Council of 18 June 2009 29; the Directive, the Commission can set up • Terminology of European education and training policy common training frameworks as a common https://www.cedefop.europa.eu/files/4117_en.pdf • The Bologna process on higher education: set of minimum learning outcomes necessary 38 of the 48 European countries of the for the pursuit of a specific profession. • Understanding qualifications, CEDEFOP European Higher Education Area participate The common training frameworks are to be http://www.cedefop.europa.eu/en/themes/understanding-qualifications in the EQF. The proposal is compatible based on EQF levels; with the Qualifications Framework for the • Identifying skills needs, CEDEFOP European Higher Education Area (QF-EHEA). • Council Recommendation of 22 May 2017 http://www.cedefop.europa.eu/en/themes/identifying-skills-needs In particular, the descriptors for levels 5 to on the European Qualifications Framework • European Skills, Competences, Qualifications and Occupations (ESCO) 8 of the EQF are compatible with the Dublin for lifelong learning and repealing the https://ec.europa.eu/esco/portal descriptors for the three cycles of the Recommendation of the European Parliament QF-EHEA, including the short cycle that and of the Council of 23 April 2008 on the • Skills in the defence sector, European Commission is linked or within the first cycle. Current establishment of the European Qualifications http://ec.europa.eu/growth/sectors/defence/industrial-policy/skills_en referencing practice shows that most Framework for lifelong learning (2017/C countries have referenced to the EQF and 189/03); • Europass self-certified to the QF-EHEA in a single process; https://europa.eu/europass/en • Council Recommendation on Key • The Council of Europe Convention on the Competences for Lifelong Learning, doc. • European Credit system for Vocational Education and Training (ECVET) Recognition of Qualifications concerning 8299/18, dated 2 May 2018. http://ec.europa.eu/education/policy/vocational-policy/ecvet_en Higher Education in the European Region This Recommendation covers a wide range (the Lisbon Recognition Convention) and the of education, training and learning settings, • European Quality Assurance in Vocational Education and Training (EQAVET) Recommendation on the use of qualifications formal, non-formal and informal, in a lifelong https://www.eqavet.eu/About-Us/Mission frameworks in the recognition of foreign learning perspective; qualifications, which refers explicitly to the EQF as a tool to be used in academic recognition; • Council Recommendation on promoting automatic mutual recognition of higher • Employment policies and initiatives, such education and upper secondary education and as the EURES Regulation and the Council training qualifications and the outcomes of Recommendations on the Youth Guarantee learning periods abroad 31. and on Long Term Unemployment;

(28) http://ec.europa.eu/education/library/publications/2015/ects-users-guide_en.pdf.

(29) OJ C 155, 8.7.2009, p.11.

(30) OJ L 255, 30.9.2005, p. 22.

(31) OJ C 444, 10.12.2018 Follow European Security and Defence College on Facebook and LinkedIn Print: ISBN 978-92-9238-997-0 doi:10.2871/670273 OF-02-21-0 67-EN-C

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