8 FQF levels
The Flemish Qualifications Framework (VKS - FQF) includes all recognised qualifications and classifies them into 8 levels. Each level is determined on the basis of 5 elements: knowledge, skills, context, autonomy and responsibility.
There are professional qualifications and educational qualifications at all 8 levels of the qualifications framework.
| FQF level | Educational qualification |
| University - Doctor | |
| University / university college - Master | |
| University / university college - Bachelor | |
| One or more recognised professional qualifications of level 5 | |
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| Attainment targets for primary education |
Description of FQF levels
- Knowledge and skills
- recognising materials, concise, unambiguous information and simple, concrete basic concepts and rules of a part of a specific area
- applying one or more of the following skills:
- cognitive skills: retrieving information from one’s memory, remembering and applying it
- motorical skills: using automatisms and imitating practical actions
- performing repetitive and recognisable actions in routine tasks
- Context, autonomy and responsibility
- acting in a stable, familiar, simple and well-structured context, in which time pressure is of little importance
- acting with non-delicate objects
- functioning under direct supervision
- showing personal effectiveness
- Knowledge and skills
- understanding information, concrete concepts and standard procedures within a specific area
- applying one or more of the following skills:
- cognitive skills: analysing information by distinguishing and relating elements
- motorical skills: transforming sensory perceptions into motorical actions
- performing acquired practical-technical actions
- applying a selected number of standard procedures when performing tasks; applying prescribed strategies to solve a limited number of concrete, recognisable problems
- Context, autonomy and responsibility
- acting in a limited number of comparable, simple, familiar contexts
- acting with delicate, passive objects
- functioning under supervision with limited autonomy
- take limited executive responsibility for one’s work
- Knowledge and skills
- understanding a number of abstract concepts, laws, formulas and methods within a specific area; distinguishing between major and minor issues in information
- applying one or more of the following skills:
- cognitive skills: analysing information using deduction and induction synthesizing information
- motorical skills: making constructions based on a plan
- performing actions which require tactical and strategic insight
- applying artistic-creative skills
- choosing, combining and applying standard procedures and methods to perform tasks and solve a variety of well-defined, concrete problems
- Context, autonomy and responsibility
- acting in comparable contexts in which a number of factors change
- acting with delicate, active objects
- functioning with certain autonomy within a well-defined set of tasks
- taking limited organisational responsibility for one’s work
- Knowledge and skills
- interpreting concrete and abstract data (information and concepts) within a specific area
- applying reflective cognitive and productive motorical skills
- evaluating and integrating data and developing strategies to perform diverse tasks and solve diverse, concrete, non-familiar (but subjectspecific) problems
- Context, autonomy and responsibility
- acting in a combination of changing contexts
- functioning autonomously with some initiative
- taking complete responsibility for one’s work; evaluating and correcting one’s functioning with a view to obtaining collective results
- Knowledge and skills
- expanding the information in a specific area with concrete and abstract data, or completing it with missing data; using conceptual frameworks; being aware of the scope of subject-specific knowledge
- applying integrated cognitive and motorical skills
- transferring knowledge and applying procedures flexibly and inventively for the performance of tasks and for the strategic solution of concrete and abstract problems of personal outcomes and the stimulation of collective results
- Context, autonomy and responsibility
- acting in a range of new, complex contexts
- functioning autonomously with initiative
- taking responsibility for the achievement
- Knowledge and skills
- critically evaluating and combining knowledge and insights from a specific area
- applying complex specialised skills, linked to research results
- gathering and interpreting relevant data and making innovative use of selected methods and resources to solve non-familiar complex problems
- Context, autonomy and responsibility
- acting in complex and specialised contexts
- functioning with complete autonomy and considerable initiative
- taking shared responsibility for the definition of collective results
- Knowledge and skills
- integrating and reformulating knowledge and insights from a specific area or at the interface between different areas
- applying complex new skills, linked to autonomous, standardised research
- critically evaluating and applying complex, advanced and/or innovative problem-solving techniques and methods
- Context, autonomy and responsibility
- acting in unpredictable, complex and specialised contexts
- functioning with complete autonomy and a right of decision
- taking final responsibility for the definition of collective outcomes
- Knowledge and skills
- expanding and/or redefining existing knowledge from a substantial part of a specific area or at the interface between different areas
- interpreting and creating new knowledge through original research or advanced scientific study
- designing and executing projects which expand and redefine existing procedural knowledge, aimed at the development of new skills, techniques, applications, practices and/or materials
- Context, autonomy and responsibility
- acting in very complex contexts with farreaching, innovative implications
- taking responsibility for the development of professional practice or scientific research with a highly critical attitude and steering capacity