Department of Higher Education Project Development and Support
Department of Higher Education Project Development and Support
Department of Higher Education Project Development and Support
Department of Higher Education Project Development and Support
European Harmonisation Project
European Harmonisation Project
The Bologna Process is an initiative that was launched with the Bologna Declaration in 1999 and is currently implemented by 49 countries that constitute the European Higher Education Area (EHEA).
The European Higher Education Area is an international cooperation framework in the field of higher education. The 49 member countries of the Bologna Process have committed to implementing higher education reforms based on shared fundamental values, including freedom of expression, institutional autonomy, independent student unions, academic freedom, and the free mobility of students and academic staff.
Through the Bologna Process, countries, higher education institutions, and stakeholders across Europe continuously work to enhance the compatibility and coherence of their higher education systems while strengthening quality assurance mechanisms. The primary objectives of the Process are to promote the mobility of students and academic staff and to improve graduates' employability.
For further information, please visit http://www.ehea.info/.
Within the European Higher Education Area (EHEA), the main action areas include mobility, employability, lifelong learning, learning and teaching, qualifications frameworks, quality assurance, recognition, research and innovation, the social dimension, and social inclusion.
In the field of mobility, priorities include the mobility of students and staff, mobility opportunities for teacher education, and the portability of grants and loans, all of which aim to enhance the quality and effectiveness of international mobility.
With regard to employability, particular emphasis is placed on ensuring that graduates maintain their competitiveness in a rapidly evolving labour market by acquiring the knowledge, skills, and competences required for lifelong professional development.
In the context of lifelong learning, key priorities include widening access to higher education, developing flexible and student-centred learning pathways, promoting the recognition of prior learning, and strengthening cooperation between higher education institutions and employers.
In the area of learning and teaching, inclusive approaches based on academic freedom and institutional autonomy are encouraged. These approaches foster academic career development supported by high-quality teaching and successful research activities.
National Qualifications Frameworks are developed in alignment with the overarching Qualifications Framework of the European Higher Education Area, thereby enhancing transparency, comparability, and compatibility among higher education systems.
Quality assurance in higher education aims to continuously improve the quality of teaching, learning, and research, while recognition procedures are implemented in accordance with the Lisbon Recognition Convention to facilitate the fair recognition of qualifications across participating countries.
Research and innovation contribute to strengthening the creativity and innovation capacity of societies and play a vital role in addressing global challenges and supporting sustainable development.
The social dimension promotes equity, fairness, and participation, thereby contributing to the empowerment of individuals and societies. In terms of social inclusion, it is essential to ensure that all individuals have equal opportunities to access higher education and receive the necessary support to successfully complete their studies, regardless of their personal, social, or economic background.
The Bologna Process is implemented at three levels: international, national, and institutional.
At the international level, the Bologna Follow-Up Group (BFUG) is responsible for the development and coordination of the Process. The BFUG is composed of representatives from all countries participating in the Bologna Process. In addition, the European Commission, the Council of Europe, the European University Association (EUA), the European Students’ Union (ESU), the European Association of Institutions in Higher Education (EURASHE), and the UNESCO International Institute for Higher Education participate in the BFUG as consultative members.
At the national level, the Process is coordinated by the ministries responsible for higher education, national rectors’ conferences and committees, national university associations, national student unions, quality assurance agencies, employers, and other relevant stakeholders.
At the institutional level, higher education institutions, faculties, academic departments, student representatives, and academic staff representatives actively participate in the implementation of the Bologna Process.
The primary responsibility of the Bologna Follow-Up Group is to determine the measures necessary to achieve the objectives of the Bologna Process and to monitor its implementation and progress. The BFUG establishes thematic working groups to examine specific issues in greater detail and oversees the implementation of the Process between the Ministerial Conferences.
Ministerial Conferences are held every two or three years to review developments within the European Higher Education Area (EHEA), assess progress made, and determine future priorities and policy directions.
To support the work of the Bologna Follow-Up Group, both a BFUG Board and a BFUG Secretariat have been established. The Secretariat is responsible for organizing the Ministerial Conferences and coordinating the implementation of the BFUG work programme, among other administrative and operational responsibilities.
Representatives of our Presidency actively participate in the Bologna Follow-Up Group Working Groups, contributing to activities in the areas of Learning and Teaching, Fundamental Values, Social Dimension, and the Peer Support Group on Qualifications Frameworks (TPG A on Qualifications Frameworks).
The countries participating in the Bologna Process joined the initiative at different stages over the years.
In 1999, the following countries became founding participants of the Bologna Process: Austria, Belgium, Bulgaria, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, and the United Kingdom.
In 2001, Türkiye, Cyprus, and Croatia joined the Process.
In 2003, Albania, Andorra, Bosnia and Herzegovina, North Macedonia, the Russian Federation, Serbia, and the Holy See became members.
In 2005, Armenia, Azerbaijan, the Republic of Moldova, and Ukraine joined the Bologna Process.
Montenegro became a member in 2007, Kazakhstan in 2010, Belarus in 2015, and San Marino in 2020.
Through these successive enlargements, the Bologna Process has progressively expanded the scope and inclusiveness of the European Higher Education Area (EHEA), strengthening cooperation among participating countries and promoting greater compatibility across their higher education systems.
The Bologna Process Implementation Reports are key reference documents that assess the progress of higher education systems in the member countries participating in the Bologna Process, which was launched to establish the European Higher Education Area (EHEA). These reports provide a comprehensive overview of the achievements, developments, and challenges of higher education systems across all participating countries, serving as an important indicator of their progress within the Bologna Process. By adopting a holistic approach, the reports evaluate the implementation of Bologna Process commitments and the overall performance of national higher education systems.
The European Higher Education Area in 2012
The European Higher Education Area in 2018
According to the 2020 Bologna Process Implementation Report, Türkiye ranks first in the European Higher Education Area (EHEA) in terms of the number of students enrolled in higher education. In parallel with the significant expansion of its higher education system, Türkiye has demonstrated stronger performance than many European countries across a wide range of indicators.
The report shows that Türkiye achieved the maximum score of 5 out of 5 in the following five areas:
Monitoring the Implementation of External Quality Assurance and the European Credit Transfer and Accumulation System (ECTS);
Level of Diploma Supplement Implementation;
Level of Implementation of the National Qualifications Framework;
Openness to Cross-Border Quality Assurance by Agencies Registered with the European Quality Assurance Register for Higher Education (EQAR); and
Level of Automatic Recognition for Academic Purposes.
In addition, Türkiye received a score of 4 out of 5 in the following areas:
Student Participation in External Quality Assurance;
International Participation in External Quality Assurance; and
Recognition of Prior Non-formal and Informal Learning.
The report further indicates that Türkiye performs at, or slightly below, the average of EHEA member countries in areas such as access to, participation in, and mobility within higher education for underrepresented groups, the portability of student grants and loans, and the further development of the external quality assurance system. It emphasizes that ongoing policy measures and reforms are expected to improve performance in these areas and bring Türkiye's results in line with, or above, the EHEA average.
Overall, the findings demonstrate that Türkiye has made remarkable progress in higher education in recent years and has emerged as one of the leading countries in the European Higher Education Area across numerous key performance indicators.
Preparatory work for the 2024 Bologna Process Implementation Report is currently being carried out by our Presidency. In this context, indicator-based improvement initiatives are being implemented to enhance performance in those areas where Türkiye was assessed at or slightly below the average of the member countries in the 2020 Bologna Process Implementation Report.
Particular emphasis is being placed on the following indicators:
Indicator 9: Measures Supporting Access to Higher Education for Underrepresented Groups;
Indicator 11: Measures Supporting the Mobility of Students from Underrepresented Groups; and
Indicator 13: Measures Supporting the Retention and Completion of Higher Education by Underrepresented Groups.
To improve performance in these indicators, our Presidency has prepared and enacted the Regulation on the Health Requirements for Disability Quotas and Examination Arrangements for Persons with Disabilities.
Article 15 of the Regulation introduces a range of measures designed to enhance access to higher education, participation in educational processes, and student retention for disadvantaged groups. These measures include the establishment of monitoring, evaluation, and reporting mechanisms; the promotion of physical and educational accessibility; and the encouragement of participation in social and cultural activities. In addition, higher education institutions give priority to disadvantaged students in the allocation of financial assistance and scholarship opportunities.
With regard to Indicator 12, it has been stated that Türkiye's score in the 2020 Bologna Process Implementation Report does not accurately reflect the country's actual performance. Since the Higher Education Quality Council of Türkiye (THEQC) completed its registration with the European Quality Assurance Register for Higher Education (EQAR) in 2020, rather than 2019, Türkiye received a score of 2 out of 5 for this indicator. It is considered that, based on the actual completion date of the registration process, the appropriate score should have been 4 out of 5.
Within the framework of the Bologna Process, the concept of the Social Dimension emerged in response to the shared objective of European countries—with their diverse demographic, economic, and educational systems—to promote equal access to higher education, social cohesion, and cultural diversity.
The Social Dimension seeks to ensure that the composition of the student body entering, participating in, and completing higher education reflects the diversity of society. It aims to provide equal opportunities for all learners, strengthen social development, and enhance the international attractiveness of Europe by fostering inclusive and high-quality learning environments.
The Social Dimension was first introduced as a key topic at the Prague Ministerial Conference in 2001 and has subsequently been recognized in successive Bologna ministerial communiqués as a fundamental element in promoting equal opportunities and social inclusion within the European Higher Education Area (EHEA).
At the Bergen Ministerial Conference in 2005, the Social Dimension Working Group was established to collect comparable data on the social and economic conditions of students across participating countries, identify measures to reduce inequalities in higher education, and develop policy recommendations aimed at improving access to higher education.
Türkiye joined the EUROSTUDENT Project in 2006 to collect comprehensive socio-economic data on higher education students. In addition, the National Student Council was established in 2005 to strengthen student participation in higher education governance, and the relevant regulatory framework was updated through a new regulation adopted in 2020.
These initiatives have contributed to both national and international strategies aimed at promoting equal opportunities in higher education, strengthening social cohesion, and enhancing student participation in higher education governance and decision-making processes.
The European Qualifications Framework for Lifelong Learning (EQF) is a lifelong learning policy instrument developed to support the understanding and comparison of qualifications.
The EQF enables employers, individuals, and institutions to better understand qualifications and facilitates the use of workers’ and learners’ qualifications in other countries. It also serves as a common reference tool that links the qualifications systems of different countries.
As an instrument designed to promote lifelong learning, the EQF covers learning outcomes acquired in formal, non-formal, and informal learning settings.
The foundations of the approach to improving the transparency of national qualifications and enhancing their comparability across countries through qualifications frameworks were established with the Convention on the Recognition of Qualifications concerning Higher Education in the European Region, signed in Lisbon in 1997, and the Sorbonne Declaration, adopted in 1998.
On 11 April 1997, the Council of Europe, in cooperation with UNESCO, adopted the Lisbon Recognition Convention to facilitate the recognition of higher education qualifications within the European region. Officially entitled the Convention on the Recognition of Qualifications concerning Higher Education in the European Region, the Convention is a legally binding international agreement that establishes the principles and procedures for the recognition of qualifications and periods of study completed in another country within the European region.
The Convention aims to determine the appropriate status of foreign qualifications within the education system and/or labour market of the host country. Accordingly, it covers not only higher education qualifications but also upper secondary education qualifications that provide access to higher education, with a primary focus on academic recognition.
Türkiye signed the Lisbon Recognition Convention on 1 December 2004, and the Convention entered into force for Türkiye on 1 March 2007.
The Sorbonne Declaration was adopted in 1998 following a meeting of the Ministers of Education of France, Germany, Italy, and the United Kingdom at the Sorbonne in Paris. The Declaration introduced, for the first time, the vision of creating a common European Higher Education Area and laid the foundations for what would later become the Bologna Process.
The Bologna Process was formally launched in 1999 with the signing and publication of the Bologna Declaration by the Ministers responsible for higher education from 29 countries. Promoting the mobility of students and academic staff, as well as encouraging lifelong learning, remains among the principal objectives of the Bologna Process.
Within this framework, National Qualifications Frameworks (NQFs) and the European Qualifications Framework (EQF) have emerged as key policy instruments developed through complementary approaches to support the same overarching objectives. Both frameworks constitute essential components of the ongoing efforts to enhance transparency, comparability, and recognition of qualifications across Europe.
In parallel with these developments in national education and qualifications systems, the initial work on the development of the European Qualifications Framework (EQF) was launched in October 2004.
The initial work on the European Qualifications Framework (EQF) began in October 2004 in response to a request from Member States, social partners, and other stakeholders for a common reference framework to improve the transparency of qualifications.
With the support of the EQF Expert Group, the European Commission developed a draft framework consisting of eight reference levels defined in terms of learning outcomes. During the second half of 2005, a Europe-wide consultation process was launched on the draft framework with the objective of enhancing the transparency and portability of qualifications and promoting lifelong learning.
Following the consultation process, the comments and recommendations received were carefully reviewed, and the draft was revised in cooperation with European social partners and experts. The revised proposal was adopted by the European Commission on 6 October 2006.
Throughout 2007, the proposal was examined by the European Parliament and the Council of the European Union. On 23 April 2008, it was formally adopted as the Recommendation on the Establishment of the European Qualifications Framework for Lifelong Learning (EQF), which constitutes the legal basis of the European Qualifications Framework.
The Recommendation encourages countries to develop National Qualifications Frameworks (NQFs) that are consistent with their national legislation and practices, and to reference their national qualification levels to the EQF levels in a transparent manner. It also recommends that all newly issued qualification certificates, diplomas, and Europass documents issued by the competent authorities include a clear reference to the appropriate EQF level through the relevant national qualifications system.
As countries develop their National Qualifications Frameworks and reference their qualification levels to the EQF in a transparent and consistent manner, qualifications such as certificates, diplomas, and Europass documents issued in different countries and education systems become easier to understand, compare, and recognize.
To ensure that the EQF remains responsive to evolving societal, educational, and labour market needs, the EQF Recommendation was revised in May 2017. The updated Recommendation invites countries to establish National Qualifications Frameworks, reference them to the EQF, and designate a National Coordination Point (NCP) to oversee the implementation of the referencing process while promoting quality assurance, transparency, and coherence.
In Türkiye, the Vocational Qualifications Authority (VQA) has been designated as the EQF National Coordination Point (NCP).
The process of referencing the Türkiye Qualifications Framework (TQF) to the European Qualifications Framework (EQF) was initiated by the Vocational Qualifications Authority (VQA) in 2014. The process was carried out in close cooperation with the Ministry of National Education (MoNE), the Council of Higher Education (CoHE), relevant ministries, public institutions and organizations, European Union bodies, trade unions, professional organizations, non-governmental organizations, student councils, as well as national and international experts and academics.
The principal outcome of the referencing process is the National Referencing Report, which provides accurate and reliable information demonstrating compliance with the EQF referencing criteria set out in the Recommendation on the European Qualifications Framework for Lifelong Learning.
The Türkiye Referencing Report was presented to and discussed by the EQF Advisory Group at its meeting held in Brussels on 29 March 2017. The Advisory Group assessed the report as a transparent, comprehensive, and reliable piece of work and, following its deliberations, concluded that the Türkiye Qualifications Framework (TQF) had been successfully referenced to the European Qualifications Framework (EQF).
Since both the TQF and the EQF consist of eight qualification levels, there is a direct one-to-one correspondence between the levels of the two frameworks. In other words, each level of the TQF has been referenced to the corresponding level of the EQF.
The referencing of the TQF to the EQF represents a significant milestone, demonstrating that Türkiye's education, training, and qualifications system is aligned with European standards. Displaying both the TQF and EQF levels on qualifications included in the TQF enhances the transparency, comparability, credibility, and international recognition of Turkish qualifications throughout Europe.
Work is currently underway to update the Türkiye Referencing Report in line with the revised 2017 Recommendation on the European Qualifications Framework for Lifelong Learning.
A National Qualifications Framework (NQF) describes the qualifications within a country's education system and explains the relationships among them. In other words, an NQF is a structured system in which qualifications that are recognized and comparable at both the national and international levels are organized within a coherent framework.
In this context, the Türkiye Qualifications Framework (TQF) is the national qualifications framework designed in alignment with the European Qualifications Framework (EQF). It encompasses the principles governing all qualifications acquired through primary, secondary, vocational, general, and higher education, as well as through other learning pathways.
The TQF covers all quality-assured qualifications awarded within Türkiye's education and training system and in other learning environments. Within the framework of the TQF, a qualification refers to an official document—such as a diploma, certificate, master craftsperson certificate, or a Vocational Qualification Certificate issued by the Vocational Qualifications Authority (VQA)—awarded following an assessment and validation process confirming that an individual has achieved the required learning outcomes in accordance with specified standards.
The TQF includes qualifications under the authority and responsibility of the Ministry of National Education (MoNE), qualifications overseen by the Vocational Qualifications Authority (VQA) pursuant to Law No. 5544, qualifications within the responsibility of the Council of Higher Education (CoHE), as well as qualifications awarded by other competent authorities.
The Regulation on the Procedures and Principles for the Implementation of the Türkiye Qualifications Framework was prepared through extensive cooperation among the Ministry of National Education, the Council of Higher Education, public institutions and organizations, employers' and workers' trade unions, professional organizations, relevant non-governmental organizations, national and international experts, and academics. The Regulation entered into force following its publication in the Official Gazette, dated 19 October 2015 (No. 29537), pursuant to Council of Ministers Decision No. 2015/8213.
In accordance with the Regulation, the Communiqué on the Türkiye Qualifications Framework, together with the annexed Türkiye Qualifications Framework, was published in the Official Gazette dated 2 January 2016 (No. 29581) and entered into force.
The implementation of the TQF aims to comprehensively integrate existing qualifications within Türkiye into a coherent national framework, enhance the quality of qualifications, promote and systematically support lifelong learning, maximize national and international transparency and recognition, and create broader education, training, and employment opportunities for all members of society.
Both the European Qualifications Framework (EQF) and the Türkiye Qualifications Framework (TQF) are structured around a system of qualification levels and corresponding level descriptors.
The EQF is a meta-framework designed to facilitate comparability and cooperation by linking national qualifications systems and frameworks through eight common European reference levels. As a regional qualifications framework, it promotes the transparency, comparability, and recognition of qualifications across participating countries.
The EQF and the TQF are both based on eight qualification levels, each of which defines the minimum common learning outcomes in terms of knowledge, skills, and competence expected at that level.
These levels are described through level descriptors, which consist of learning outcome statements expressed in terms of knowledge, skills, and competence. Level descriptors serve as a key reference tool for defining the learning outcomes associated with each qualification level, determining the appropriate level of individual qualifications within the TQF, and referencing the TQF to international and regional qualifications frameworks, including the European Qualifications Framework.
The European Qualifications Framework for Lifelong Learning (EQF) is a lifelong learning policy instrument developed to facilitate the understanding and comparison of qualifications.
The EQF enables employers, individuals, and institutions to better understand qualifications and facilitates the recognition and use of workers' and learners' qualifications in other countries. It also serves as a common reference framework that links the qualifications systems of different countries, thereby promoting transparency, comparability, and mobility across Europe.
As a tool for promoting lifelong learning, the EQF encompasses learning acquired through formal, non-formal, and informal learning settings.
Activities Carried Out by Our Presidency within the Scope of the Türkiye Qualifications Framework
Development of Activities Related to the Türkiye Qualifications Framework in Higher Education
TQF Coordination Board
Türkiye Qualifications Framework Board
Council of Higher Education Higher Education Qualifications Commission
Higher Education Quality Council of Türkiye (THEQC)
A qualification type represents a category of qualifications within the same level of the Türkiye Qualifications Framework (TQF) that share similar characteristics in terms of their purpose, learning outcomes, credit value, or general, vocational, and academic orientation. Qualification types are not linked to any specific field of learning. Instead, they provide a means of distinguishing between qualifications at the same level that differ significantly in their functions, learning outcomes, credit values, and/or educational orientation.
Within the TQF, qualification types are defined through qualification type descriptors. Together with the level descriptors, qualification type descriptors form an integrated framework that provides a flexible structure capable of describing all types of qualifications while supporting the development of appropriate qualifications for different groups of learning outcomes.
Qualification type descriptors are documents that define the common characteristics of qualifications belonging to each qualification type.
For higher education, six qualification type descriptor templates have been developed for diploma programmes at Levels 5, 6, 7, and 8 of the TQF. These cover the following qualification types:
Associate Degree (General)
Associate Degree (Vocational)
Bachelor's Degree
Master's Degree (with Thesis)
Master's Degree (Non-thesis)
Doctoral Degree
These descriptor templates have been submitted to the Vocational Qualifications Authority (VQA). Higher education institutions are currently undertaking studies to integrate qualification type descriptors into their programme curricula.
The Procedures and Principles on the Use of the Türkiye Qualifications Framework Logo on Higher Education Graduation Documents have been prepared to define the criteria and processes for quality-assured higher education qualifications within the scope of the Türkiye Qualifications Framework (TQF).
They also set out the duties, powers, and responsibilities of the relevant boards and institutions involved in these processes and determine the procedure to be followed for the use of the Türkiye Qualifications Framework logo on higher education diploma supplements, transcripts, and graduation documents.
The Procedures and Principles on the Recognition of Prior Learning and the Provision of Quality Assurance have been jointly prepared by the Vocational Qualifications Authority (VQA), the Council of Higher Education (CoHE), and the Ministry of National Education (MoNE). The document establishes the principles and procedures governing the recognition of prior learning and the implementation of quality assurance within the relevant education and qualifications systems.
Türkiye signed the Lisbon Recognition Convention on 1 December 2004, and the Convention entered into force for Türkiye on 1 March 2007.
Following this initial step in the national implementation of the Convention, the Regulation on the Equivalence of Higher Education Diplomas Awarded Abroad was drafted in accordance with the Convention in order to eliminate inconsistencies between the Convention and the national legislation. The Regulation was published in the Official Gazette (No. 26519) and entered into force on 11 July 2007. It sets out the procedures and principles governing the recognition of the equivalence of associate, bachelor's, and master's degrees awarded by higher education institutions abroad.
With regard to the implementation of the Convention, Türkiye has registered a reservation with the Secretariat of the Convention. Pursuant to Article XI.7, the Government of the Republic of Türkiye declares that it does not consider itself bound by the provisions of Article IV of the Convention.
Subsequently, the Regulation on the Recognition and Equivalence of Higher Education Diplomas Awarded Abroad was published in the Official Gazette (No. 30261) and entered into force on 5 December 2017.
Recognition and equivalence procedures in higher education are carried out by the Department of Recognition and Equivalence Services within the Council of Higher Education (CoHE).
The International Standard Classification of Education (ISCED) is a framework developed by UNESCO for the collection, compilation, and analysis of internationally comparable education statistics. It serves as a reference classification for organizing education programmes and related qualifications according to fields and levels of education.
Revisions to the ISCED are the result of international agreements and are formally adopted by UNESCO Member States. First published in 1976, the ISCED was subsequently revised in 1997, 2011, and 2013. Since then, it has been widely used by many countries to support education policy development and the collection of comparable statistical data.
Within Türkiye's higher education system, programme titles on diplomas had, over time, led to inconsistencies that adversely affected graduates' employment opportunities in both the public and private sectors, as well as their academic progression. To address these issues, programmes with similar curricula and learning outcomes but different titles were reviewed by our Presidency in 2020 and consolidated under a single standardized programme title based on scientific criteria, using the ISCED Fields of Education and Training 2013 (ISCED-F 2013) classification as the reference framework.
Accordingly, programmes in fields including Education; Arts and Humanities; Social Sciences, Journalism and Information; Business, Administration and Law; Natural Sciences, Mathematics and Statistics; Information and Communication Technologies; Engineering, Manufacturing and Construction; Agriculture, Forestry, Fisheries and Veterinary; Health and Welfare; Services; and Theology/Islamic Studies were systematically reviewed and harmonized. Associate and bachelor's degree programmes were classified according to internationally recognized scientific criteria and standardized through a consensus-based approach.
As part of this process, 17 expert working commissions were established, comprising 120 academics from 55 universities across Türkiye. Following extensive consultation with higher education institutions, the draft classification was revised and finalized in line with the feedback received.
As a result of this comprehensive review, the total number of active and inactive associate and bachelor's degree programme titles was reduced from approximately 2,230 to 679, establishing a more transparent, coherent, and standardized programme structure across the higher education system.
The International Standard Classification of Occupations (ISCO) was developed by the International Labour Organization (ILO) in 1958 to establish an internationally standardized framework for the classification of occupations. Since its introduction, the classification has been periodically revised with the contributions of ILO Member States. The current version, ISCO-08, entered into force in 2008.
Today, ISCO is used directly or indirectly by nearly 100 countries worldwide as the basis for developing national occupational classification systems. It provides a practical framework for the collection, compilation, and dissemination of occupational statistics while enabling the international comparability of national occupational data. Through this standardized classification, the ILO aims to produce more consistent, reliable, and internationally comparable labour market statistics.
In Türkiye, activities related to the implementation of ISCO are carried out by the Turkish Statistical Institute (TurkStat). Another institution that directly applies ISCO is the Turkish Employment Agency (İŞKUR). ISCO serves as the primary reference framework for the Turkish Occupations Dictionary, which was developed by İŞKUR to register and monitor the labour force and to provide individuals and institutions with comprehensive information on occupations, job titles, and professions within the labour market.
Efforts to align existing higher education programmes with the ISCO-08 classification are currently being carried out in cooperation with the relevant stakeholders.
The European University Association (EUA) is an organization representing more than 800 universities and national rectors' conferences in 49 European countries. It plays a significant role in influencing the Bologna Process as well as European Union policies on higher education, research, and innovation.
Through its continuous engagement with European and international organizations, the EUA ensures that the voice of European universities is effectively represented in policy discussions. It provides universities with opportunities to participate in collaborative projects, events, and a wide range of peer-learning activities, enabling the exchange of good practices while contributing to the development of European policies affecting higher education and research.
Over the past two decades, the EUA has supported its members by promoting the convergence of higher education systems, facilitating the development of joint degree programmes, and establishing expert working groups on topics such as learning and teaching, doctoral education, and open science.
The Association's principal areas of activity include research and innovation, learning and teaching, quality assurance, European and national higher education policies, university funding, institutional autonomy, sustainable development, the energy transition, ethical values, and open science. Looking ahead, the EUA intends to place greater emphasis on strategic priorities such as the digital transformation of learning and teaching, the employability of young graduates, and open access.
The European University Association (EUA) is governed by its Board, which is responsible for the preparation and implementation of the Association's policies and the planning of its activities. The Board is chaired by Josep M. Garrell, who was elected President by the General Assembly held in Gdańsk on 20 April 2023 and assumed office on 1 July 2023 for a four-year term. In addition to serving as President of the Association, he also chairs the EUA Board.
The Board includes the President and eight members, including the Vice-Presidents. Members elected for the 2023–2027 term include Maurizio Tira, Wim van de Donk, and Marcin Pałys, while Ivanka Popović serves as a Vice-President.
The EUA Council is composed of the President, the members of the Board, and the chairpersons or designated representatives of the national rectors' conferences or national university associations. The Council meets three times each year to discuss key developments affecting European universities and to determine the Association's strategic priorities.
The Secretary General of the EUA is Amanda Crowfoot, and the Association's Secretariat is based in Brussels and Geneva.
The General Assembly, comprising all full and associate members, is the Association's highest governing body. It meets at least once a year to determine the strategic direction of the Association and to elect the President and members of the Board.
The EUA also operates through a number of expert groups, steering committees, and task forces, including:
Learning and Teaching Steering Committee
EUA Council for Doctoral Education (EUA-CDE) Steering Committee
Research and Innovation Strategy Group
Science/Open Science Expert Group
EUA Innovation Ecosystems Expert Group
Digital Transformation Steering Committee
Digital Transformation Advisory Board
EUA Task Force on Ukraine
Green Deal Task-and-Finish Group
The European University Association (EUA) offers four membership categories, as well as Affiliate Status, to universities, national rectors' conferences, and other organizations active in higher education and research.
Individual Full Membership is open to higher education institutions that conduct research and award qualifications at all three higher education cycles. Individual Full Members have access to the full range of EUA services and are entitled to vote at the General Assembly. Currently, 39 universities from Türkiye hold Individual Full Membership.
Individual Associate Membership is available to higher education institutions that award recognized higher education qualifications but do not meet the criteria for Individual Full Membership, particularly with regard to research activities. Individual Associate Members may participate in EUA activities but do not have voting rights at the General Assembly. Twelve universities from Türkiye are represented in this membership category.
Collective Full Membership is open to national organizations representing universities or the higher education sector within their respective countries. In Türkiye, the Council of Higher Education (CoHE) serves as the Collective Full Member representing the country's higher education institutions.
Collective Associate Membership is available to European university networks and other organizations active in higher education and research that contribute to the objectives of the Association.
Affiliate Status is open to organizations wishing to cooperate with the EUA in advancing higher education and research in Europe.
To apply for membership, an applicant institution must obtain either a letter of support from the Collective Full Member in its own country or letters of support from universities in three different countries that are members of the EUA. Membership applications are reviewed by the Membership Committee and subsequently submitted to the EUA Council for consideration and approval.
-Letters of support are provided to universities applying for membership in the European University Association (EUA).
-Responses are prepared and submitted to various surveys and questionnaires conducted by the EUA.
-The Council of Higher Education (CoHE) participates in EUA Council and General Assembly meetings.
Directorate-General for Education, Youth, Sport and Culture (DG EAC), European Commission
European Students' Union (ESU)
European University Association (EUA)
European Quality Assurance Register for Higher Education (EQAR)
European Association for Quality Assurance in Higher Education (ENQA)
Charter of the Kyrgyz-Turkish Manas University
European Association of Institutions in Higher Education (EURASHE)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
Organisation for Economic Co-operation and Development (OECD)
OECD Programme on Institutional Management in Higher Education (OECD/IMHE)
Quick Access