Basics of the qualification framework in Bosnia and Herzegovina

13. January 2014.
NEWS

Introduction

The document "Basics of the Qualification Framework in Bosnia and Herzegovina" (OKO) is based on the educational tradition and the current state of education in Bosnia and Herzegovina, as well as the needs of the development of the economy, the individual and society as a whole, while respecting the guidelines of the European Qualification Framework (EQF) and corresponding European and international regulations.
The basis of the qualification framework in Bosnia and Herzegovina creates a prerequisite for the development of the "Qualification Framework in Bosnia and Herzegovina", which should connect previous, current and future learning results and place them in mutual relations within Bosnia and Herzegovina, as well as the European Qualification Framework and the European of the educational space, which should be adopted by the end of 2015 at the latest. The starting points established in this document are also guidelines for harmonizing regulations governing the areas of primary, secondary and higher education, i.e. lifelong learning, but also better linking changes and needs of the labor market with educational programs in Bosnia and Herzegovina.
Achieving the strategic goals of the countries of the European Union, starting with the goal of creating the most competitive economy and ending with the establishment of a European value system that will be widely acceptable, resulted in a new attitude towards education. In the European Union, education is treated as one of the key factors for the realization of the aforementioned strategic commitments.
The rapid changes in technology and the development of the European market have placed numerous demands on the educational systems of each member of the European Union, as well as the systems in countries that want to join the European family, including in Bosnia and Herzegovina, among the first of which is the necessity of systematic evaluation of education and training in each country. and its comparison with educational systems in other countries, based on a common established reference European framework.
The necessity for education to prepare experts who will successfully respond to ever-changing economic challenges and a dynamic and expanding labor market definitely breaks with the idea of education as a period of life, which has its own beginning and end. Education becomes a lifelong process, a constant of human life.
After several years of work on the material, the European Parliament and the Council of the European Union adopted the European qualification framework for lifelong learning in April 2008, as an incentive for mobility and lifelong learning, which fulfills the goals outlined in the Lisbon strategy for growth and employability.
The European qualification framework for lifelong learning aims to facilitate the comparison of transparent qualifications and qualification levels, which enables faster labor market mobility, establishing the concept of lifelong learning and ensuring the quality of education. The strategic goal of the European Qualifications Framework is to ensure that the qualifications meet the social and economic needs of each country individually and the European Union as a whole, that behind each qualification there is guaranteed quality and to enable each individual both horizontal and vertical progress through the qualification ladder in a flexible manner.
The core of the European Qualifications Framework consists of eight common reference levels in which knowledge, skills and competences, achieved as learning outcomes, are classified. These eight levels of the qualification framework generically encompass all levels and types of education and act as a means of recognition, understanding and comparison of qualifications within the countries of the European Union.
Realizing the importance of the mentioned European document for its further socio-economic reform, especially the reform of the education sector, Bosnia and Herzegovina has undertaken certain activities in the past five years with the aim of building a qualification framework based on the European one.
In two strategic materials, adopted by the Council of Ministers of Bosnia and Herzegovina, the necessity of adopting a qualification framework in Bosnia and Herzegovina was indicated: Strategy for the Development of Vocational Education and Training in Bosnia and Herzegovina for the Period 2007-2013 ("Official Gazette of BiH" No. 65 /07); Strategic directions of education development in Bosnia and Herzegovina with implementation plan 2008-2015 ("Official Gazette of BiH" number 63/08).
In addition, at the end of December 2007, the Council of Ministers of Bosnia and Herzegovina adopted the Decision on the adoption of documents necessary for the further implementation of the Bologna Process in Bosnia and Herzegovina ("Official Gazette of Bosnia and Herzegovina" number 13/08). Among those documents are the "Framework for Higher Education Qualifications in Bosnia and Herzegovina", "State Action Plan for Recognition of Qualifications in Bosnia and Herzegovina" (for higher education) and "Implementation of the Framework for Qualifications for Higher Education in Bosnia and Herzegovina".
The framework for higher education qualifications in Bosnia and Herzegovina was created on the basis of the Qualification Framework of the European Area of Higher Education. It provides generic descriptors of learning outcomes for three cycles of higher education, and within the framework of current reform projects, it is being developed further.
With the qualification framework for higher education already in place, it was easier to approach the development of the qualification framework for all levels of education. The framework for higher education qualifications in Bosnia and Herzegovina is integrated into the Fundamentals of the Qualification Framework in Bosnia and Herzegovina.

A brief glossary of the qualification framework

European Qualifications Framework (EKO or EQF) is an instrument for establishing the level of qualifications organized to act as a means of recognizing and understanding qualifications between national qualification frameworks.
National Qualifications Framework (NQF) is an instrument for the establishment of qualifications acquired in a certain country, which provides the basis for clarity, access, passability, acquisition and quality of qualifications.
Qualification framework in Bosnia and Herzegovina is an instrument for the establishment of qualifications acquired in Bosnia and Herzegovina, which provides the basis for clarity, access, passability, acquisition and quality of qualifications.
European Qualifications Framework for Higher Education is a document adopted by the Conference of European Ministers of Education in Bergen in 2005, which defines generic descriptors for each of the three cycles of higher education, and which is applied in all signatory states of the Bologna process.
Qualification means the formal name for the result of the assessment and validation process, which is obtained when the competent body determines that the individual has achieved the learning outcomes according to the expected standards.
Learning outcomes they represent a statement of what the student knows, understands and can do on the basis of the completed learning process, defined through knowledge, skills and competences.
ISCED (International Standard Classification of Education) is an international standard classification of education.
Knowledge means the result of acquiring information through the learning process. Knowledge is a set of facts, principles, theories and practices related to the field of work or study. In the context of the European Qualifications Framework for Lifelong Learning, knowledge is described as theoretical and/or factual.
Skills represent the ability to apply knowledge and use the principle of "know how" to perform a specific task and solve a problem. In the context of the European Qualifications Framework, skills are defined as cognitive (including the use of logical, intuitive and creative thinking), practical (including physical dexterity and the use of methods, materials, devices and instruments) and social skills (communication and cooperation skills, emotional intelligence and other ).
Competences they mean the ability to apply knowledge, skills and personal, social and methodological abilities, at the workplace or during learning, as well as in private and professional development. In the context of the European Qualifications Framework, competencies are described as responsibility and independence.
Lifelong learning implies the integration of formal, non-formal and informal learning in order to acquire opportunities for continuous improvement of the quality of life.
Formal education is learning directed by a teacher or instructor that is acquired in educational institutions, according to curricula and programs approved by the competent educational authorities.
Informal education is an organized process of learning and education aimed at improving, specializing and supplementing knowledge, skills and abilities according to special programs carried out by education organizers (regular schools, training centers, companies, agencies and the like).
Informal learning is unplanned learning and acquiring knowledge through everyday activities.
Inclusive education implies the right to education of every person throughout life, especially the right of children with developmental difficulties to be included in regular education, as well as the right of gifted children to the maximum development of their potential.

Objectives and principles The basis of the qualification framework in Bosnia and Herzegovina

The qualification framework in Bosnia and Herzegovina is a necessary instrument for ensuring the equal use and application of standards: education, knowledge, qualifications, expertise and certification of educational service providers. It sets the standards of achievement expected of students and adults who have earned a specific diploma-certificate. It simultaneously guarantees equality and credibility for both employers and learners.
Objectives qualification framework in Bosnia and Herzegovina are:

understanding different types of qualifications and their relationships;
comprehensible presentation of educational achievements for employers, students and parents;
guidance of the individual regarding the choice of education and career; facilitating mobility and more transparent access to education throughout life;
facilitating the recognition and recognition of domestic qualifications abroad and foreign qualifications in our country;
to serve quality employability; creates prerequisites for building a system of evaluation and recognition of competences acquired in non-formal and informal education;
creation of assumptions for the introduction of the quality management system of existing and new qualifications;
improvement of education cooperation with all social partners;
promoting education.

To the above should be added the fact that the qualification framework serves as a reference point for coordinating the development of curricula, learning and assessment methods, and ways of monitoring the educational process. Therefore, the transparency of qualifications is particularly important, not only in domestic relations, but also in the regional and international context. All the mentioned elements mean intensive preparation of our society for European integration in the field of education.
Basic principles when creating the basis of the qualification framework in Bosnia and Herzegovina are:

Respect for tradition and the current state of education in Bosnia and Herzegovina;
Appreciation of the guidelines of the European Union, the experiences of other countries in building their own qualification levels and the preparation of society for European integration;
Transparency of existing and new qualifications;
Specifying the level and type of qualifications;
Horizontal mobility and vertical transfer of competences between different subsystems of education;
Building partnerships with all stakeholders: competent educational authorities and institutions, statistical systems, employers, trade unions, education service providers, academia, civil society and others.

Each of the mentioned goals and principles implies further elaboration and explanation through the development of the qualification framework itself in Bosnia and Herzegovina.
The adoption of the Basic Qualifications Framework in Bosnia and Herzegovina is of particular importance for our country, given the weak links between qualifications and competencies for a specific workplace, and the lack of coherence in existing qualification systems in Bosnia and Herzegovina. Therefore, Bosnia and Herzegovina in particular should be open to further elaboration and permanent improvement of the qualification framework.

Basics of the qualification framework in Bosnia and Herzegovina

Basics of the qualification framework in Bosnia and Herzegovina is the first document of Bosnia and Herzegovina on the qualification framework for all levels of education, which needs to be further developed in the next multi-year period.
The Basic Qualifications Framework document in Bosnia and Herzegovina is aligned with the European Qualifications Framework for Lifelong Learning. It defines, coordinates, manages and distributes qualifications in a structure of eight reference levels (some of which may have sub-levels). Each reference level includes a defined combination of knowledge, skills and competences, i.e. the standard of achievement of that and previous qualification levels, from which it can be concluded that each higher qualification level implies that a person has more knowledge, skills and competences as a learning outcome.
The levels of this framework determine achievements in any field of education and training, regardless of the method of education, which enables comparison of qualifications based on the same systematic evaluation and greater objectivity in the assessment of achievements. This facilitates vertical and horizontal mobility through the entire system of education and training, both in the country and abroad.
Learning outcomes are defined by descriptors that describe expected knowledge, skills and competencies for each qualification level (and possible sub-levels), from basic education to doctoral level.
This framework is designed to serve as a description for different qualifications in Bosnia and Herzegovina, regardless of the way of education in educational institutions, training centers, workplaces, private life, etc. This means that the Fundamentals of the Qualification Framework in Bosnia and Herzegovina describe the learning outcomes achieved through formal and informal education and informal learning. The framework helps to link the results of these different forms of learning through the evaluation of learning outcomes.

Levels The basis of the qualification framework in Bosnia and Herzegovina

Level	Types of education and training	Qualification title (Position on the labor market)	Degree type (Diploma / Certificate / Level of education
1	Primary education	Unskilled worker	Testimony on completed primary education
2	Professional training programs	Low-skilled worker	Certificate / certificate about the completed program or education for obtaining a lower vocational qualification, which contains the following information: – length of education; – knowledge, skills and competences that the person possesses; - for which jobs she is trained.
3	Secondary professional education and training	A qualified worker for a specific occupation	Diploma/Certificate/Certificate of passing the final exam with practical work with supplement containing the following information: – qualification level; – knowledge, skills and competences that the person possesses; - for which jobs she is trained.
4	Secondary technical education	Specialized skilled worker for technical and related occupations	Diploma/Certificate of passed matriculation with supplement containing the following information: – qualification level; - the course that the person completed with the specific knowledge, skills and competencies that the person possesses; - for which jobs she is trained.
4	Secondary general education	General Skilled Worker	High school diploma with supplement containing the following: – qualification level; – the major that the person completed with specific knowledge; skills and competencies; - other knowledge, skills and competences that he possesses.
5	Post-secondary education, including master's and related examinations	A highly qualified worker specialized in a specific occupation	Diploma/Certificate of completed post-secondary education or passed master's and/or related exam for a specific occupation with the addition containing the following: – qualification level; – length of education; – course or type of exam that the person completed with specific knowledge, skills and competencies; - other knowledge, skills and competences that the person possesses; - for which jobs she is trained.
6	The first cycle of higher education	Qualification titles and content of the Diploma and Diploma Supplement for levels 6, 7 and 8 will be resolved by the adoption of the "Regulations on the use of academic titles and the acquisition of scientific and professional titles" (The name of the by-law is defined in Article 6 of the Framework Law on Higher Education in Bosnia and Herzegovina ("Official Gazette of BiH", number 59/07).	– Diploma of a higher education institution – Addendum to the diploma
7	Second cycle of higher education		– Master's degree – Addendum to the diploma
8	Third cycle of higher education		– Doctoral degree – Addendum to the diploma

BASIC LEVELS OF THE QUALIFICATION FRAMEWORK
IN BOSNIA AND HERZEGOVINA
(tabular view)

Relationship to ISCED levels and EQF		Basics of the qualification framework			The earlier system in Bosnia and Herzegovina was based on vocational degrees
ISCED level	ECO (EQF)	Qualification	Completed education	Level	Degree professional ready	Finished school	Qualification
1 and 2A	1	Unskilled worker	Primary education	1	I.	Basic school	Unskilled worker (NK)
2B	2	Low-skilled worker	Professional programs training	2	II.	Basic school and professional qualification	Semi-skilled worker (PKV)
3C	3	Skilled worker	Secondary professional education and training	3	III.	Three-year high school school	Qualified worker - KV (secondary vocational education) III. degree
3A 3B	4	General or specialized skilled worker	Secondary general and technical education	4	IV.	Four-year high school	Secondary vocational education - IV. degree
4A 4B	5	Highly qualified worker specialized for a specific occupation	Post-secondary education including master's and related examinations	5	V.	Specialization based on of secondary expertise of education	Highly qualified worker - VKV
5B	6	Bachelor or Baccalaureate	The first cycle of higher education	6	VI.	Taller school	Higher professional education - VŠS
5A	7	Master	Second cycle of higher education	7	VII./1	Faculty - basic studies	Higher vocational education - VSS
5A	7	Master	Second cycle of higher education	7	VII./1	Specialization	Master specialist
5	8	Ph.D	Third cycle of higher education	8	VII./2	Master's degree	Master of Science (In the level 8 qualification, the Master of Science cannot be used to propose the acquisition of new qualifications, but only to recognize existing qualifications and those that have been acquired or will be acquired abroad.)
6	8	Ph.D	Third cycle of higher education	8	VIII.	Ph.D	Doctor science

It should be noted that the relationship between the existing system in Bosnia and Herzegovina, which is based on vocational education degrees and qualifications defined by the European Qualifications Framework (EKO or EQF), will be elaborated and defined in more detail by amendments to existing laws and, if necessary, by special legislation and by-laws.

Generic descriptors of qualification levels by learning outcomes

Level

Knowledge
(factual and theoretical)

Skills
(cognitive, psychomotor and social)

Competences
(independence and responsibility)

This person:

possesses basic general knowledge and demonstrates their understanding.

This person:

possesses basic general skills and is capable of simple concrete logical thinking (required to perform simple concrete tasks) in known conditions; has basic skills in information and communication technologies
is able to apply basic general knowledge in practice;
can collect and organize given information and present it clearly in verbal and written form

Professional competences:
This person:

has the capacity to perform simple tasks with direct professional and constant supervision under known conditions;

Personal competences (Including key competences for lifelong learning):
This person:

demonstrates readiness to apply knowledge and assume limited responsibility for performing simple tasks in familiar conditions.

This person:

owns narrow, theoretical and practical knowledge related to a certain field and is able to apply them in the execution of tasks within the field of work or study (including the correct use of professional vocabulary).

This person:

owns narrow, for a specific area related, practical skills (eg ability to use simple methods, tools, instruments and materials) in known conditions;
owns simple concrete logical thinking required for the application of relevant information in the execution of a set of simple and/or more complex routine tasks under known conditions.

Professional competences:
This person:

has the capacity to find solutions and to carry out simple and/or more complex tasks for known problems with professional direct supervision under known conditions;

Personal competences:
This person:

assumes limited responsibility for the execution of simple and/or more complex tasks in known conditions and for own learning.

This person:

possesses practical and theoretical knowledge for a specific field (facts, principles, processes and general concepts related to the field of work or study);
has the capacity to analyze facts within the field of work or study.

This person:

has a broader, for a certain area related, practical skills, in changing conditions;
owns concrete creative and simple abstract thoughtfulself, and the ability to perform complex movements, tasks and solve problems by selection and application basic methods, tools, information and materials, in changing conditions;
can collect, select and use relevant information from various sources.

Professional competences:
This person:

demonstrates limited practical work or study experience;
has the capacity to perform tasks while directing and adjusting one's own behavior within given guidelines in changing conditions.

Personal competences:
This person:

takes limited responsibility for the execution of simple and/or more complex tasks in changing conditions and for own learning.
Participates in work as a team member
It shows a positive attitude towards the key competences of lifelong learning - such as, for example, learning foreign languages
He has a sense of initiative and entrepreneurship and civic competence

This person:

possesses significant theoretical and practical knowledge related to a specific field.
has the capacity to analyze facts and theoretical knowledge within the field of work or study.

This person:

is able to apply general and specialist knowledge and skills in changing conditions.
has the ability simple abstract logical and creative thinking and performing complex movements, and complex use of methods, instruments, tools and materials, necessary for the selection and application of relevant information in the execution of a set of complex specific tasks, in changing conditions;
can collect, select and use relevant information from various sources.

Professional competences:
This person:

demonstrates practical work or study experience;
has the capacity to perform complex tasks and solve problems independently;
has the capacity to supervise others.

Personal competences:
This person:

assumes partial responsibility for evaluating and improving activities in changing conditions;
shows self-direction in learning, and the will and positive attitude towards the key competences of lifelong learning, such as, for example, learning how to learn and the like.

This person:

possesses broad theoretical and factual knowledge, as well as specialized practical knowledge related to a specific field of study or work;
has the ability to analyze and synthesize facts and theoretical knowledge, as well as their evaluation;
has the ability to practically apply theoretical knowledge and facts, and to analyze, synthesize and evaluate them.

This person:

possesses broad theoretical and practical skills related to a specific field.
has the ability to simple abstract creative thinking required for developing solutions abstract problems in partially unpredictable conditions.
has the ability to use complex methods, instruments, tools and materials and perform complex movements in partially unpredictable conditions, as well as making simple methods, instruments, tools and materials.

Professional competences:
This person:

demonstrates broad practical work or study experience;
demonstrates the capacity to apply knowledge and skills in finding strategic solutions to well-defined abstract and concrete problems;
has the capacity to assume full responsibility in managing/coordinating people and projects in partially unpredictable conditions;
has limited responsibility for evaluating the improvement of activities in partially unpredictable conditions.

Personal competences:
This person:

shows independence in learning, and willingness and positive attitude towards the key competencies of lifelong learning, such as, for example, learning how to learn; communication in foreign languages; digital competences; sense of initiative and entrepreneurship

This person:

demonstrates knowledge and understanding in the field of study, which builds on their secondary education and is common at that level, supported by appropriate learning resources (texts and information and communication technologies), which includes some aspects that will be based on knowledge of the most advanced achievements in a given field of study.

This person:

can apply detailed knowledge and critical understanding of the principles related to the given field of study/discipline, apply it in a way that shows a professional approach to work or the profession, and possesses competencies that are usually demonstrated by forming and supporting arguments and solving problems within the given field of study;
can apply the basic methods of acquiring knowledge and applied research in a given discipline, and is able to decide which approach to use to solve a given problem, and is aware of the extent to which the chosen approach is appropriate for solving such a problem;
can communicate using the knowledge of one or more foreign languages, and communication technologies, information, ideas, problems and solutions, and an audience that is not specialized and that is specialized in the given field of study.

Professional competences:
This person:

has the ability to collect and interpret relevant data (usually within a given field of study) on the basis of which he makes judgments containing reflections on relevant social scientific or ethical issues.

Personal competences:
This person:

has built learning skills necessary for further study, with a high degree of autonomy and academic skills and properties necessary for research work, understanding and evaluating new information, concepts and evidence from different sources;
has a foundation for future self-direction and lifelong learning;
has acquired interpersonal and teamwork skills, suitable for employment and/or further study.

This person:

can demonstrate a systematic understanding and mastery of knowledge in his field of study/discipline, which is based on, i.e. expands and/or builds on the level of undergraduate studies (first degree), and which represents the basis or possibility for originality in the development and/or application of ideas, usually in the context of a research paper.

This person:

can apply their knowledge and understanding, as well as problem-solving skills, to new and unfamiliar environments within a wider (or interdisciplinary) context related to their field of study;
can apply conceptual and abstract thinking, with a high level of ability and creativity, enabling:
- critical assessment of current research and academic work at the highest level in a given discipline,
- assessment of different methodologies, formation of critical thinking and offer of alternative solutions.

Professional competences:
This person:

has the ability to integrate knowledge and deal with complex problems, and to formulate judgments based on incomplete or limited information, but with reflection on social and ethical responsibilities related to the application of their knowledge or judgments;
can communicate their conclusions, knowledge and reasoning on which they are based, using appropriate language(s), to a non-specialized and specialized audience, clearly and unambiguously.

Personal competences:
This person:

is able to raise his knowledge to a higher level, deepen his understanding of his field of study or discipline, and continuously develop his own skills, through independent learning and development;
has learning skills that enable her to pursue her studies in a manner that will be largely self-directed and autonomous;
has acquired interpersonal and teamwork skills, suitable for different learning and employment contexts, and demonstrates the ability to lead and/or take initiative and contribute to change and development.

This person:

demonstrates a systematic understanding of the field of study and mastery of research skills and methods related to the assigned field.

This person:

demonstrates the ability to define a research study project and then conduct research in accordance with the methodology of the given science;
through original research, he makes his own scientific contribution that expands the boundaries of knowledge in the given field;
will continue scientific research and development and be the driver and bearer of progress in a knowledge-based society, contributing to the constant development of new techniques, ideas or approaches.

Professional competences:
This person:

is capable of critical analysis, evaluation and synthesis of new and complex ideas.

Personal competences:
This person:

can communicate with colleagues, the wider scientific community and society in relation to their area of professional and scientific knowledge.

Follow-up tasks
The document Basics of the qualification framework in Bosnia and Herzegovina is so called, because it represents the beginning of a long-term process of building and establishing the qualification framework in our country. Even then, when we have a qualification framework in Bosnia and Herzegovina that contains a successful synthesis of the strategic goals of education and all its social partners, i.e. society as a whole, even then we will have to be aware that there cannot be a final qualification framework, because that framework necessarily changes with changes in the way of production, especially with the introduction of new technologies.
The foundations of the qualification framework in Bosnia and Herzegovina represent our strategic commitment to the development of such a standard of qualifications that will enable our country to make faster socio-economic progress and the sustainability of that progress.
In order to realize this determination, it is necessary to continue with further work on the qualification framework in Bosnia and Herzegovina, both on its direct elaboration, and on anticipating the legal and institutional assumptions for its implementation in practice.
It is necessary to ensure that the qualifications are in accordance with the times, that they correspond to the needs of the labor market and that they are in accordance with international standards, that is, to build mechanisms for ensuring the quality of qualifications, which also implies the systematic definition of internal and external quality evaluation instruments that should eliminate unacceptable differences in qualities, present now in our country.
This entails the issue of accreditation of educational institutions that offer qualifications. It is especially important to equally involve all social partners of education and other relevant stakeholders in all activities. The ultimate goal is to build a system that will enable Bosnian companies to get qualified workers, as well as facilitate the mobility of our workers on the European labor market.
One of the very important next activities is the construction and establishment of a system of recognition of previously acquired knowledge, skills and competences through non-formal and informal learning. In addition to the projection of the infrastructure, the regulation of procedures, methodologies and methods of certification of prior learning, this new concept implies the resolution of other issues, among the first of which is the need to introduce a credit system in secondary education, based on the European system of credit transfer in secondary vocational education (ECVET), in a similar way as the Bologna Process regulated it in the field of higher education. In addition, it is necessary to approach the creation of specific learning descriptors for all occupations based on a generic framework, as well as curriculum reforms at all levels of education with the aim of making them the basic means of achieving defined learning outcomes. This raises the issue of modularization of curricula in secondary and higher education, redesigning existing and introducing new qualifications, as well as the issue of certification and recognition of partial qualifications (we already have this form in the verification of knowledge of foreign languages and information technologies).
The process of building the qualification framework in Bosnia and Herzegovina necessarily implies activities on the adoption of international standards for classification, among the first of ISCED.
The qualification framework in Bosnia and Herzegovina should include all forms of human resource development in our country. Therefore, it is a long-term and serious task that should be approached in a planned way, with a pronounced skill in anticipating the time that is yet to come.
The basics of the qualification framework in Bosnia and Herzegovina represent our country's strategic commitment to the development and maintenance of a high standard of qualifications that are acquired in education in Bosnia and Herzegovina.
In the preceding text, only the essential, basic activities that we will undertake in the coming period with the aim of establishing and developing the qualification framework in Bosnia and Herzegovina are listed. Given the fact that this framework should establish an internationally recognized standard of qualifications in Bosnia and Herzegovina, i.e. a new system, it is necessary to look at our legal regulations in the field of education, in terms of analyzing the degree of its adequacy to the said requirements, as well as think through the institutional assumptions for execution of the qualification framework.
Considering the fact that it is a long-term task, the need for a quick one is indicated by forming an interdepartmental commission that will develop and propose a work plan for all main activities within the framework of the development of the qualification framework in Bosnia and Herzegovina (including methodology, standards, necessary funds, deadlines, operational teams, etc.), the Inter-departmental Commission for developing the qualifications framework in Bosnia and Herzegovina consists of 19 members, 6 members each from all three constituent nations and one from the others, with appropriate regional affiliation.
The members of the Commission should be representatives of the education, statistics, labor and employment sectors, as well as employers, the academic community and other social partners.
The commission should consist of representatives of the following sectors/institutions: 5 representatives of the education sector (Ministry of Civil Affairs - Education Sector; Federal Coordination of Ministers of Education: 2 cantonal representatives; Ministry of Education and Culture of the Republic of Srpska; Department of Education in the Government of Brčko District of Bosnia and Herzegovina) ; 3 representatives of the Rector's Conference of Bosnia and Herzegovina; 3 representatives of education agencies in Bosnia and Herzegovina (Agency for preschool, primary and secondary education; Agency for development of higher education and quality assurance and Center for information and recognition of documents in the field of higher education); 3 representatives of the statistics sector (Statistics Agency of Bosnia and Herzegovina, Federal Statistical Office, Republic of Srpska Statistical Office); 3 representatives of the labor and employment sector (Ministry of Civil Affairs - Department of Labor and Employment, Federal Ministry of Labor and Social Policy, Ministry of Labor and Veterans' Disability Protection of the Republic of Srpska); 1 representative of employers of Bosnia and Herzegovina (Association of Employers of Bosnia and Herzegovina) and 1 representative of trade unions (Confederation of Trade Unions of Bosnia and Herzegovina).
The Ministry of Civil Affairs is responsible for carrying out the procedure for establishing the Commission, and based on the proposal of the list of candidates by the competent educational and other authorities, with the fact that the Ministry of Civil Affairs - Education Sector appoints its representative to the Commission.
The Commission decides by a majority vote of the total number of members, provided that such a majority is at least two-thirds of the votes of the representatives of each constituent nation.
The committee elects the chairman by a majority vote of the total number of members.
The Commission, on the proposal of the Ministry of Civil Affairs (which was previously accepted by the Conference of Ministers of Education in Bosnia and Herzegovina), is appointed by the Council of Ministers of Bosnia and Herzegovina for a term of one year.

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