Netherlands

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Invest in People!

EUROPEAN SOCIAL FUND Sectorial Operational Programme Human Resources Development 2007 – 2013 Priority Axis 3 „INCREASING ADAPTABILITY OF WORKERS AND ENTERPRISES” Key Area of Intervention 3.3 „Development of Partnerships and Encouraging Initiatives for Social Partners and Civil Society" Title of the Project: “The Network of Competent Authorities for Professional Qualifications in Romania (IMI PQ NET Romania)” Beneficiary: Ministry of National Education Contract no. POSDRU/93/3.3/S/53132

Processes of Competence Certification and Recognition of Qualifications in the Netherlands

Author: Irina Dumitriu, PhD Translation in English: Prof Trad

March 2013

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CONTENTS

Introduction..............................................................................................................................5

I.

Process of Competence Certification in the Netherlands..................................................8

1.1. Education System.............................................................................................................................9 1.2. Adults’ Education …….................................................................................................................18 1.3. Assessment and Certification of Professional Competencies Acquired in Informal and Nonformal Contexts .............................................................................................................................24 1.4. The Dutch Qualifications Framework referred to the European Qualifications Framework.....................................................................................................................................29

II.

Process of recognition of professional qualifications in the Netherlands.......................34

2.1. Legal and Institutional Framework of the Recognition of Qualifications acquired in other EU, EEA countries and in the Swiss Confederation…………........................................34 2.2. Regulated Professions and Competent Authorities from the Netherlands.....................................41 2.3. IMI Statistics regarding the Regulated Professions included in the system by the Netherlands in comparison to those included by Romania………………………………………………….…53

Conclusions ............................................................................................................................56

Bibliographic references…....................................................................................................58

Useful Links ...........................................................................................................................59

Abbreviations..........................................................................................................................60 Annex 1 – Regulated Professions from the Netherlands in a Comparative Analysis with those from Romania......................................65

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Introduction This study, as well as other similar studies of comparative analysis of the competence certification and of the recognition of qualifications processes in Italy, Spain, Germany, Denmark, Great Britain and Czech Republic, is one of the results of the project entitled „The Network of Competent Authorities for Professional Qualifications in Romania (IMI PQ NET Romania)” implemented by the Ministry of National Education (MEN) in partnership with the National Qualifications Authority (ANC) and the Institute for Social Policies (IPS), co-financed from the European Social Fund, through the Sectorial Operational Programme Human Resources Development 2007 – 2013 (POSDRU).

The general target of the project entitled „The Network of Competent Authorities for Professional Qualifications in Romania (IMI PQ NET Romania)” consists in creating and consolidating the IMI (Internal Market Information) network for the professional qualifications in Romania (IMI PQ NET), in order to back up the European Commission’s (EC) initiative regarding the development of the Internal Market Information System, the development of a common initiative at national level, aiming at the consolidation of the social partners’ capacity (governmental agencies and organizations, professional associations) to promote durable development, by creating adequate instruments and channels of mutual communication and consultation, in order to achieve an efficient communication with similar organizations from the European Union (EU) and the European Economic Area (EEA), through the IMI platform.

In order to reach the general target, MEN has proposed, among other specific targets, to develop and implement common reference terms regarding the standards for the certification of the Romanian workers’ competencies and for the recognition of the Community citizens’ professional qualifications. For this, the ANC methodological experts have researched the sources of information at national level (of the country subject to the analysis and of Romania) and at Community level (comparative studies made at the EU level) regarding the manner of 5

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acquiring qualifications, the education and training system (ET), the types of documents for the certification of the professional competencies, the regulations regarding the competence validation, certification and recognition of the qualifications, professions that are regulated in accordance with the Directive 2005/36/EC on the recognition of the professional qualifications.

In most of the EU Member States (MS) which were analyzed, study visits were organized (in Denmark, Germany, Italy, the Great Britain, the Netherlands and Spain) where members of the IMI PQ NET Ro network, which was set up during the project, as well as MEN and ANC experts participated. During the visits, meetings were organized with the representatives of the Competent Authorities (CA) at national level, but also of CA managing various regulated professions, meetings during which the authors of the comparative studies could collect a lot of updated information, out of direct source.

The final aim of the studies and study visits, made in the benefit of the IMI PQ NET Ro members, is to reach the specific targets of the project, to create channels of mutual communication and consultation both between the members of the national network and among them and their counterparts from the visited MS, to develop and implement common reference terms regarding the standards for the competence certification procedure and for the recognition of professional qualifications process (by taking over and adapting the examples of good practices which were known and better understood during the study visits), to consolidate the IMI PQ NET Ro members’ capacity to get involved in the exchange of information intermediated by the IMI system.

The Netherlands was chosen to achieve this comparative study due to the fact that it may be considered a benchmark for the National Qualifications Framework (NQF) development and the national EQF (European Qualifications Framework) referencing process, as well as an example of good practice in the institutional construction of the social dialogue in the development of qualifications, so that these might respond better to the real needs which are in continuous progress on the Dutch labour market.

The comparative study made on the Netherlands is based on the documentation from 2012 achieved by all the ANC methodological experts and on the experience gained on the occasion of 6

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the study visit made at Hague during 5th – 10th of November, 2012, for which we thank the Dutch partners: Mr. Jochem Sprenger – IMI counsellor at the Ministry of Economic Affairs, National IMI Coordinator in the Netherlands; Mrs. Martje van Bruggen and Stan PlijnaarSiedsma from Samenverking Beroepsonderwijs Bedijfsleven (S BB) – Foundation for Cooperation on Vocational Education, Training and the Labour Market; Mrs. Veekle Loport and Mr. Bert van Rheenen from Nuffic – the Netherlands Organization for International Cooperation in Higher Education; Mrs. Desiree Hoefnagel from the Ministry of Health, Welfare and Sports and Mr. Henk Stoop from BIG-Register for Doctors and Nurses; Mrs. Alma Ploeger from the Netherlands Architecture Institute (NAI); Mrs. Risha Schwalbe from the College Deskundigheid Financiële Dienstverlening – CDFD – College for Competencies in Financial Services; Mr. Pim Albers from The Hague Institute of Global Justice; Mrs. Marlies Leegwater from the Ministry of Education, Culture and Science; Mr. Sim Haket from SOLVIT Nederland – the Netherlands Solvit Center.

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I.

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PROCESS OF COMPETENCE CERTIFICATION IN THE NETHERLANDS

In the Netherlands, in accordance with the Law from April 7th, 2005, for amending the Law of Education and for the implementation of the terms of qualification and vocational training (Stb. 2005, 203; wet experimenten), the professional qualifications are obtained subsequent to some exams certifying the competencies of each person. Until August 2010, there was a period of tests as far as the development of the competence-based professional qualifications is concerned, as well as their improvement via continuous training.

All the training programs from the vocational secondary education are recorded in the Central Register of Vocational Courses (CREBO, Centraal Register Beroepsopleidingen). Each provider is recorded in the Register, with the programs it offers, the qualifications obtained upon graduation, the education route of each program and the partial qualifications which are subject to an external validation. The Register also contains the programs financed by the State and the competent bodies authorized to validate the exams.

All the licensed higher education programs are recorded in the Central Register of Higher Education Study Programmes (CROHO, Centraal Register Opleidingen HogerOnderwijs).

Thus, any person may find out all the information on the qualification he/she is interested in from one of the two public Registers.

The Dutch State gets involved in schools in the vocational orientation of the youth who do not know what profession to choose and, thus, the students benefit from efficient vocational orientation programmes offered by the educational institutions. The targets that must have been reached so far after the graduation of an education programme are now replaced with skills and competencies that the graduate must gain in view to an easier absorption on the labour market. In the same purpose, the representatives of the Ministry of Education and those of the Dutch business environment collaborate in the professional qualifications development process. This strategy was experimented in the Netherlands for 3 years, through the so-called MBO 2010 process.

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1.1. Education System Compulsory education in the Netherlands is of 10 years; it starts at the age of 5 and ends at the age of 16. From the age of 16, there is a partial compulsory education, for 2 years.

Between the ages of 4 to 12, children attend elementary school, but the school attendance in the first year is not compulsory.

Depending on their results and preferences, the pupils attend then various forms of secondary education. All the forms of secondary education begin with a basic period, which lasts for 2 or 3 years and offers a wide range of subjects of study, in principle common to all of them. In this cycle, the pupils receive educational and vocational orientation. At the end of the second year, the pupils receive advice from the school in order for them to choose the best type of education that suits them to attend, because they may opt for one of the following: 

5-year senior general secondary education – havo;



6-year university preparatory secondary education – vwo;



4-year preparatory secondary vocational education - vmbo.

In the final years, the 4th and 5th for havo and in the 4th, 5th and 6th for vwo, the pupils may choose from among several subject clusters/profiles, which were introduced in order to obtain a better correlation between the secondary and the higher education: 

culture and society,



economy and society,



science and health,



science and technology.

All the above subject clusters have a common component, specific to the respective profile, and an optional component upon the pupils’ choice.

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In the preparatory secondary vocational education (vmbo), no matter the learning track and sector, there is a common compulsory component, which contains English and Dutch languages, social studies, physical education and fine arts. The graduation examination is common/ centralised for Dutch and English languages, and the social studies, physical education and fine arts exams take place at school level. The sectorial component is compulsory for all the pupils from each sector in part and the optional subjects of study depend on the pathway which the respective pupil opted for.

Vmbo prepares the young students for 4 sectors of activity: 

technology,



health and personal care and welfare,



economics,



agriculture.

Within each sector, the pupils may opt for one of the four possible pathways, all of them taking place in vocational secondary schools: 

the theoretical pathway, which provides admission to the senior general secondary education (havo) and to the middle - management and vocational training in the senior secondary vocational education and training (mbo);



the combined pathway, which provides admission to the middle - management and vocational training in the senior secondary vocational education and training (mbo);



advanced vocational pathway, which provides admission to the middle - management and vocational training in the senior secondary vocational education and training (mbo);



basic vocational pathway, which provides admission to the basic vocational training in the senior secondary vocational education and training (mbo).

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Fig.1 – Education system in the Netherlands

Source: Country module – the Netherlands © Nuffic | 2nd edition January 2011 | version 3, October 2012 Legend: upper left number = length, in years; upper right number = CNC level; arrows= transferability; box words = type of education and graduation/ certification document

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Senior secondary vocational education (mbo) is offered on two learning pathways: 

the school-based route with fulltime education (bol);



the work-based route (bbl).

Both pathways are integrated in the national structure of qualifications and offer equal opportunities to continue the learning process, the graduates acquiring practically the same qualification at present. In the work-based route system, the pupils spend minimum 60% of their time as interns in a so-called training company (a firm from the respective line of business which is accredited as a training/internship company), and in the school-based route with fulltime education system, the pupils spend no less than 20% and no more than 60% of their time as interns/apprentices.

The senior secondary vocational education and training (mbo) offers 5 study programme types, different by length and by qualification level. These are presented in the table 1.

Table 1 Study programmes offered in the senior secondary vocational education and training – mbo Qualification

Study

Level

Program

1

Assistant Training

Length

Admission

Targets to Reach

Transferability

Requests 0,5 – 1

N/A

year

The graduate may fulfil

This diploma offers the

simple tasks, under

possibility to transfer to

supervision

the basic vocational training (qualification level 2)

2

Basic

2–3 years

Vocational Training

3

Vocational 2-4 years Training

vmbo diploma in

The graduate acquires

This diploma offers the

the basic

skills in order to fulfil

possibility to transfer

vocational

operative tasks and has

to the vocational

pathway

his/her own work

training (level 3

liabilities

qualification)

vmbo diploma

The graduate is liable

This diploma offers the

in theoretical,

for his/her own

possibility to transfer

combined or

activities and monitors

to the middle

advanced

and coordinates others’

management training

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vocational

activities; he/she drafts

or specialist training

pathway

projects, work

(level 4 qualification)

procedures 4

Middle-

3–4 years

vmbo diploma in

The graduate has

This diploma offers the

management

theoretical,

his/her own liabilities,

possibility to transfer

Training

combined or

not in executive

to the higher

advanced

meaning, but in a

professional education

vocational

formal and

pathway;

organizational one;

vocational

he/she drafts procedures

training diploma 4

Specialist Training

1–2 years

Vocational

The specialist has

This diploma offers the

training diploma

his/her own

possibility to transfer

or middle-

responsibilities, not in

to the higher

management

executive meaning, but

professional education

training diploma

in a formal and organizational one; he/she drafts procedures

Source: S-BB

The senior secondary vocational education and training programmes (mbo) can be followed at regional training centres (ROC), agrarian training centres (AOC) and vocational schools. The private institutions may also supply senior secondary vocational education and training programmes, if they take into account the national structure of qualifications.

Higher professional education (hbo) is a type of education that provides practical training, its main target being to prepare the students for professional practice and for their employment on the labour market. This type of higher education is provided by universities of applied sciences/vocational education (hogescholen), but the actual bachelor + master (bama) structure gives also the possibility to the research universities/academic education (which prepare researchers and academics) to provide also higher professional education (hbo). The length of this type of higher education is of 4 years (240 credits ECTS) and it is divided into the first year, propaedeutic (preparation), followed by the basic 3-year period. Normally, during the last year, the students must carry out a 9 month internship (in a company), afterwards they having to draft 13

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a thesis or a final project. The higher professional education (hbo) provides training in 7 sectors of activity: 

pedagogy/teacher training,



agriculture,



engineering,



health care,



economics, business and management,



social work,



fine and interpretative arts.

The admission requirements are the general secondary education (havo) diploma or the university preparatory education diploma (vwo), sometimes with additional requirements regarding some specific subjects of study, middle management training certificate or specialist training certificate subsequent to the vocational training in the senior secondary vocational education and training (mbo). The graduates obtain bachelor’s degree diploma which mentions the specialization sector (in economics, in education etc.) or may choose for the old degree, of „baccalaureus (bc.)” or „ingenieur (ing.)”. The universities of applied sciences are entitled to offer master’s degree programmes as well.

Higher research-oriented education (wo) provides programmes with the main objective of „independent academic participation or the professional use of academic knowledge” and it takes place within research universities, but in the actual bachelor + master (bama) structure these may also take place within universities of applied sciences. A university preparatory education diploma (vwo) or the graduation of the first propaedeutic year of the higher professional education (hbo) represents the condition for admission in the higher research-oriented education (wo), sometimes being added other requirements for certain subjects of study. The bachelor’s degree curriculum is of 3 years (180 credits ECTS), and the master’s degree curriculum lasts for 1 year (most of them have 60 credits ECTS), 2 years (the engineering ones, in dentistry – 120 credits ECTS) or 3 years (veterinary, pharmacy – 180 credits ECTS). The bachelor’s degree 14

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programme may have a first propaedeutic year (of preparation) and, depending on the institution, the students may opt either for a programme with one specialisation or for a „major/minor” structure, meaning a main and a subsidiary subject of study. The bachelor’s degree diploma gives automatic access at least at one master’s degree programme within the same university, but it also may represent the end of the initial training. It is also possible to transfer to other master’s degree programmes from other higher education institutions, with the approval of the Board of the respective institution and obtaining confirmation of admission in writing. Upon the graduation of the master’s degree programme, the master’s degree diploma is obtained, which mentions the study field (master of arts, master of sciences etc.) or they may opt for the old degrees, such as „doctorandus (drs.)”, „ingenieur (ir.)” and „meester (mr.)”. Any master’s degree diploma, either in higher research-oriented education (wo) or in higher professional education (hbo), entitles the graduates to attend PhD studies, which last generally for 4 years and end with the degree of „Doctor (dr.)”.

If we analyse comparatively the educational systems from the Netherlands and from Romania, the substantial difference consists in a clear orientation of the Dutch system towards forming competencies that respond best to the labour market’s needs and finally towards creating a highly qualified labour force, corresponding to the needs for the development of the Dutch economy and society and for the increase of the labour productivity. Also, the system of transferrable credits from a sub-system to another is very well achieved in the Netherlands, the vocational secondary education (equivalent to the technical and vocational education from Romania) is very strong and there is a distinct higher education for academic training and for professional training (similar to other EU Member States such as Austria, Germany, Denmark), which confers flexibility and multiple possibilities of transfer from one type of education to another.

The strength and quality of the Dutch vocational education and training (VET) system is proven by a series of statistical data: 

there were 515,000 pupils in the secondary VET system in 2012 (47% from all the pupils from the secondary education, out of which 365,000 on the school-based pathway and 150,000 on the work-based pathway); 15

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40% from the labour force of the Netherlands have acquired qualifications in this form of education;



there are 70 educational institutions for this form of education (out of which 47 regional training centres, 11 agricultural training centres, 12 specialised vocational schools) and 223,000 companies accredited as training/work placement companies (out of which, 6,000 multinational companies) with 270,000 inside trainers.

The institutional structure, which relates the training providers to the labour market actors (social partners) is also very important. The training/work placement companies benefit from fiscal incentives and financing from the employers in the sectors which finally take advantage from the labour force thus qualified.

Speaking of the institutional structure, S-BB, the Foundation for Co-operation on Vocational Education, Training and the Labour Market, plays an important role in the good functioning of this system. Though founded only in February 2012, upon the request of the Ministry of Education, Culture and Science to have only one counselling structure in the field of the VET policy, S-BB continues in fact the activity of the structure called COLO, which was an umbrella of the centres of expertise with legal duties in the development of VET qualifications and the accreditation of the training companies.

S-BB is a non-governmental organisation, but it is partly (but substantially) financed by the Government.

S-BB has the following roles /duties: 

it is the unique contact point for the Ministry of Education in respect to the VET system;



it provides advice in VET policy issues, starting from the common interest of the VET system and of the labour market;



through its agency, the employers play an essential role in VET at national level;



it drafts national agreements in the field, ratified by the Ministry of Education;



it provides the link with the centres of expertise which have an important executive role in the process and by means of which the employers exercise their role at sectorial level.

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Practically, S-BB is responsible for cross-regional and cross-sector management and harmonization of themes relating to the compatibility between vocational education and industry.

Horizontally, the Administrative Board of S-BB is made up of 6 representatives of the labour market and 6 representatives of the educational system (out of which, one place is booked for the private education, not financed by the Government). Vertically, S-BB receives the qualification files from the centres of expertise, based on which the education and examination institutions and the training/work placement companies (accredited as well by the centres of expertise) provide training and assessment of the competencies acquired in the system.

S-BB works also with three consultative boards, on three VET policy topics: 

qualification and examination,



employment,



VET programmes effectiveness.

Each board is made up of 4 representatives of the educational system and 4 representatives of the labour market. The centres of expertise (a total of 17, divided on sectors of activity) are not part of the S-BB structure, they perform independently their legal duties of qualification files development and accreditation of the training/work placement companies, but they also carry on cooperation projects (such as Stagemarkt.nl, which involves all the accredited training work placement companies, and Kansopwerk.nl, regarding the employment opportunities for each VET qualification). The centres of expertise report directly to the ministry on their legal duties and they report to S-BB on other activities they carry on. The centres’ managers make up an advisory board to the S-BB Board and they may offer counselling to the latter upon request or at their own initiative.

S-BB may represent a model of good practice in institutional construction and financing for the collaboration between MEN, ANC and sectorial committees in Romania, with the purpose of developing qualifications and training programs based on occupational and training standards, so that these may satisfy the labour market’s real needs.

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1.2. Adults’ Education The adults’ education refers to persons of 18 and over 18 years old. The main types of adults’ education in the Netherlands are: 

Dutch language as a second language – programme for the foreign residents in the Netherlands;



Adult basic education – elementary key competencies (linguistic, arithmetic, of social interaction);



Extended adult general education (VAVO) – finalized with a diploma or a modular certificate equivalent to those from the secondary education (from the preparatory secondary vocational education -vmbo, from the senior general secondary education havo or from the university preparatory education - vwo);



Professional education – an extended offer of continuing vocational training;



Open university – long-distance higher education, approved by the Ministry of Education, Culture and Science.

Lifelong learning has begun being treated as a key strategy of improvement of the people socialeconomic position in the society since the '90s, but, later on, a lot of initiatives have been adopted and a lot of projects have been involved in the domain, among which, the following are essential: 

The Adult Education Framework Act of 1991, which was included in the Adult and Vocational Education Act (WEB) in 1996, treating the adult education as a specific form of learning oriented towards various target groups of adults;



The Memorandum Blijven Leren (“Continue to learn”) drafted in 1993, which defines widely the adult education and introduces certification of results obtained from previous learning; 18

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Lifelong learning action programme (Nationaal actieprogramma Een level lang Leren), drafted in 1997, a plan focused on the active persons’ employability, on persons who are looking for a job and on teachers, as well as on preventing gaps between education and the labour market and on reorienting education towards lifelong learning;



Lifelong Learning Agenda, a policy launched by the Ministry of Education in April 2002, upon the request of the Parliament;



Adult Education Action Programme, presented in the Parliament in 2004, a plan focused on the need of concrete actions in the domain;



The “Learning and Working” project, implemented in the period 2005-2010, a project of collaboration between the Ministry of Education, Culture and Sciences and the Ministry of Social Affairs and Employment, which major target was to lower the gap between the educational system and the labour market and which resulted in regional projects with specific targets in the dual education and the recognition of the prior-learning results.

In the latest years, mainly since the start of the global economic and financial crisis, emphasis has been put in lifelong learning mainly on the issues related to the possibility to get hired as the final result of the social inclusion.

Subsequent to all these governmental projects and programmes, a real infrastructure of lifelong learning has been developed at the entire national level, based on the regional cooperation: 45 regional partnerships which include educational institutions, local and provincial administrations, employment services and business communities/employers. These partnership structures identify the lifelong learning needs at regional level - present and future needs - and agree on the action plan. Besides, training and employment offices function in 40 regions, which provide information, counselling and orientation regarding the training opportunities, both to individuals and to companies, and the adult education programmes are supplied by regional training centres which offer a wide range of courses, both full-time and part-time.

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A combined approach of adult education and vocational training serves at strengthening the institutional and curricular cohesion between adult education and vocational training. In fact, from the financing point of view, there has been only one budget of social contributions since 2009 which includes governmental funds for the reintegration of those who look for a job, for civic reintegration and for adult education.

In the field of adult education at higher level, the Open Universiteit of the Netherlands was founded in 1984, in order to provide adult distance learning programmes, without special requirements upon admission, mainly to offer a second chance of training at higher level, the qualifications being similar to those from the higher professional education (hbo) and from the higher research-oriented education (wo). The government co-finances the adult participation at the University’s courses. Besides, 100 popular universities (volksuniversiteiten) function in the Netherlands, most of them having a statute of independent foundations/associations, and 6 of them functioning even within the regional training centres.

It is important to underline the fact that 80-90% from adult education is provided by the private sector, either by training providers or within the companies (continuous vocational training provided by the employers), the offer of non-formal programmes (without certification) being very big and varied. Some of the private providers are licensed to provide programmes which certification is recognized by the government and for which the participants are entitled to training credits or other financing forms.

From the point of view of the adult education financing, besides the state funds, there are sectoral funds, created by the employers’ organizations and trade unions from each sector of activity. The level of companies’ contributions is mentioned in the collective labour agreements at branch level and the social partners mutually manage the funds.

In Romania, the Law no.1/2011 on national education, under Title V, regulates the general and integrator framework of lifelong learning. In accordance with the law, lifelong learning includes early learning, pre-university learning, higher learning and continuous vocational education and training of adults and it focuses on the development of key competencies and of the specific 20

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competencies for a certain field of activity or for a qualification. Adult vocational training organization and functioning are regulated by the legislation regarding the adult continuous vocational training and the apprenticeship system. Lifelong learning is financed from public and private funds, based on public-private partnership, on financing or co-financing by employers, by non-governmental organizations, on non-reimbursable funds from European programmes, continued education accounts and beneficiaries’ contribution.

The legislation adopted in the continuous vocational training field refers at providing access at lifelong vocational training opportunities to adults, to persons looking for a job and to employees, by means of implementation of European principles regarding quality assurance, decentralisation, social partnership and system transparency. Thus, the Law no.375/2002 on the adult vocational training provides targets for lifelong learning, specific to the continuous vocational training: to guarantee access to the continuous training, by including this right in the collective labour agreements, by encouraging employers to invest in human resources, by the recognition of competencies acquired both in formal and in non-formal or informal contexts. The law focuses mainly on the quality of the offer, on conferring the quality of “licensed provider”, on organizing final assessment of the programs and on issuing “certificates with national recognition”.

The basic legislative act in the regulation of the continuous vocational training is the Governmental Ordinance (GO) no.129/2000 on the adult vocational training, with further amendments and extensions. Among the most important provisions of this legislative act (with further amendments), from the perspective of licensing the continuous vocational training providers and training programmes, there are: 

to create the licensing system of the public or private providers based on assessment criteria;



to decentralise the decision - making process by setting-up licensing boards at the county level;



to have the final assessment done by examination boards formed in proportion of 2/3 by specialists who are not part of the providers of respective programmes; 21

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to provide proper training of trainers, including both training in the specific field and in pedagogy specific to the adult vocational training;



the coordination of the providers’ licensing activity to be done by the National Adult Training Board (CNFPA), a tripartite body achieving the involvement of the social partners (aspect that is no longer valid, with the turning of CNFPA into ANC, which is a MEN-subordinated body);



to draft the National Register of Adult Vocational Training Providers;



to impose the licensing process only to those providers that want to issue nationally recognized competence certificates;

The GO no129/2000 most important provisions, out of the perspective of competence certification subsequent to the graduation of the licensed continuous vocational training programmes, may be synthesised as follows: 

development of the licensed programmes based on the nationally recognized occupational standards;



drafting the National Register of Qualifications;



introduction of a descriptive supplement to the graduation certificate, which offers additional information on the acquired competencies, thus providing transparency to the vocational training certificates, in compliance with the European resolutions in the field;



protection of the participants at the programmes that are finalized with graduation certificates, by compulsory vocational training contracts concluded with the providers.

The necessary procedures for the competence certification are provided in the Methodological Norms for the application of the GO no.129/2000 on the adult vocational training. The descriptive supplement to the certificate, based on the European model, is presented as an appendix of these methodological norms and is intended to be a document that supports the understanding of the certification in concordance with the proven competencies, facilitating the employment and labour force mobility.

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Within this legal and institutional framework, the continuous vocational training in Romania is based on the following principles: 

both training and assessment processes are based on competencies;



training and assessment are based on unique occupational standards at national level;



both processes include quality assurance measures – monitoring and assessment (internal control, external control, auditing, mediation of consensus aso.)

We must however stress upon the fact that, though progress has been recorded as regards the legislative reforming of the continuous vocational training system, a lot of regulations have not been properly correlated or do not have practical applicability due to the bad organisation, coordination and assessment of the training system, through various institutions at local and national level. Besides, in some situations, the coercive means of law application are missing.

Such a situation can be found in the Labour Code, which foresees the employers’ obligation to provide continuous training to their employees without specifying the sanctions that are imposed in case of the failure to abide by the law. That is why, a framework-law for the adult vocational education and training (VET), which might provide necessary correlations for the implementation of the transferable credits system within the entire education system and continuous vocational training one still remains a necessity for Romania and the Netherlands may be an example of good practice in this respect.

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1.3. Assessment and Certification of Professional Competencies Acquired in Informal and Non-formal Contexts In comparison with other EU Member States, the Netherlands has a well-formed system of certification of competencies acquired in non-formal and informal context or, in other words, of validation of non-formal and informal learning/prior learning. The specific features of the Dutch system are: 

certification always takes place by reference to a national qualification standard and must be finalized with a competence certificate which should mention what the candidate knows and is able to do or understand in correlation with the specific qualification standard;



the public and private providers of vocational education and training may grant this certification;

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certification is oriented towards the labour market / the development of the vocational career and towards vocational education and training (because it allows the shortening of the participation in a vocational education or training programme);



anybody may be subject to an assessment and certification process, there are no restrictions as regards sector of vocational education and training or institutions.

It is very interesting to mention that in case of the Netherlands the system of validation/certification of non-formal and informal learning outcomes is financed using fiscal incentives applied both to the employers and to the individuals. In the period 2009 – 2010, the Dutch government adopted some measures in view of strengthening the quality assurance system of this type of certification, meaning that only the providers who abide by the “Quality Code” are officially licensed to provide assessment. Only in their case the costs with the certification processes are tax deductible for the payer 9eithe employer or the applicant as a natural person).

This tax facility is important because an assessment and certification process costs about 1,500 EUR. 24

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In 2001, the Knowledge Centre for the Assessment and Certification of the Prior Learning Outcomes (Kenniscentrum EVC) was founded in order to develop, collect and disseminate knowledge on the prior learning assessment and certification procedures (EVC = erkennung vervorven competenties), in the advantage of the social partners, government, trainers and labour market intermediaries. In November 2006, the actors from the market of the recognition of the competences acquired in other contexts than the formal one (buyers and providers of assessment and certification processes) signed quality assurance agreements with the government. Thus, the Quality Code for EVC was set-up providing the standard prior learning outcomes assessment and certification procedures, code that is compulsory for the providers of such processes if they want to be accredited and thus recognized by the state.

In Romania, the GO no.129/2000 regulates the licensing of the centres of professional competencies assessment and certification (CECCP), process subsequent to which the Romanian or foreign legal entities of private or public law, which wish to perform activities of assessment and certification of the professional competencies acquired in other contexts than the formal ones are authorised to do it.

In view of ANC’s licensing of the CECCP, the following steps must be followed: 

certification of the professional competencies assessors;

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drafting the assessment instruments;

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testing the assessment instruments in real work conditions, each assessor achieving at least 5 assessment processes;

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collecting necessary pieces of evidence in order to prove the fulfilment of the licensing criteria;

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making the list with the pieces of evidence;

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drafting the template for establishment of the performance level;

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drafting the assessment report;

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submitting the licensing application accompanied by the licensing file;

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analysis of the licensing file; 25

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solving the licensing application;



issuing the functioning license.

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The assessment criteria of the centres take into account the following elements: 

resources – the centre has access to human resources and has the material resources to allow making competence assessments;

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recent knowledge and experience – the assessors of the centre follow the evolution of the occupations in the respective sector and are permanently preoccupied with their own professional development;

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materials and documentation – the centre conceives and produces adequate materials which might allow the correct assessment of the professional competencies, in conformity with the occupational standard for which it offers assessment services (assessment instruments and materials of promoting the system of professional competencies assessment acquired in other contexts than the formal ones);



during the assessment processes, the centre complies with the characteristics and principles of the professional competencies assessment process established by the law;

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spreading the information – the centre spreads information and materials regarding the conditions of assessment and certification of the professional competencies;

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equality of chances – the centre offers equal and non-discriminating opportunities to all the candidates who wish to be assessed in view to get a professional competence certificate;

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claiming procedure – the centre has a transparent system that allows the candidates to contest the assessment decision "still not competent", in relation to certain competence units and to benefit of another assessment process for the respective competence units, made by a different assessor;



recording the registrations – the centre has a management system of the information resulted from the assessment processes.

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The Order no.4543/468 of August 23, 2004, for the approval of the Procedure of assessment and certification of professional competencies acquired in other contexts than the formal ones (issuing entities: the Ministry of Education and Research and the Ministry of Labour, Social Solidarity and Family), with further amendments and extensions, represents the legal basis for the approval of the procedures of assessment and certification of the professional competencies acquired in non-formal and/or informal context. The procedure of assessment and certification was drafted in accordance with the ISO 17024 standard regarding the �General criteria for the certification bodies in charge with the staff certification� which specifies the general criteria that a certification body must abide by in order to be recognised at national and international level as being competent and reliable to provide the functioning of a staff certification system no matter the sector involved and with the European practices inrespect with the quality assurance of the staff assessment and certification system.

The same as in the Netherlands, the competencies acquired in non-formal or informal contexts are assessed and certified compulsorily in relation with an occupational standard. Thus, the assessment instruments are developed based on the same occupational standard (unique at national level) as the licensed continuous vocational training programmes. One might say that the methodology used for the licensing of the centres of assessment and certification of the competencies acquired in other contexts than the formal one imposes a quality assurance system that is better than the system of licensing of continuous vocational training providers in Romania. However, the assessment and certification of the prior learning outcomes is not adopted at large scale, it has not been agreed by the employers yet (or it is very little known).

On the other side, different than in the Netherlands, the Romanian system of assessment and certification of the competencies acquired in informal and non-formal contexts lacks in any financial incentives – neither the employers are stimulated to evaluate their employees in centres of assessment and certification of the professional competencies, nor the persons who wish to take part in an assessment and certification process have subsidizing sources, because this process is still very expensive, taking into account the purchasing power of those interested.

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Besides, if the competence certificates granted by the assessment centres are identical to those granted by the licensed training providers (and they have the same perceived value on the labour market), whereas the assessment process is more complicated and, sometimes, the cost is higher than in case of passing through a licensed training programme, those who are interested in receiving the recognition of their professional competencies through certification shall prefer the formal context (meaning a licensed continuous vocational training programme) in the detriment of the processes of assessment of the competencies acquired in informal and non-formal contexts.

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1.4. The Dutch Qualifications Framework referred to the European Qualifications Framework

In the Netherlands, the development of the National Qualifications Framework (NQF) – the Netherlands Qualifications Framework (NLQF) started in 2009, when a first draft was presented to the minister of education. At the middle of the year 2010, referencing the NLQF to the European Qualifications Framework (EQF) started, a process that was totally dependent on the introduction of a coherent set of levels based on learning outcomes, which might integrate the entire education and training system from the Netherlands. Thus, in September 2011, the Netherlands adopted an NQF on 8 levels of learning referenced to the 8 levels of the EQF, plus an entry level. This framework includes absolutely all types of qualifications, meaning also qualifications from the higher education. During the NLQF development process, the NLQFEQF Committee played an important role, being liable for providing quality, relevance and added value to the NQF and for referencing it to the EQF. In fact, many of the key principles of the EQF and particularly the use of the learning outcomes were already applied in the Dutch educational system on a wide scale even before the start of the referencing to the EQF. The NLQF core is made of qualifications regulated by three ministries: Ministry of Education, Culture and Science, Ministry of Economic Affairs and Ministry of Healthcare, Welfare and Sports, but, in principle, the national framework is open to „other qualifications”, such as those granted by the private sector, by companies or professional organisations at sectorial level, qualifications that are not regulated or certified by the ministries or other public authorities in the field of professional qualifications. The inclusion of these qualifications and their classification in the national register of qualifications is made upon the request of the bodies responsible for awarding the diplomas or certificates, usually the providers of learning programmes leading to the respective qualifications.

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The experts of CEDEFOP („Development of NQFs in Europe”, Oct.2011) consider that the integration of the ministry - regulated qualifications with “other qualifications” in a unique NQF in the Netherlands shall lead to a substantial improvement of the understanding of the qualification levels and of the correlations between various levels.

According to the Dutch Ministry of Education, the NLQF addresses a large group of beneficiaries and aims at the following targets: 

to give the citizens of all ages and of all social status the possibility to identify the level of education and training in order to choose a training programme, by means of which to efficiently use their competencies;



to allow the employees and the individuals to understand the levels of the existent national and international qualifications (by referencing the NLQF to the EQF) and the manner in which these relate one with another;

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to clearly show the manner in which various qualifications contribute to the improvement of the employees’ competencies on the labour market.

Thus, the NLQF offers a new modality of description of the existent qualifications (and not a system reform) in the Netherlands, focusing on the following key principles: 

the qualification levels do not refer to and are not defined by belonging to various sectors/sub-systems of the educational system;



the qualification levels do not relate to various diplomas or degrees (for example, a qualification of level 6 does not automatically belong to the higher education and obtaining such qualification level does not automatically lead to the award of a bachelor’s degree from the higher education system);



all the qualification levels from the NLQF are accessible/open to all the qualifications acquired in any sector/sub-system of the education and training system in the Netherlands.

These key principles qualify the NQF from the Netherlands as one of the most advanced NQF from among those adopted in the EU MS in the latest years, offering a comprehensive

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framework in which all the 8 levels are open to all qualifications, no matter the system they were acquired from.

The level descriptors are accompanied by the description of knowledge, which determine the grade of difficulty of the necessary skills: 

Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study.

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Applying knowledge means to reproduce, analyse, integrate, evaluate, combine and apply the acquired knowledge in an occupation or a knowledge domain.

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Problem solving skills mean the capacity to recognise or identify and solve problems.

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Learning and development skills mean the capacity of personal development, autonomously or under supervision.

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Information skills mean to obtain, collect, process, combine, analyse and assess information.

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Communication skills mean to communicate based on conventions relevant to the context.

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Skills:

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Cognitive abilities refer to logical, intuitive and creative thinking.

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Practical abilities refer to psychomotor skills in applying methods, materials, instruments and tools within a given context.

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Responsibility and independence mean the proven ability to collaborate with others and to take responsibility for own work or study results or of others.

The learning outcomes or competency-based approach is accepted and implemented on a wide scale in the educational and training system in the Netherlands, based on the fact that there is a strong tradition of governing education and training by fixing targets, approach that has led to the competency-based system.

The vocational education and training system (VET) is the most advanced in competency orientation, subsequent to a substantial reform that was implemented in this system. But the same 31

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tendencies may be seen both in the general education system and in the higher education system, even if less systematic. Introduction of the National Qualifications Framework in the Higher Education (NQFHE) has contributed to the generalized approach in terms of learning outcomes, particularly reflected in using the validation of the non-formal and informal learning outcomes at a large scale in the Netherlands.

The scheme of qualifications and training programmes within the VET system, developed in tight collaboration with the social partners, is presented in Fig. 2.

Fig. 2 – The development of VET qualifications and training programmes leading to these qualifications

Source: S-BB

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In this context, the new NQF is regarded as an instrument that may be used for continuously strengthening the role of validation of competencies acquired in any context and for turning it into an integrated part of the qualification system in the Netherlands. The integration of the validation process into the NQF shall facilitate the connection to an extremely varied range of educative activities and learning contexts, inclusively those from the private sector.

Concerning the NQF, Romania is in full process of adopting the governmental decision regarding a NQF referenced to the EQF and the project aims at passing from 5 qualification levels existent so far (in practice, with the adoption of the 3 level National Qualification Framework for Higher Education, it has already appeared a lack of concordance with the 5-level system, where only 2 levels belonged to the higher education – 4 and 5). ANC is the institution which has the mission to adopt the new NQF, as well as to develop the National Register of Qualifications. That is why the Netherlands’ experience in this respect may be useful to ANC in finalizing the project and the Dutch model of vocational qualifications development might be taken over in Romania as well, where, at present, in accordance with the methodologies for developing occupational analyses, occupational standards and corresponding qualifications, there is no obligation to develop in a unitary and correlated manner qualifications of various levels in the same occupational area.

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II. PROCESS OF RECOGNITION OF PROFESSIONAL QUALIFICATIONS IN THE NETHERLANDS

2.1.

Legal and Institutional Framework of the Recognition of Qualifications acquired in other EU, EEA Countries and in the Swiss Confederation

The actual European normative framework in the field of recognition of professional qualifications acquired in other MS is principally made of the Directive 2005/36/EC of the European Parliament and Council, dated September 7th, 2005 on the recognition of professional qualifications, but also of a series of sectorial directives in case of some professions that are not covered or are covered only in certain specific situations by the Directive 2005/36/EC (such as Directive 2006/43/EC on statutory audits, in case of the financial auditor profession, Directive 2002/92/EC in case of insurance intermediation or the Directives 1977/249/EEC and 1998/5/EC, in case of attorneys).

The Directive 2005/36/EC creates a system of recognition of the professional qualifications in order to contribute to the setting-up of a flexible labour market in the EU, in order to further liberalise the provision of services within the EU (Directive 2006/123/EC on services in the internal market), in order to encourage automatic recognition of qualifications and to simplify administrative procedures. This directive applies to all European citizens who wish to perform a regulated profession, either independently or as an employee, in another MS than the one where they acquired the professional qualifications and to make the distinction between „the freedom to provide services” and „the freedom of establishment” based on some criteria, such as length, frequency, periodicity and continuity in providing services.

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From the point of view of the manner in which the recognition of professional qualifications can be made, the Directive 2005/36/EC sets out the following recognition systems: 

System of automatic recognition of professional qualifications in certain industrial, commercial and craft activities on the basis of the professional experience – activities listed in chapter II, for which the elements taken into account for the recognition of professional experience are its length and form (as an independent or as an employee) and previous training (element that may reduce the length of the necessary professional experience) proven by a certificate recognized by the MS or deemed valid by a competent authority (CA), and the conditions are mentioned in the lists for various groups of sectors of activity covered by Annex IV of the Directive;



System of automatic recognition of professional qualifications for seven professions (known as “sectoral” professions): doctors, dentists, nurses, midwives, pharmacists, veterinary surgeons and architects – professions provided for in chapter III, for which the automatic recognition of the evidence of formal qualifications is made on the basis of harmonised minimum training conditions, including the minimum length of studies, qualification titles mentioned in Annexes V and VI of the Directive;



General system for the recognition of qualifications – a system that is applied to the professions that are not regulated by specific norms of recognition and to certain situations in which the holder of the professional qualification does not fulfil the conditions provided for in other recognition systems, system that is based on the principle of mutual recognition without disturbing the application of compensatory measures if there are significant differences between the training acquired by the respective person and the training necessary in the host MS (adaptation periods of up to three years or aptitude tests).

From the point of view of the level of qualifications subject to the general system for recognition, the qualifications are grouped under 5 levels: 

An attestation of competence issued by a CA in the home MS on the basis of either a training course not forming part of a certificate or diploma, or a specific examination without prior training, or full-time pursuit of the profession in a MS for three consecutive years or for an equivalent duration on a part-time basis during the previous 10 years; or 35

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general primary or secondary education, attesting that the holder has acquired general knowledge; 

A certificate attesting to a successful completion of a secondary course – either general in character, supplemented by a course of study or professional training and/or by the probationary or professional practice required in addition to that course; or technical or professional in character, supplemented where appropriate by a course of study or professional training and/or by the probationary or professional practice required in addition to that course;



A diploma certifying successful completion of either training at post-secondary level of a duration of at least one year or of an equivalent duration on a part-time basis, as well as the professional training that may be required in addition to that post-secondary course; or, in the case of a regulated profession, training with a special structure included in Annex II;



A diploma certifying successful completion of training at post-secondary level of at least 3 and not more than 4 years’ duration, or of an equivalent duration on a part-time basis, at a university or establishment of higher education or another establishment providing the same level of training, as well as the professional training that may be required in addition to that post-secondary course;



A diploma certifying successful completion of a post-secondary course of at least 4 years’ duration, or of an equivalent duration on a part-time basis, at a university or establishment of higher education or another establishment of equivalent level, and, where appropriate, of a professional training that may be required in addition to that postsecondary course.

Just like in case of all the other European directives, all the MS had to transpose the Directive 2005/36/EC into their national legislation. That is why the information regarding the procedure and rules of the recognition processes valid in each MS are contained in the national legislation transposing the directive and may be obtained from the National Contact Points that all the MS where obliged to set-up (see contact data at Useful links).

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In the Netherlands, S-BB and Nuffic are the two Dutch centres for the recognition of the professional qualifications acquired in other MS, depending on the qualification type: NUFFIC Netherlands Organization for International Cooperation in Higher Education (in Hague), for the recognition of higher education diplomas and university preparatory general secondary education diplomas, and S-BB, for the recognition of the qualifications acquired in the VET system. All the information necessary for the recognition of a qualification acquired outside the Netherlands may be obtained from the site http://www.idw.nl/start.html of IDW, a structure developed by NUFFIC and S-BB in cooperation. If one wishes to practice a regulated profession in the Netherlands, the first step would be to check on the Professionalrecognition.nl site if the respective profession is regulated or not and, if the profession is regulated, to identify the organisation that is the CA for that profession and manages the recognition process.

From the point of view of access at exercising a profession, these may be classified in the Netherlands in the same two large categories: regulated ad non-regulated professions. In case of a non-regulated profession, in order to practice it legally, it is not necessary to get the recognition of the professional qualification acquired in another MS.

Nuffic plays also the role of National Academic Recognition Information Centre – NARIC in the Netherlands. This institution provides assistance both to those who request the recognition of higher education level qualifications (both workers and employers) and to the Dutch CA for different regulated professions. It is also providing information on the provisions of the Directive 2005/36/EC regarding the recognition of qualifications from higher education.

S-BB was appointed by the Ministry of Education as National Reference Point (NRP) for the qualifications from the VET system and as centre of assessment of the VET qualifications acquired in other MS. In this quality, S-BB provides services to the employers, as follows: 

it establishes the level of the VET qualification acquired abroad in relation to the qualifications from the Dutch VET system (referencing);

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it issues supplements to the Europass certificates which contain information on the knowledge, skills and competencies acquired within an VET programme (information that is taken directly from the qualification files approved by the Ministry of Education).

The recognition of qualifications takes place in a separate department of S-BB which is financed by the Ministry of Education from a special fund.

All the level 3 and 4 qualifications from the Dutch VET system are listed in the Annex 3 of the Directive 2005/36/EC as regulated training and the regulated professions are listed in the Annex 2 of the Directive. From those 5 qualification levels foreseen in the Directive 2005/36/EC in case of the general system of recognition (attestation of competence; certificate attesting the completion of a secondary course; diploma of post-secondary education of 1 -2 years including those mentioned in Annexes II and III; diploma of post-secondary level of 3 - 4 years; diploma of post-secondary level of over 4 years), all the certificates acquired in the senior secondary vocational education and training (mbo) from the Netherlands fit into „ certificate attesting the completion of a secondary course”, and those from the Dutch post-secondary education (1 – 2 years) fit into „ diploma of post-secondary education of 1 -2 years including those mentioned in Annexes II and III”. Taking into account the continuous process of qualification development and of their adaptation to the needs of the labour market, and also the trends in the field of regulated professions (at present, a deregulation process is going on in the Netherlands), the Netherlands proposed to the EC to remove the Annexes II and III from the Directive 2005/36/EC and to impose to the MS to make public the lists with their regulated professions and regulated training that are now included in the two annexes and to update them whenever necessary.

From all the applications for recognition of professional qualifications that the Netherlands has received since the beginning of the year 2000, about 2/3 have entered the competency of Nuffic and 1/3, of S-BB. Normally, a recognition process may last up to maximum 4 months.

Figure 3 presents the Dutch general scheme for a recognition process of the professional qualification acquired in another EU, EEA country or Swiss Confederation.

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Fig. 3 Logical scheme of the recognition of a qualification process in the Netherlands

Source: Nuffic

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In comparison with the Netherlands, in Romania, Centrul Naţional de Recunoaştere şi Echivalare a Diplomelor (CNRED – the National Centre for Recognition and Equivalence of Diplomas) functions as a department within MEN and plays both Nuffic’s and S-BB’s role, meaning that it is both NARIC and NRP in Romania, being in charge with the recognition and validation of the diplomas and certificates from the pre-university education (including vocational and technical education), and from the higher education and issues certificates for attesting the legality of the study documents issued by the accredited education institutions from Romania.

Only in case of regulated professions, the recognition process belongs to the competency of each CA separately, but CNRED also supplies them information, as it supplies information on the recognition of qualifications to the national and international public bodies, national and international higher education institutions, European institutions, national and international professional organisations, employers, students, graduates of pre-university or higher education, from Romania or abroad. More than that, CNRED is the national coordinator for the transposition of the Directive 2005/36/EC on the recognition of professional qualifications, coordinator in the legislative area within the IMI system and represents MEN at the European Committee for the Recognition of Professional Qualifications and at the European Group of the National Coordinators for the Recognition of Professional Qualifications.

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2.2. Regulated Professions and Competent Authorities in the Netherlands In the Regulations of the Ministry of Education, Culture and Science dated January 16th, 2008, no.WJZ/2008/2011 (1603), an extensive list of the regulated professions is presented, in accordance with the Directive 2005/36/EC on the recognition of professional qualifications.

All the regulated professions and the Competent Authorities (CA) from the Netherlands, in a comparative analysis with those from Romania, are presented in Annex 1 of this study. Below we present in detail the situation of professions or categories of professions which are regulated in the Netherlands, for which we have obtained detailed information and clarifications from the respective CA on the occasion of the study visit we made in the Netherlands in November 2012.

Professions from the healthcare sector

The professions from the healthcare sector in the Netherlands are regulated by the BIG Act (The Individual Healthcare Act), in order to assure the quality of the professional practice in healthcare and to protect patients against malpractice. The law foresees two types of regulated profession: Art. 3 – those listed in a statutory (governmental) register, which have a legally protected professional title; Art. 4 – those not listed in a register, but having a legally protected academic title (diploma);

In the Netherlands, there is a big number of professions in healthcare which are officially recognized: doctors (60), nurses (4), dentists (2), pharmacists (1), health psychologists (2). The professional associations decide upon the rules regarding the education and professional training

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and registration of specialists. Therefore, the registration boards are deemed to be competent authorities (CA).

In conformity with the art. 3 from the Act, BIG is the central governmental register where all the practitioners who have legally protected professional title must be listed. There are eight professions from the medical field: dentists, doctors, midwives, nurses, health psychologists, pharmacists, physiotherapists and psychotherapists. At present, BIG contains the data of more than 400,000 persons, among which most of them are nurses (260,000), followed by doctors (70,000). The enlisting in BIG is compulsory and therefore practicing the medical profession in the absence of this enlisting is punished. The BIG Act also specifies a series of "reserved procedures�. These are medical interventions that might represent an inacceptable risk for the patients’ safety if performed by an unqualified person. These include injections, punctures (epidurals), catheterising procedures and administration of general anaesthetics. Few suppliers of medical assistance are licensed, in accordance with the BIG Act, to perform such interventions autonomously. A brochure in Dutch language (Onder Voorbehoud) is available, explaining the manner in which expertise is assessed and which are the restrictions imposed by the BIG Act in this regard. The medical assistance providers who can perform the reserved procedures are doctors, dentists, midwives and nurses, professions that are regulated by the art. 3 and are listed in the BIG Register.

The enlisting in the BIG Register is subject to certain conditions, depending on the country where the diploma/qualification was awarded. The conditions for those who own Dutch qualifications are the following: to hold a valid diploma (certificate/diploma awarded by a state accredited school / university), to be able to practice the profession without restrictions, to pay the proper registration fee, not to have had a psychical disease. For the citizens of the EU, EEA countries and the Swiss Confederation, in accordance with the Directive 2005/36/EC, the qualification level in the automatic recognition system is that of the diplomas/certificates listed in the Annex V.

The doctors, dentists and nurses who have been awarded the diploma in a third country (and, therefore, they are entitled to practice in this country), are subject to a recently adopted 42

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assessment procedure as part of the demand for a professional competency declaration. The assessment has two parts – assessment of the general knowledge of the applicant, including for Dutch and English languages, getting familiar with the Dutch healthcare system and the system of competencies, and test of the professional knowledge (basic medical knowledge, clinical medical knowledge, clinical skills). The result of the general assessment is „PASS” or „FAIL”, and, as regards the test of professional knowledge, which one must pay a tax for, the results may lead to three types of decisions: access at practice of profession, additional courses for 30-180 credits (0.5 – 3 years, according to the case), re-attending the entire study programme for the medical specialty that the applicant wishes to practice. In most of the cases, the assessment procedure ends with a "counselling interview", with the members of the Commission for Foreign Healthcare Graduates – CBGV (an independent consultative commission, made up of representatives from the field, of the universities and of the other training institutions), when additional information is provided on the supervision or training; the final decision is made subsequent to the interview.

BIG is the contact point for the applications of registration in the central register and applies strict rules on the maximum allowed time for the processing of a recognition application. In most of the cases, a decision is adopted in a few weeks, but there are cases that last longer, unless all the necessary information is provided.

As regards the revision of the Directive 2005/36/EC, in respect of the healthcare professions, the Netherlands has reserves regarding the following aspects: 

introduction of the professional card, which might generate obstacles if a profession is not regulated in the country of origin (appointment of an organisation to issue the card would lead to the regulation of the profession, which is counterproductive);



decrease of the period of academic training for doctors, from 6 to 5 years, the difference between 6 years with 360 credits and the proposed formula, of minimum 5,500 hours of theoretical and practical training not being clear; the same, the Directive does not make it clear the reason for decreasing the period to 5 years;



increase of general instruction from 10 to 12 years as a condition of admission of nurses, because such a measure would put in disadvantage the nurses trained in the Netherlands 43

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in the senior secondary vocational education, who attend 7 years of primary education and 4 years of secondary education (a total of 11 years) and who would thus be excluded from the automatic recognition; the Dutch party considers that, if there are differences between the MS as regards the length of compulsory education and the age when education starts, the Directive should give the definition of the „general instruction”; 

test of official language in case of professionals in the healthcare field, the Netherlands’ objection referring to the condition that the test should be required by „a national healthcare system”, which does not exist in the Netherlands, therefore, the Dutch party considers that the language test should not be conditioned by the demand of an organisation of healthcare service providers or by patients.

In exchange, the Ministry of Health from the Netherlands supports the introduction of the alert mechanism and even proposes its extension to all the healthcare regulated professions which fit the general recognition system and introduction of the competency restrictions within the alert system, when and if necessary.

In Romania, the healthcare regulated professions (under the automatic system of recognition) and their correspondent CA are:

Profession

Competent Authority (CA)

Medic = Physician (harmonised training in acc. with

Colegiul Medicilor din Romania

the Art.24 of the Directive 2005/36/EC) + medic

(Romanian College of Physicians)

specialist medicină de familie = physician who is specialised in family medicine (harmonised training in acc. with the Art.28 of the Directive 2005/36/EC) Medic Dentist = Dentist (harmonised training in acc.

Colegiul Medicilor Dentişti din

with the Art.34 of the Directive 2005/36/EC)

Romania (Romanian College of Dentists)

Farmacist = Pharmacist (harmonised training in acc.

Colegiul Farmaciştilor din Romania

with the Art.44 of the Directive 2005/36/EC)

(Romanian College of Pharmacists)

Asistent medical generalist = General nurse (harmonised training in acc. with the Art.31 of the

Ordinul Asistenţilor Medicali şi

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Directive 2005/36/EC)

Moaşelor din Romania

Moaşă = Midwife (harmonised training in acc. with the

(Order of Nurses and Midwives from

Art.40 of the Directive 2005/36/EC)

Romania)

The Ministry of Health is also CA for all these professions.

The healthcare regulated professions which require minimum 3 years of higher instruction are: dental technician (tehnician dentar), pharmacy assistant (asistent farmacist), pharmacology analyst (analist în farmacologie), dental hygienist (asistent de igienă si profilaxie dentară), dental nurse (asistent stomatolog), medical acoustics technician (tehnician în acustică medicală), audiologist (audiolog), psychotherapist (psihoterapeut), laboratory assistant (asistent de laborator), dietician (dietetician / nutriţionist), radiology assistant (asistent radiologie). In case of various professions of nurse (asistent), Ordinul Asistenţilor Medicali şi Moaşelor din Romania (Order of Nurses and Midwives from Romania) is CA and in case of dental technicians (tehnicieni dentari), Ordinul Tehnicienilor Dentari din Romania (Romanian Order of Dental Technicians) is the CA.

In the Netherlands, dental technicians (tandprotheticus) have the Ministry of Health as CA and they are recorded by a professional association, without having the obligation to register in BIG. The study level and the professional training are totally different. In the Netherlands, the training courses attended to become a dental technician are in the senior secondary vocational education, so this profession does not require higher studies, which is specific to Romania. Therefore, in case of requesting the recognition in the Netherlands of the qualification acquired in Romania, the application must be sent to S-BB and not to NUFFIC. In accordance with the Directive 2005/36/EC, the profession enters under the incidence of the General system of recognition primary application in both countries, but in the Netherlands, the qualification level required is “Diploma (post-secondary education, including Annex II (ex 92/51, Annex C,D) , Art. 11 c”, whereas in Romania, the qualification level is “Diploma of post-secondary level (3-4 years) , Art. 11 d”.

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Professions in the Financial Services

In the Netherlands, as regards the financial services, there are no specific professions on the list of regulated professions, but there are two big professional categories/occupational areas mentioned on the list (that is why, the Netherlands does not have enlisted in the IMI system any of the professions specific to financial services – capital market broker, credit broker, insurance broker, financial consultant, investment consultant aso – though all these professions enter the categories that exist on the list of regulated professions): employee of a provider of financial services that provides services to consumers – category which has College Deskundigheid Financiële Dienstverlening - CDFD (College/Council for Competencies in Financial Services) as CA; manager de facto of a provider of financial services which provides services to consumers – category for which the Ministry of Finances is the CA. These two categories include specific professions from all the financial markets, because in the Netherlands there is only one supervisory and regulatory authority for all the financial markets (banking, nonbanking, capital/financial investments, insurance and private pensions) - The Netherlands Authority for the Financial Markets – AFM – which, together with the Central Bank of the Netherlands, De Nederlandsche Bank - DNB, authorizes the access of the providers of financial services on all these markets.

In Romania, due to the fact that, until present, distinct regulatory and supervisory authorities existed for each of the financial markets – Banca Naţională a României (BNR) (National Bank of Romania) for the banking and nonbanking financial institutions, Comisia de Supraveghere a Asigurărilor (CSA) (Insurance Supervisory Commission) for the insurance market, Comisia Naţională a Valorilor Mobiliare (CNVM) (National Commission for Securities) for the capital market (financial investment companies) and Comisia de Supraveghere a Sistemului de Pensii Private (CSSPP) (Private Pension System Supervisory Commission) for the private pension market, CSA, CNVM and CSSPP have regulated professions specific to the market that they have supervised and regulated each of them separately. At present, CNVM, CSA and CSSPP are merging into only one authority that regulates and supervises the three financial markets –

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Autoritatea de Supraveghere Financiară (ASF) (Financial Supervisory Authority) – that will also become the CA for all the regulated professions on these markets.

It is true that the professions on the financial markets are also regulated through European sectorial directives, but the difference between the Netherlands and Romania in this process consists in the fact that the Netherlands has opted for enlisting the regulated professions from the financial markets on the list of regulated professions from the perspective of the Directive 2005/36/EC on the recognition of professional qualifications, whereas, the list of regulated professions from Romania does not contain the professions specific to the insurance industry (regulated by CSA), the professions specific to the capital market (regulated by CNVM), nor the private pensions marketing agent, a profession regulated by CSSPP. In the Netherlands, the Financial Supervision Act (FSA), which entered in force on January 1st, 2007, foresees the regulation of the two categories of professions from the financial services sector. In accordance with this Act, the institutions/companies functioning on the financial markets (banks, nonbanking financial institutions, insurance/reinsurance companies, financial investments companies, investment funds, private pension funds aso) may be authorized only if all the employees from the core activity/who provide financial services to consumers pass the FSA examination and attend continuous training programmes/update their knowledge every 18 months in case of companies with less than 50 employees on such positions or only if all the managers pass the FSA exam and attend continuous training programmes every 18 months in case of companies with more than 50 employees on positions specific to the core activity.

The initial FSA exam, which gives access to a profession specific to financial services, contains basic (general) knowledge on the financial markets and specific knowledge, on categories of services/products: crediting, mortgage credits, life insurance, damage insurance, licensed insurance broker, licensed damage insurer, private pension counsellor. The purpose of the compulsory continuous training every 18 months is to update knowledge on the legislation in each specific domain (per categories of services/products above mentioned) and the consolidation of consumers’ trust in the Dutch financial system. At present, training and assessment are developed /structured per types of financial services/products in order not to 47

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exclude any profession/occupation specific to the financial services sector, but the authorities intend to pass to the competency- based assessment in 2014. The consultancy specialization programmes in the field of private pensions are deemed to be of qualification level 5 EQF and all the other programmes, of qualification level 3 EQF.

From this point of view, the supervision authorities from Romania have been competencyoriented even since the beginning, but CNVM and CSA have not taken into account the Romanian specific legislation on adult vocational training. Only CSSPP has followed the legal methodologies and procedures in force to introduce the occupation of private pensions marketing agent in the Classification of Occupations from Romania (COR), has drafted the occupational analysis, the occupational standard and the corresponding qualification, in conformity with the methodologies of the former Consiliul Naţional de Formare Profesională a Adulţilor (CNFPA) = the National Council for Adult Vocational Training, at present ANC, and has fulfilled the formalities for the introduction of this qualification on the list of qualifications for which qualification courses may be organised (list valid until the development by ANC of the National Register of Qualifications). The qualification corresponding to the occupational standard of private pensions marketing agent is of level 4 EQF, requiring as qualification level for the access to the training the high-school graduation diploma or an equivalent document. Though not based on occupational standards, most of the qualifications corresponding to the professions regulated

by CSA and CNVM have as condition for the access to the compulsory training the graduation of secondary studies.

In the Netherlands, CDFD, which is the CA for the employees of the providers of financial services, was founded by royal decree, in 2006, as a governmental institution and it is under the coordination of the Ministry of Finances. It is practically a board made up of financial experts (managed by a president who is elected from outside the financial system), with legal advising role and in charge with the supervision of the compulsory continuous vocational training of the employees working in financial services. The Board works with authorized providers of compulsory training programmes and with the authorized examination/assessment institutions, which are distinct entities from the training providers.

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The Profession of Mediator

A fist essential difference between Romania and the Netherlands as regards the profession of mediator is that in Romania, the profession is regulated and its CA is the Mediation Council from Romania, while in the Netherlands, the profession is not regulated. From the start, it means that a Romanian mediator who wishes to practice the profession in the Netherlands does not have to request the recognition of the right to practice this profession, whereas a Dutch mediator who wishes to practice the profession in Romania must apply to the Mediation Council from Romania for the recognition of his/her qualification.

The Netherlands has implemented since 1996 the ADR (Alternative Dispute Resolution) platform for the ADR entities, which would solve the disputes between parties outside the Courts of law – arbiters/arbitration courts, mediators, conciliators, people’s attorney institution, complains councils). During the period 1999 – 2002, pilot projects of mediation were implemented at two courts/district courts in offices of legal assistance. In 2005, a reference system for mediation was introduced at national level, with temporary financial assistance and legal assistance. A poll regarding the degree of information and use of mediation, made during the period of 2005 – 2008, showed that 70% of the respondents used the mediation to keep amiable relations with the adverse side, 63% of them explained the use of mediation by the wish to keep control on solving the litigation and also by the fact that they expected a better solution due to avoidance of courts, 58% of them added as reason the shorter period of time for solving the litigation and 57% mentioned the lower costs. Despite the fact that the profession is not regulated in the Netherlands, in 1995 the Netherlands Mediations Institute (Nederlands Mediation Instituut – NMI) was founded, a professional association providing quality to the mediation processes and the continuous training of the mediators who are enlisted in the NMI Register. The NMI statistics show that from 77 members enlisted in the register in 1995, the number of mediators who have adhered to the association (and, implicitly, to the system of quality assurance of mediation services adopted by NMI) has increased year after year, reaching 4,945 in 2005, afterwards having an oscillating evolution (decrease to 4,293 in 2006, increase up to 4,476 in 2007 and again decreased to 4,296 in 2008). The statistics 49

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regarding the total number of mediators from 19 European countries and the number of mediators at 100,000 inhabitants place the Netherlands on the second position, after Austria, from the point of view of both statistical indicators. Romania is on the 6th position as regards the total number of mediators, but only on the 13th position as regards the number of mediator/100,000 inhabitants, at big distance from the Netherlands.

NMI may be an example of good practice for the Mediation Council from Romania and any exchange of experience between these two professional bodies may be useful for the Romanian side. When the profession is not regulated, the quality assurance is a responsibility voluntarily assumed by the Dutch mediators by their adhesion to the NMI. The duties of NMI are: 

keeping the register with the mediators;



drafting standard formats/models of mediation agreements;



drafting the mediators’ Code of Conduct;



setting up the claiming procedure;



establishing the minimum training requirements;



assessment of mediators;



setting up a procedure of disciplinary sanctions for mediators.

As regards the plans for the future, NMI proposes to draft a policy regarding the quality of the mediation process and of the mediators and to put into discussion the need of a general regulation of the mediation procedures and of the profession of mediator.

The Professions from the Educational System

In accordance with the list of regulated professions from the Netherlands, available on the Nuffic website,

at

http://www.nuffic.nl/en/diploma-recognition/professional-recognition/regulated-

professions, the following professions from the educational system are regulated: 

primary school teacher



teacher in adult education and training (previously teacher in secondary vocational education) 50

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

secondary school teacher



special needs teacher



assistant director in secondary education



director (deputy) in primary education



director (deputy) in special needs education



director (deputy) in secondary education



lecturer in adult education and professional training

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The persons who wish to practice in the Netherlands regulated educational professions address to Nuffic for the recognition of the qualification (the documents of studies). Nuffic issues for free, in about one week, the declaration NCP (professional recognition). If the diploma supplement is requested, after the payment of the tax of 80 Euro, the „diploma description” is issued in English or Spanish languages. AC for the regulated educational professions is DUO, which issues the qualification certificate based on similar documents from the country of origin.

The basic conditions for the recognition of these qualifications are: 

the applicant must have at least one higher education diploma;



the courses attended must be comparable to those from the Netherlands;



the applicant must be able to prove that he/she has acquired a similar teaching qualification in the country of origin.

The profession of teacher in adult professional training and education does not require a teaching qualification in the country of origin. In this case, a higher education diploma may be sufficient, on condition for the studies attended in the country of origin to be comparable to those from the Netherlands. According to the case, there may be additional requirements as far as educational aspects and/or teaching techniques (theories and methods) are concerned. The trainers / mentors / foremen for the period of practice must have specific professional qualifications.

The advanced knowledge of Dutch language is in very many cases necessary. Besides, there may be necessary to submit a declaration of good conduct for the process or recognition (for example, letters of reference). The documents that must be submitted are mentioned in the specific 51

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requirements of recruitment published by the interested institutions of education, which decide upon their own requirements depending on their needs, without consultation or interference of a central/regional/professional authority.

Professions in the higher education, which were regulated before 1989, the minister of education signing the order of appointment of the teaching professionals on appropriate academic positions, are no longer regulated in the Netherlands. The universities’ senates have full autonomy and decide in their own functioning regulations which are the criteria of recruitment of the university teaching professionals. In some situations, it is not necessary to have a PhD title. As regards the hbo (higher professional education), it is possible to recruit teaching professionals directly from the labour market (industry), the applicative/practical experience prevailing in relation to the research activity proven by scientific publications. The two components – research skills and didactical/pedagogical skills – are equally important.

In Romania, in accordance with the Law 200/2004, cadrul didactic = teaching professionals (in higher education and in pre-university education) is a regulated profession, with the Ministry of National Education mentioned as CA.

The following are enlisted on the list of regulated professions from Romania: 

professor in higher education;



teacher in secondary education.

The expression “teaching professional” from the pre-university education is larger than teacher in secondary education. In any case, in comparison to the Netherlands, the higher education professions are also regulated in Romania.

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2.3. IMI Statistics regarding the Regulated Professions registered in the system by the Netherlands in comparison to those registered by Romania The Internal Market, as defined in the Art. 7 of the Treaty of Rome, is an area without internal borders where free circulation of goods, persons, services and capital is assured.

The Internal Market Information system - IMI has been founded by the EC, in order to facilitate communication between CA of the EU and EEA countries through a web-based application IMI-NET, in order to provide better conditions to the free circulation of persons and services. For now, the application has been developed for three legislative areas: mutual recognition of professional qualifications, free circulation of services and workers’ secondment.

In accordance with the EU statistics on the use of IMI, in December 2012, (at http://ec.europa.eu/internal_market/imi-net/docs/statistics_2012_en.pdf ) the situation of CA enlisted in IMI by the Netherlands and by Romania was the following: CA on the

CA on the

CA on the

TOTAL

legislative area

legislative area

legislative area

CA

SERVICES

WORKERS

QUALIFICATIONS

SECONDMENT Netherlands

9

539

2

545

Romania

41

93

2

111

In 2012, out of the total number of 3,091 requests for information on the legislative area QUALIFICATIONS, Romania was on the first place as regards the number of requests answered, with 470 requests received, representing 15.2% from the total, whereas Netherlands received only 46 requests (1.5%), occupying the 18th place. In exchange, Netherlands was ranked 53

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the 4th by requests sent, with 216 enquiries, representing 7% from the total, whereas Romania sent only 33 requests for information (1.1%) being ranked the 16th in this hierarchy. Therefore, the performance regarding the response time is relatively better in case of Romania, if we consider the volume 13 times bigger of requests processed by Romania by comparison to the Netherlands.

The IMI statistics regarding the hierarchy of the most mobile professions in case of establishment in the host MS (at http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm on 31.03.2013), during the entire period of functioning of the IMI system, the most enquires formulated by the Netherlands regarding the citizens who hold qualifications acquired in Romania (from the total of 184 such demands) refer to the following professions: doctor (71 enquiries), dentist (45 enquiries), secondary education teacher (38 enquiries), primary education teacher (14 enquiries), nurse (8 enquiries), professional teaching in vocational education (7 enquiries), pharmacist (1 enquiry).

The hierarchy of the requests for information placed by Romania for the citizens who acquired their qualification in the Netherlands (out of total of 8) is the following: pilot (3 enquiries), architect (3 enquiries), fiscal consultant /accountant (1 enquiry).

From the Dutch experience, the recommendations of improvement of the answers sent through IMI would be: 

to use the area where free texts may be placed, if the pre-set questions do not always reflect the question put;



free texts should be formulated simply and shortly, in order not to be distorted by the automatic translation;



free texts are recommendable in case of placement of requests for information.

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Also, for a more intense use of the IMI platform, in the Netherlands it is used also for the communication between the CA at national level. The IMI structure in the Netherlands (IMI National Committee, National IMI Coordinator – NIMIC, Legislative area IMI Coordinators – LIMIC, representatives for the policies in the field, CA) is presented in Fig. 4.

Fig. 4 Structure of the IMI System in the Netherlands

The IMI structure in the Netherlands

6

Ministry of Economic Affairs, Agriculture and Innovation IMI in the Netherlands | 20 September 2012

Source: Jochem Sprenger – The Internal Market Information System (IMI) in the Netherlands, a presentation during the study visit made in the Netherlands, in November 2012

From the point of view of regulated professions, Romania is registered with 95 professions and the Netherlands, with 135 professions in the EC database of regulated professions of all the MS. Among these, in case of Romania, CA for 75 professions have been enlisted on the IMI platform, and in case of the Netherlands, CA for 65 professions.

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CONCLUSIONS The Netherlands has been a source of inspiration for all the 7 comparative studies on the processes of certification of competencies and of recognition of qualifications, drafted within the project IMI PQ NET Romania, because Nuffic is one of the most important centres of know-how transfer in the field of mutual recognition of professional qualifications in Europe, through the consulting services offered both to the organisations from the Netherlands and to a lot of international organisations, as well as through its periodical publications, such as yearly updated studies on the educational systems and qualifications that may be acquired in over 50 countries of the world, recommendations regarding the assessment of the Dutch qualifications and of those from other countries, or through the projects that it develops and implements for companies and governmental institutions in the Netherlands and worldwide.

The Netherlands has developed a unique VET system, with a unique structure at national level of competency-based qualifications, drafted subsequent to a continuous consultation between the representatives of the labour market and of the educational institutions, combined with a structural research of the labour market and a regional approach in permanent search of making the demand compatible with the offer of competencies on this market.

The Netherlands Qualifications Framework (NLQF), referenced to the EQF, includes absolutely all the qualification levels, those from higher education too, but also all the types of qualifications – qualifications regulated by the Ministry of Education, Culture and Science, by the Ministry of Economic Affairs and by the Ministry of Healthcare, Welfare and Sports, together with those granted by the private sector, at sectorial level (qualifications that are not regulated or certified by ministries or other public bodies in the field of vocational qualifications). That is why it leads to a substantial improvement of the understanding of the qualification levels offered and correlations between various levels and is considered as one of the most advanced NQF from among those adopted in the MS in the latest years, because it 56

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offers a comprehensive framework in which all the 8 levels are open to all the qualifications, no matter the system in which they were acquired.

The Dutch educational system, particularly the higher professional education, as well as the functional system of recognition of professional qualifications acquired abroad, makes out of the Netherlands an attractive country both to those who wish to acquire a professional qualification abroad and to those who intend to practice a profession on the EU labour market.

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Bibliographic References 

GHK Consulting (2011) - Country Report on the Action Plan on Adult Learning: the Netherlands, March 2011



Nuffic (2012a) - Country module – the Netherlands, 2nd edition Jan. 2011, version 3, October 2012



Nuffic (2012b) - Country Module – Romania, 2nd edition March 2011, version 2, August 2012



The European Centre for Development of Vocational Training (Cedefop), GHK Consulting Update to the European Inventory on Validation of Non-formal and informal learning Country Report: Netherlands



The European Centre for Development of Vocational Training (Cedefop) - Development of NQFs in Europe, Oct. 2011



CEDEFOP - Structures of Education and Training Systems in Europe, Netherlands – 2009/10



EC, Australian Department of Education, Employment and Workplace Relations - Study on the (potential) role of qualifications frameworks in supporting mobility of workers and learners – Oct. 2011



Regulated professions in Romania – at http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?action=regprofs&id_co untry=27&quid=1&mode=asc&maxRows=*#top



Regulated professions in the Netherlands – at http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm



CEDEFOP - The development of national qualifications frameworks in Europe, Aug. 2010



CEDEFOP - The development of national qualifications frameworks in Europe, Oct. 2011, Working paper no. 12



OECD, Education at a Glance 2012 – at http://www.oecd.org/edu/highlights.pdf



McKynsey, Education to Employment – at http://mckinseyonsociety.com/downloads/reports/Education/Education-toEmployment_FINAL.pdf

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

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Speeches of the representatives of the Dutch CA within the study visit made in the Netherlands, in November 2012:  Jochem Sprenger – The Internal Market Information System – IMI - in the Netherlands  Jochem Sprenger – Benefits of reducing the number of regulated professions  Martje van Bruggen and Stan Plijnaar – Siedsma – Dutch VET and professional qualifications recognition  S-BB, Jan. 2012 – Education and Training in the Netherlands from August 1997  Nuffic – Linking Knowledge Worldwide  Pim Albers – Implementation of the Mediation Directive 2008/52/EC: the Dutch Experiences  Henk Stoop – Working in the Dutch Health Sector

Useful Links IDW –on-line information platform on the recognition of professional qualifications in the Netherlands - http://www.idw.nl/start.html Regulated professions in the Netherlands - Professionalrecognition.nl Nuffic – country reports (country modules A - Z) - http://www.nuffic.nl/en/diplomarecognition/country-modules/country-modules CNRED - http://www.cnred.edu.ro ANC - http://www.anc.edu.ro EC’s database with the regulated professions from the MS http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?newlang=en National Contact Points for the recognition of qualifications in the MS – http://ec.europa.eu/internal_market/qualifications/contact/national_contact_points_en.htm ENIC-NARIC centres from the MS - http://www.enic-naric.net Contact data of the National IMI Coordinators (NIMIC) from the EU and EEA countries http://ec.europa.eu/internal_market/imi-net/contact/index_en.htm#nl

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Abbreviations ADR – Alternative Dispute Resolution (platform of collaboration for dispute mediation, in the Netherlands) ANC – Autoritatea Naţională pentru Calificări (National Qualifications Authority, in Romania) AOC – higher secondary vocational training (mbo) centres in agriculture (in the Netherlands)

ASF – Autoritatea de Supraveghere Financiară (Financial Supervision Authority, in Romania)

bama – actual structure of higher education, bachelor’s + master (in the Netherlands) BIG – Register for Doctors and Nurses (in the Netherlands)

BNR - Banca Naţională a României (National Bank of Romania)

CA – Competent Authority (for a /several regulated profession/s – AC in Romanian) CBGV – Commission for foreign qualifications in healthcare (in the Netherlands) CDFD – College Deskundigheid Financiële Dienstverlening (College/Council for Competencies in Financial Services, in the Netherlands) CECCP – centre for assessment and certification of professional competencies acquired in other contexts than the formal one (in Romania)

CEDEFOP - The European Centre for Development of Vocational Training 60

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

CNFPA - Consiliul Naţional de Formare Profesională a Adulţilor (the National Council for Adult Vocational Training, in Romania, turned into ANC) CNRED - Centrul Naţional de Recunoaştere and Echivalare a Diplomelor (National Centre for Equivalence and Recognition of Diplomas (NARIC and NRP in Romania)

CNVM - Comisia Naţională a Valorilor Mobiliare = National Securities Commission (in Romania, to be taken over by ASF) COR – Classification of Occupations from Romania

CREBO - Centraal Register Beroepsopleidingen (Central Register of Vocational Training Programmes in the Netherlands)

CROHO - Centraal Register Opleidingen HogerOnderwijs (Central Register of Study Programmes from Higher Education in the Netherlands)

CSA - Insurance Supervision Commission (in Romania - Comisia de Supraveghere a Asigurărilor - to be taken over by ASF)

CSSPP - Private Pension System Supervision Commission (in Romania - Comisia de Supraveghere a Sistemului de Pensii Private - to be taken over by ASF)

DNB - De Nederlandsche Bank (Central Bank of the Netherlands) DUO – Dienst Uitvoering Onderwijs – Dutch CA for the regulated educational professions EEA – European Economic Area (all the EU MS + Iceland, Liechtenstein, Norway; SEE in Romanian)

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

EC - European Commission (CE in Romanian) ECVET – European Credit system for Vocational Education and Training EQF – European Qualifications Framework (CEC in Romanian) ET – education and training (system) EU – European Union (UE in Romanian)

EVC - erkennung vervorven competenties (certification of competencies acquired in informal and non-formal contexts, in the Netherlands) FMA – Financial Markets Authority (in the Netherlands)

FSA - Financial Supervision Act (in the Netherlands) GO – Governmental Ordinance (in Romania - Ordonanţă Guvernamentală - OG)

havo - senior general secondary education (in the Netherlands)

hbo - higher professional education (in the Netherlands) IDW –on-line information platform on the recognition of qualifications in the Netherlands, created by Nuffic and S-BB in cooperation IMI – Internal Market Information system (EU)

IPS - Institutul pentru Politici Sociale (Institute for Social Policies, in Romania) LIMIC – Legislative area IMI Coordinator 62

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

mbo – senior secondary vocational education and training (in the Netherlands) bol - school-based pathway bbl - work-based pathway MEN – Ministerul Educatiei Naţionale (Ministry of National Education, in Romania) MO – Monitorul Oficial (Official Journal in Romania) MS – Member State (of the European Union; in Romanian - SM)

NARIC - National Academic Recognition Information Centre (in every MS) NIMIC – National IMI Coordinator (in every MS) NLQF – Netherlands Qualifications Framework (or Dutch Qualification Framework) NQF - National Qualifications Framework (in Romanian: Cadrul Naţional al Calificărilor – CNC)

NQFHE - National Qualifications Framework from Higher Education (in Romanian: Cadrul Naţional al Calificărilor din Invăţământul Superior – CNCIS)

NMI - Nederlands Mediation Instituut (the Netherlands Mediation Institute) NRP – National Reference Point (for the recognition of professional qualifications, in each MS)

Nuffic - Netherlands Organisation for International Cooperation in Higher Education POSDRU - Programul Operaţional Sectorial pentru Dezvoltarea Resurselor Umane 2007 – 2013 = Sectorial Operational Programme Human Resources Development (in Romania) 63

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

ROC - regional centres of senior secondary vocational education and training (mbo) (in the Netherlands)

S-BB - Foundation for Co-operation on Vocational Education, Training and the Labour Market (in the Netherlands)

VAVO - adult extended general education (in the Netherlands) VET – vocational education and training (in Romanian – EFP) vmbo – preparatory secondary vocational education (in the Netherlands)

vwo - university preparatory secondary education (in the Netherlands)

WEB - Adult and Vocational Education Act adopted in the Netherlands in 1996 wo – higher research – oriented education (in the Netherlands)

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Annex no. 1 The Regulated Professions from the Netherlands, in a Comparative Analysis with those from Romania Name of the Profession

Name of the

AC in the

in Dutch

Profession translated

Netherlands

Recognition, in Qualificat

The Situation in Romania

accordance

ion Level

Is the profession

into Romanian

with the

required

regulated?

(and English)

Directive

in the

2005/36/CE

Netherlan

(YES/NO)

Observations

If the answer is YES: AC in Romania

Recognition in acc. with the Directive 2005/36/CE

Qualificati on Level required in Romania

ds Healthcare domain In the generic category „Doctor of medicine” Allergologie (until August 12th, 1996)

Medic (Physician) with the specializations: Alergologie

Anesthesiologie

Anestezie

Allergology

Anaesthetics Cardio-thoracale chirurgie

Chirurgie cardio-toracică Cardiothoracic Surgery

Cardiologie

Cardiologie Cardiology

Dermatologie en venerologie Heelkunde

Dermatovenerologie Dermato-venereology Chirurgie generală General Surgery

Interne geneeskunde

Medicină internă Internal Medicine

Keel-, neus- en

Otorinolaringologie

Commission for Foreign Healthcare Graduates – CBGV and BIG Statutory Register www.bigregister.nl/en

System of automatic recognition, based on the coordination of minimum training conditions – specialist physician, Annex V

YES Allergology and Clinical Immunology Harmonised YES training in Anaesthetics and basic Intensive Care medicine YES and Cardiothoracic specialisatio Surgery n, art. 25 YES Cardiology YES Dermato-venereology YES General Surgery YES Internal Medicine YES

Ministerul Sănătăţii (Ministry of Health) www.ms.gov .ro and Colegiul Medicilor din Romania (Romanian College of Physicians) www.cmr.ro

System of automatic recognition based on the coordination of minimum training conditions – specialist physician, Annex V

Number of specializations: 33 in the Netherlands, 41 in Romania.

Harmonised training in basic medicine and Infectious specialisatio diseases, n, art. 25 endocrinology, clinical pharmacology, haematology, laboratory medicine, emergency medicine, nephrology, medical oncology, vascular surgery, paediatric

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

oorheelkunde

ENT

ENT

Kindergeneeskunde

Pediatrie

YES Paediatrics

Paediatrics Klinische chemie (until April 4th , 2000)

Chimie biologică

Klinische genetica

Genetică medicală

Biological Chemistry

Medical Genetics Klinische geriatrie

Geriatrie clinică Clinical Geriatrics

Longtiekten en tuberculose

Pneumologie Pneumology

Maag-darm-levertiekten Maatschsappij en gezondheid Medische microbiologie Neurochirurgie Neurologie

Gastroenterologie Gastroenterology Sănătate publică Public Health Microbiologie medicală Medical Microbiology Neurochirurgie Neurosurgery Neurologie Neurology

Nucleaire geneeskunde Obstetrie en Gynaecologie

Oogheelkunde

Medicină nucleară Nuclear Medicine Obstetrică – ginecologie Obstetrics and Gynaecology Oftalmologie Ophthalmology

Orthopedie

surgery, paediatric psychiatry exist in Romania and do not exist in the Netherlands.

Ortopedie

YES Medical Genetics YES Geriatrics and Gerontology YES Pneumology

Medical microbiology, biological chemistry, neuropsychiatry exist in the Netherlands and do not exist in Romania.

YES Gastroenterology YES Public Health and Management NO YES Neurosurgery YES Neurology YES Nuclear Medicine YES Obstetrics and Gynaecology YES Ophthalmology YES Orthopaedics and

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ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Orthopaedics

Traumatology

Pathologie

Patologie Pathology

Plastische chirurgie

Chirurgie plastic Aesthetical Surgery

Psychiatrie

Psihiatrie

YES Pathological Anatomy YES Aesthetical Surgery – Reconstructive Microsurgery YES Psychiatrics

Psychiatrics Radiologie

Radiologie

YES Radiology - Medical Imagistics YES Radiotherapy YES Rheumatology YES Physical recovery, medicine and balneology YES Urology

Radiology Radiotherapie Reumatologie Revalidatiegeneeskunde

Urologie

Radioterapie Radiotherapy Reumatologie Rheumatology Fizioterapie Physical Therapy

Urologie Urology

Zenuw- en zielsziekten (until July 9th, 1984) -Arbeid en gezonheid, bedrijfsgeneeskunde – arbeid en gezonheid, verzekeringsgeneeskunde Huisarts

Neuropsihiatire Neuropsychiatry Medicina muncii Labour Medicine

Medic generalist General Medicine Physician

NO YES Labour Medicine

Commission for Foreign Healthcare Graduates – CBGV and BIG Statutory Register www.bigregister.nl/en

System of automatic recognition – physician in basic medicine and general practice

Specific training in general medicine, art. 28

Medic generalist in family medicine

Ministerul Sănătăţii (Ministry of Health) www.ms.gov .ro and

System of automatic recognition – physician in basic medicine and general

Specific training in general medicine, art. 28

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

In the generic category „Dental practitioner”

Practician dentist

Kaakchirurg

Medic dentist specialist în chirurgie orală Dental Surgery Specialist

Orthodontist

Medic dentist specialist în ortodonţie Orthodontists

Tandarts

Medic dentist

European Social Fund POS DRU 2007-2013

Verpleegkundige

„Asistent medical” = Nurse and „Moaşă” = Midwife Asistent medical Nurse

Verloskundige

Colegiul Medicilor din Romania (Romanian College of Physicians) www.cmr.ro

practice

YES Dental Surgery Specialist YES Specialist in orthodontics and dento-facial orthopaedics YES Dentist

Ministerul Sănătăţii (Ministry of Health) www.ms.gov.r o and Colegiul Medicilor din Romania (Romanian College of Dentists) www.cmdr.ro

System of Harmonised automatic training, art. recognition – 35 specialist dentist, Annex V

YES Registered nurse

Ministerul Sănătăţii (Ministry of Health) www.ms.gov.ro and Ordinul Asistenţilor Medicali si Moaşelor din Romania

System of automatic recognition – registered nurse, Annex V System of automatic recognition – midwife, Annex V

Dental practitioner Commission for Foreign Healthcare Graduates – CBGV and BIG Statutory Register www.bigregister.nl/en

Dentist

In the generic categories „Nurse” and „Midwife”

Structural instruments 2007 - 2013

Moaşă Midwife

Commission for Foreign Healthcare Graduates – CBGV and BIG Statutory Register www.bigregister.nl/en

System of automatic recognition – specialist dentist, Annex V

Harmonise d training, art. 35

System of automatic recognition – dentist, Annex V

Harmonise d training, art. 34

System of automatic recognition – registered nurse, Annex V System of automatic recognition – midwife, Annex V

Harmonise d training for the registered nurses, art.

31 Harmonise d training for midwives, art. 40

YES Midwife

System of Harmonised automatic training, art. recognition – 34 dentist, Annex V

Harmonise d training for the registered nurses, art.

31 Harmonise d training for midwives, art. 40

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

(Order of Nurses and Midwives in Romania) www.oamr.ro

In the generic category

Medic veterinary

„Veterinary Surgeon”

Veterinary Surgeon

Dierenarts

Medic veterinary Veterinary Surgeon

In the generic category

Farmacist

„Pharmacist”

Pharmacist

Apotheker

Farmacist Pharmacist

Ministerie van Volksgezondheid, Welzijn en Sport (Ministry of Health, Welfare and Sports) www.diergeneeskundere gister.nl

System of automatic recognition – veterinary surgeon, Annex V

Harmonise d training for veterinary surgeons, art. 38

YES Veterinary Surgeon

Commission for Foreign Healthcare Graduates – CBGV and BIG Statutory Register www.bigregister.nl/en

System of automatic recognition – pharmacist, Annex V

Harmonise d training for pharmacist art. 44

YES Pharmacist

General recognition system – primary application

SEC – NO Certificate of attestation of graduation of a secondary education course, art.

NO 11b

Colegiul Medicilor Veterinari din Romania (College of Veterinary Surgeons from Romania) www.cmvro.go.r o

Colegiul Farmaciştilor din Romania (College of Pharmacists in Romania) www.colegfar m.ro

System of automatic recognition –veterinary surgeon, Annex V

Harmonise d training for veterinary surgeons, art. 38

System of automatic recognition – pharmacist, Annex V

Harmonise d training for pharmacist s, art. 44

Other professions from the healthcare domain Verzorgende individuele gezondheidszorg (fost ziekenverzorgende)

Apotekerassistent

Asistent medical sănătate personală (fost asistent medical de nivel 2) Private duty nurse (formerly nurse of 2nd level) Tehnician/asistent farmacist / Pharmacist

Ministerie van Volksgezondheid, Welzijn en Sport (Ministry of Health, Welfare and Sports) www.diergeneeskundereg ister.nl

69

EUROPEAN UNION

Klinisch chemicus

Klinisch fysicus

Logopedist

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

Technician / Assistant Chimist în sistemul sanitar Chemist in Medical System

Fizician în sistemul sanitar Physicists in Medical System Logoped

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

PS3 –Postsecondary level Diploma (3 – 4 years), art. 11d

YES Chemist in Medical System

Ordinul Biochimiştilor, Biologilor si Chimiştilor din Sistemul Sanitar din Romania (Order of Biochemists, Biologists and Chemists from the Romanian Medical System) www.obbcssr.ro

General recognition system – primary application

PS4 - Postsecondary level Diploma (exact 4 years), art.

11e

AC from Romania sill manages the regulated professions of biochemist and biologist in the medical system (PS4)

NO

NO

Speech Therapist Medisch nuclair werker

Mondhygienist

Tehnician medicină nucleară Nuclear Medicine Technician Igienist dentar

NO

NO

Dental Hygienist Oefentherapeut-cesar

Oefentherapeutmensendieck

Fysiotherapeut

Fizioterapeut - metoda Cesar Physical Therapist – Cesar method Fizioterapeut – metoda Mensendieck Physical Therapist – Mensendieck method Fizioterapeut

NO

NO

NO

70

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Physical Therapist Diëtist

Dietetician

NO

Nutritionist Ergotherapeut

Huidtherapeut

Ergoterapeut/terapeut occupational Occupational Therapist Dermatoterapeut

NO

NO

Dermal Therapist Optometrist

Optician în oftalmologie Optician in Ophthalmology

Orthoptist

Ortoptist

www.diergeneeskundere gister.nl

NO

NO

Orthoptist Podotherapeut

Podolog/chiropodist

NO

Podologist Psycholoog, gezondheidszorg

Psiholog

Psychotherapeut

Psihoterapeut

YES Psychologist

Psychologist

Colegiul Psihologilor din Romania (Romanian College of Psychologists) www.copsi.ro

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

Ordinul Tehnicienilor Dentari din Romania

General recognition system – primary

PS3 - Postsecondary level Diploma (3

NO

Psychotherapist Radiotherapeutisch laborant/ radiodiagnostisch laborantt Tandprotheticus

Laborant radiologie/radioterapie Radiology / Radiotherapy Laboratory Assistant Tehnician ortoprotezist Ortho-prosthetic

NO

DSE- Postsecondary level Diploma,

YES Dental technician

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

technician

Dierenartsassistent, paraveterinair

Asistent veterinar, paraveterinar Veterinary assistant Para-veterinary worker

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

inclusively Annex II (ex. 92/51, Annex C, D), Art. 11 c YES Veterinary assistant

(Order of Dental Technicians from Romania) www.otdr.ro Autoritatea Naţională Sanitară Veterinară si de Siguranţa Alimentelor (ANSVSA) (Sanitary Veterinary and Food Safety Department)

application

– 4 years), art. 11d

www.ansvsa. ro Fysiotherapeut voor dieren

Fizioterapeut veterinar

NO

Veterinary Physical Therapist Embryotransplanteur, paraveterinair

Embryowinner

Keurmeester post mortem keuring

Verzorger embryo/eicelwinning

Paraveterinar, tehnician transplant embrionar Para-veterinary worker Embry transfer technician Practician recoltare embrioni animali Animal embryo harvesting practitioner Supraveghetor animale post-mortem Post-mortem animal supervisor Practician recoltare embrioni animali/ouă

ATT – NO Competency Certification, art. 11a NO

Romania has also only the veterinary technician as regulated profession (DSE) with ANSVSA as AC

NO

NO

72

EUROPEAN UNION

Verzorger embryotransplantatie

Proefdirverzorger

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

Animal egg/embryo harvesting practitioner Practician transplant embrioni animali Animal embryo transfer practitioner Tehnician experimente pe animale Animal research technician

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

NO

Voedsel en Waren Autoriteit (Food and Consumer Product Safety Authority) www.vwa.nl

NO

Architecture and Construction Domain Architect

Arhitect Architect

Architect (verworven rechten)

Arhitect (drepturi dobândite) Architect (acquired rights)

Interieurarchitect

Arhitect de interior/ decorator Interior Architect/ Decorator Urbanist

Stedenbouwkundige

Urban Planner

Tuin- en landschapsarchitect

Arhitect peisagist Landscape Architect

Stichting Bureau Architectenregister (Foundation Office Architects Registry) www.architectenregister. nl

System of automatic recognition – architect, Annex V

Harmonised training for architects, art. 46

YES Architect

System of automatic recognition – architect, Annex VI

Harmonised training for architects, art. 49

YES Architect (acquired rights)

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

NO

YES Urban Planner

Ordinul Arhitecţilor din Romania (Romanian Order of Architects) www.oar.org.ro

System of automatic recognition – architect, Annex V

Harmonise d training for architects, art. 46

System of automatic recognition – architect, Annex VI

Harmonise d training for architects, art. 49

Registrul Urbaniştilor din Romania (Romanian Register of Urban Planners) www.rur.ro

General recognition system – primary application

PS4 - Postsecondary level Diploma (4 years), art.

11e

In constructions, Romania has regulated professions of PS3 qualification level: Licensed project checker, licensed technical expert, person technically in charge with the execution, energetic auditor for buildings

NO

73

EUROPEAN UNION

Kraanmachinist

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

Macaragiu Crane Operator

European Social Fund POS DRU 2007-2013

Ministerie van Sociale Zaken en Werkgelegenheid (Ministry of Social Affairs and Employment) www.szw.nl

Structural instruments 2007 - 2013

ATT Competency Certification, art. 11a

YES Crane Operator

Specialist în îndepărtarea asbestului / Asbestos removal specialist Scafandru profesionist Professional Diver

NO

Duikmedisch begeleider

Supraveghetor medical pentru scufundări Medical Supervisors for Diving

Duikploegleider

Sef echipă de scafandri Head of Divers’ Team

NO, however, there are the following: Bar-chamber Operator, diving technician YES Head of diving, Head of divers’ group, Head diver

Sloopdeskundige asbest

Duiker

YES Diver, Safeguard diver, underwater worker, heavy diver

Inspecţia de Stat pentru Controlul Cazanelor, Recipientelor sub Presiune si Instalaţiilor de Ridicat (ISCIR) State Inspection for the Control of Boilers, Pressure Vessels and Hoisting Equipment) www.iscir.ro

Centrul de Scafandri Constanţa (Unitatea Militară 02150) Centre of Divers Constanta (Military Unit 02150)

General recognition system – primary application

ATT Competency Certification art. 11a

Special requirements for the professional training organisation

In Romania, diver is a military profession, whereas in the Netherlands divers are indispensable in constructions, due to the geographical specific of the country (below the sea level)

74

EUROPEAN UNION

Springmeester

Schietmeester

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

Maistru explosive Expert in Explosive Substances Maistru demolări Demolition Expert

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

SEC – Certificate of attestation of graduation of a secondary education course, art.

11b

Explosives Authority http://efee.eu/nations.ht ml www.springmeesters.nl www.skocert.nl

of equipment NO

NO

Transportation Domain Professions from the Air Transportation /Aviation Luchtverkeersleider

Controlor trafic aerian Air Traffic Controller

Onderhoudstechnicus voor zweefvliegtuigen

Vluchtinformatieverstrekker

Tehnician de întreţinere pentru planoare Aircraft maintenance technician Furnizor de informaţii de zbor Flight information service officer

Ministerie van Infrastructuur en Milieu (Ministry of Infrastructure and Environment) Inspectie Leefomgeving en Transport (Environment and Transport Inspectorate) www.ilent.nl

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

YES Air Traffic Controller

-

NO

-

YES Radio Navigation System Operator

Autoritatea Aviaţiei Civile din Romania (Romanian Civil Aviation Authority ) www.caa.ro

Autoritatea Aviaţiei Civile din Romania (Romanian Civil Aviation Authority ) www.caa.ro

General recognition system – primary application

ATT – Romania has also Competency the following Certificate, regulated art. 11a professions: airplane pilot, helicopter pilot, free balloon, glider; navigation mechanic, air navigator, aeronautic meteorologist, SEC – Certificate forecast teller, aeronautic staff for of attestation the protection of air navigation and of graduation telecommunication (PNA-TC), of a secondary airplanes reception education and control engineers, PNA-TC course, equipment art.11b reception and control engineers,

75

EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

civil aviation security auditor Road Transportation Inspector tehnic vehicule uşoare Light vehicle technical inspector

Keurmeester periodieke keuring zware (bedrijfs) voertuigen

Inspector tehnic vehicule grele (comerciale) Heavy (commercial) vehicle technical inspector

YES Safety counsellor for road transportation of dangerous merchandises

Keurmeester periode keuring zware aanhangwagens

Inspector tehnic remorci grele Heavy trailer technical inspector Tehnician LPG Liquid Petroleum Gas Technician

NO

LPG-technicus

Machinist (spoor)

Maşinist (feroviar) Railway engine driver

Rijksdienst voor het Wegverkeer (National Highway Traffic) RDW Centrum voor Voertuigtechniek en Informatie (RDW Centre for vehicle technology and information) www.rdw.nl

General recognition system – primary application

ATT – YES Competency ITP Inspector Certification art. 11a

Keurmeester periodieke keuring lichte voertuigen

Registrul Naţional Auto Român (Romanian National Auto Register) www.rarom.ro

General recognition system – primary application

DSE- Postsecondary level Diploma, inclusively Annex II (ex. 92/51, Annex C, D), Art. 11 c ATT – Competency Certification , art. 11a

General recognition system – primary application

SEC – Certificate of attestation of graduation of a secondary

Autoritatea Rutieră Română (Romanian Road Authority) www.arr.ro

NO

Ministerie van Infrastructuur en Milieu (Ministry of Infrastructure and Environment) Inspectie Leefomgeving en Transport (Environment and

YES Railway engine driver

Centrul Naţional de Calificare and Instruire Feroviară (CENAFER) (Romanian National Centre for Railway

Romania has also the following regulated professions: driver who performs taxilike road transportation, driver of vehicles that transport dangerous merchandises, driver who transports persons on public roads, driver who drives vehicles with overall dimensions / mass, driver who transports merchandises on road by vehicles which maximum authorized mass is over 3.5 tons, road safety auditor, (railway) traffic dispatcher

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ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Transport Inspectorate) www.ilent.nl

Qualification and Training) www.cenafer.ro

education course, art.11b

Naval Transportation Certificaat-loods

Pilot de marină certificate Licensed maritime pilot

Register-loods

Pilot înregistrat Registered pilot

Eerste stuurman voor de grote handelsvaart Tweede of derde stuurman voor de grote handelsvaart

Kapitein grote handelsvaart

Maritiem officier

Sef de cart cl. I marină comercială Ship’s deck officer class I Sef de cart cl. II sau III marină comercială Ship’s deck officer class III/2nd made Căpitan de marină comercială Merchant ship Captain Ofiţer de marină

Koninklijke Dirkzwager BV www.dirkzwager.com Nederlandse Loodsencorporatie www.loodswezen.nl Ministerie van Infrastructuur en Milieu (Ministry of Infrastructure and Environment) Inspectie Leefomgeving en Transport (Environment and Transport Inspectorate) www.ilent.nl

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

YES Maritime pilot Wide sea pilot

Ministerul Transporturilor (Ministry of Transportation s) www.mt.ro

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

Autoritatea Navală Română (Romanian Naval Authority) www.rna.ro

Sea officer Scheepswerktuigkundige a, b, c

Ofiţer mecanic de marină cl. I, II, III Ship mechanic officer, classes I, II, III

Stuurman kleine handelsvaart

Sef de cart pe vas de coastă Ship’s deck officer on a coast vessel

Stuurman IV visvaart

Sef de cart cl. IV vas de pescuit Ship’s deck officer class

DSE- Postsecondary level Diploma, inclusively Annex II (ex. 92/51, Annex C, D), Art. 11 c

YES Mechanic officer

DSE- Postsecondary level Diploma, inclusively Annex II (ex. 92/51,

Romania has the following regulated professions with PS3 qualification level: commander, deck second officer, deck officer, chief mechanic, mechanic second officer, chief of maritime electrician, maritime electrician officer, candidate maritime pilot Romania has the following regulated professions with DSE, SEC or ATT qualification level:

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EUROPEAN UNION

Stuurman werktuigkundige V, VI visvaart

Werktuigkundige IV visvaart

Motordrijver VTS-operator

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

IV on a fishing vessel Sef de cart mecanic cl. V, VI vas de pescuit Ship’s deck officer classes V, VI on a fishing vessel Mecanic cl. IV vas de pescuit Mechanic class IV on a fishing vessel Supraveghetor de motor Engine supervisor Funcţionar VTS VTS Operator

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Annex C, D), Art. 11 c

Captain, harbour maritime officers and chief mechanics, Candidate maritime officers, wheelman, sailors, maritime and river crew chiefs, maritime and river barge captains, maritime board electrician, fitter, pumper, river captain of categories A and B, river chief mechanic

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

Different from the Netherlands, where there are distinct regulated professions for each type of preuniversity, in Romania, in accordance with the Law 200/2004, the teaching professional (in pre-university education and in higher education) is a

YES Motorist Stichting NNVO (Nationale Nautische Verkeersdienstopleiding) National Marine Traffic Service Training www.nnvo.nl

Domain of education and vocational training Leraar voorbereidend wetenschappelijk onderwijs/algemeen voortgezet onderwijs/voorbereidend beroepsonderwijs (vwo, havo, vmbo)

Docent beroepsonderwijs en volwasseneneducatie, bve

Profesor în învăţământul secundar general preuniversitar / învăţământul secundar general superior / învăţământul secundar profesional pregătitor (vwo, havo, vmbo) Teacher in pre-university general secondary education / higher general secondary education / vocational secondary education (vwo, havo, vmbo) Cadru didactic în educaţia si formarea profesională a adulţilor

Dienst Uitvoering Onderwijs (Office of Education) www.duo.nl/Intrnational_ visitors/default.asp

General recognition system – primary application

YES Ministerul Teacher in secondary Educatiei education Naţionale PS3 - Post(Ministry of secondary National level Education) Diploma (3 – www.cnred.edu.

4 years), art. ro 11d

General recognition system – primary application

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EUROPEAN UNION

Docent hoger beroepsonderwijs

Docent hoger pedagogisch onderwijs

Leraar (voortgezet) speciaal onderwijs

Leraar basisonderwijs

Leraar sector educatie en beroepsonderwijs (voorheen leraar middelbaar beroepsonderwijs)

Rij-instructeur

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Teaching professional in adult vocational training and education Cadru didactic în învăţământul profesional post-secundar Teaching professional in post-secondary vocational education Cadru didactic în învăţământul postsecundar pedagogic Teaching professional in post-secondary pedagogic education Profesor în educaţia (continuă) a celor cu nevoi special Teacher in (continuous) education of the special need persons Profesor în învăţământul primar Teacher in primary education Profesor în educaţia si formarea profesională (anterior profesor în învăţământul secundar profesional) Teaching professional in vocational training and education (formerly teacher in vocational secondary education) Instructor de conducere Innovam Groep auto www.ibki.nl Driving instructor

Structural instruments 2007 - 2013

regulated profession.

Therefore, in Romania the teaching staff in higher education is a regulated profession as well.

SEC – YES Certificate of Driving instructor attestation of

Autoritatea Rutieră Română

ATT – Romania has Competency also: road Certification legislation

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EUROPEAN UNION

Legal Domain Advocaat

Gerechtsdeurwaarder and kandidaat gerechtsdeurwaarder

Ledenopenbaar ministerie (advocaten-general, procureur-general, officieren van justitie en hun plaatsvervangers)

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Avocat Attorney at law

Nederlandse Orde van Advocaten (Dutch Bar Association) www.advocatenorde.nl

Executor judecătoresc / executor judecătoresc stagiar Bailiff/ Junior Bailiff

Koninklijke Beroepsorganisatie van Gerechtsdeurwaarders (Royal Professional Organisation of Judicial Officers) www.kbvg.nl

Membrii Ministerului Public (avocaţi generali, procurori generali, ofiţeri în justiţie si adjuncţii lor) Members of the Public Ministry (general attorneys, general prosecutors, justice

Ministerie van Veiligheid en Justitie (Ministry of Security and Justice) http://www.government. nl/ministries/venj

Structural instruments 2007 - 2013

General recognition system – primary application

graduation of a secondary education course, art.

11b

(Romanian Road Authority) www.arr.ro

PS3 - PostYES secondary Attorney at law level Diploma (3 – 4 years), art.

11d

Uniunea Naţională a Barourilor din Romania (Romanian National Union of Bar Associations) www.unbr.ro Uniunea Naţională a Executorilor Judecătoresti din Romania (National Union of Bailiffs from Romania) Consiliul Superior al Magistraturii (Superior Council of Magistracy) www.csm1909 .ro

YES Bailiff

YES Prosecutors

General recognition system – primary application

art. 11a

teacher, lecturer for the professional training and vocational reparation of specialty staff in the domain of road transportation.

PS4 - Postsecondary level Diploma (4 years), art.

11e

Romania has the following regulated professions: Legal counsellor, probation counsellor, judiciary technical expert, criminalist expert ( AC = Ministry of Justice)

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

The Netherlands put the magistracy professions on the list of regulated professions, only through the prism of the Directive

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EUROPEAN UNION

Griffiers en substituurgriffiers

Rechters (presidenten, vicepresidenten, raadsheren) van kantongerechten, arrondissementsrechtbanken, gerechtshoven, hogeraadleden openbaar ministerie (adv.gen, procureursgeneraal,officieren van justitie en hun plaatsvervangers), gerechtsauditeurs

Octrooigemachtigde

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

officers and their deputies) Grefieri si suplinitori de grefieri Court clerks and their substitutes Judecători (preşedinţi, vicepreşedinţi, consilieri/judecători la Curtea Supremă) din tribunale, curţi de apel, din Corpul Magistraţilor (avocaţi generali, procurori generali, ofiţeri în justiţie si adjuncţii lor), auditori de justiţie Judges (presidents, vicepresidents, counsellors/ judges at the Supreme Court) from district courts, courts of appeal, Magistrate Corps (general attorneys, general prosecutors, justice officers and their deputies), justice auditors Consilier în proprietate industrial Industrial property counsellor

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

2005/36/CE, it is not possible the recognition of the qualification acquired in other SM, because the magistrates are officers of the state, with a special statute.

YES Court clerks

Rechtspraak (Magistracy Body)

YES Judges, justice auditors

Octrooicentrum Nederland (Netherlands Patent Office) www.octrooicentrum.nl

YES Industrial property counsellor

Oficiul de Stat pentru Invenţii and Mărci (State Office for Inventions and Trademarks) www.osim.ro Camera Naţională a Consilierilor în Proprietate Industrială din Romania

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

(National Chamber of Industrial Property Counsellors from Romania) www.cncpir.ro Kandidaat-notaris

Financial Domain Accountant administratieconsulent

Registeraccountant

Notari stagiari Junior Notaries

Koninklijke Notariele Beroepsorganisatie (Royal Notary Professional Association)

Consultant în contabilitate Accountancy consultant

NBA Institute (formerly professional bodies NovAA/ Dutch Order of Accountancy Consultants + NIVRA/ Royal Institute of Registered Accountats)

Contabil înregistrat Registered accountant

In case of notaries public, recognition of the professional title acquired in another SM is not possible.

General recognition system – primary application

PS3 - PostYES secondary Financial Auditor level Diploma (3 – 4 years), art.

11d (bachelor’s degree in Accounting Expert polytechnicvocational higher education ) PS3 - Postsecondary level Diploma (3 – Fiscal Consultant 4 years), art.

11d (master’s degree in higher

Camera Auditorilor Financiari din Romania (CAFR) (Chamber of Financial Auditors of Romania) www.cafr.ro Corpul Experţilor Contabili si Contabililor Autorizaţi din Romania (CECCAR) (Body of Experts and Licensed Accountants of Romania)

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years), art. 11d

In the Netherlands, the two regulated professions have exclusively the one of financial audit as reserved PS3 - Post- activity, whereas secondary the accounting level activity may be Diploma (3 practiced as well – 4 years), by those who do art. 11d not own one of the two protected titles, and fiscal PSM- Post- consultancy is secondary not regulated at level all. In Romania, Diploma each of the three (more than 4 professions years ), Art. mentioned above 11 e has reserved

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ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

academic education)

Werknemer van een financiële dienstverlener die zich bezighoudt met het verlenen van financiële diensten aan consumenten

Feitelijk leidinggevende van een financiële dienstverlener die zich bezighoudt met het verlenen van financiële diensten aan consumenten

Angajat al unui furnizor de servicii financiare care prestează servicii consumatorilor Employee of a financial service providers which provides services to consumers Manager de facto al unui furnizor de servicii financiare care prestează servicii consumatorilor Factual manager of a financial service providers which provides services to consumers

Domeniul siguranţei şi securităţii publice Domain of public safety and security Inspecteur van politie Superintendent de poliţie (officier) (ofiţer) Police inspector (officer)

College Deskundigheid Financiële Dienstverlening – CDFD (College Financial Services Expertise) www.cdfd.nl

Not defined, in accordance with the Directive 2005/36/CE

Factual YES, however not mentioned in the list of regulated professions from Romania, from the point of view of the Directive 2005/36/CE

PS3 - Postsecondary level Diploma (3 – 4 years)

YES Police officer (Principal questor, Chief questor, Questor, Chief commissioner, commissioner, subcommissioner)

Ministerie van Financiën (Ministry of Finances) http://www.government. nl/ministries/fin

Politieacademie (Police Academy) www.politieacademie.nl Politie onderwijs- en kenniscentrum (Police Education and Training Center) www.lsop.nl

General recognition system – primary application

www.ceccar.ro Camera Consultanţilor Fiscali din Romania (Romanian Chamber of Fiscal Consultants) www.camerac onsultantilorfis cali.ro Autoritatea de Supraveghere Financiară (Financial Supervision Authority) (ASF)

Inspectoratul General al Poliţiei Române (IGP) (General Inspector’s Office of the Romanian

exclusively the specific activity.

Besides, there is a certified accountant, evaluator and practitioner in insolvency, as distinctly regulated professions.

General recognition system – primary application

Not defined, in accordance with the Directive 2005/36/CE

The professions of financial brokers are regulated in all the SM of the UE by transposing sectorial Directives, but very few SM have included them on the list of regulated professions in accordance with the Directive 2005/36/CE

PS3 - Postsecondary level Diploma (3 – 4 years)

Romania has also: polygon shooting instructor (IGP as AC), Border police officer and agent (General

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ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

Medewerker basispolitiefunctie (agent)

Angajat într-o funcţie de bază în poliţie (agent de poliţie) Employee in a basic function in the police force (police agent)

Surveillant van politie

Inspector de poliţie Police inspector

Brandweerofficier

Ofiţer de pompieri Fire officer

Alle brandweerberoepen niet zijnde brandweerofficier

Toate profesiile din serviciile de pompieri cu excepţia ofiţerilor All the professions from the fire brigade services, except for officers

Beveiligingsmedewerker, Particulier beveiliger, Persoonsbeveiliger, Bedrijfsbeveiliger, Evenementenbeveiliger,

Ofiţer de securitate, Agent de pază privat, Agent de pază personal, Agent de pază de firmă, Agent de pază pentru evenimente, Portar de hoteluri and restaurante, Transportator de numerar si valori, Supraveghetor magazine Security officer

Horecaportier Geld- en waardetransporteur Winkelsurveillant

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

SEC – Certificate of attestation of graduation of a secondary education course, art.

11b

Nederlands Bureau Brandweerexamens (Dutch Fire Service Exams) www.nbbe.nl

Ministerie van Veiligheid en Justitie (Ministry of Security and Justice) http://www.government. nl/ministries/venj

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years) DSE- Postsecondary level Diploma, inclusively Annex II (ex.

92/51, Annex C, D), Art. 11 c -

YES Police Agent (principal chief agent, chief agent, deputy chief agent, principal agent, agent) YES Police Principal Inspector, Inspector, Subinspector YES Fire officer

YES Fire and civil protection subofficer, Warrant officer

YES Security, access control, order and intervention officer, Protection agent, bodyguard for individuals and values

Police) www.politiaro mana.ro

Inspectoratul General pentru Situaţii de Urgenţă (General Emergency Situations Inspectorate) www.igsu.ro

General recognition system – primary application

Inspectoratul General al Poliţiei Române (General Inspector’s Office of the Romanian Police) www.politiaro mana.ro

General recognition system – primary application

DSE or SEC Inspector’s Border Police Office as AC), officer and subofficer gendarme (General Inspector’s PS3 - Post- Office of Romanian secondary Gendarmerie level Diploma (3 as AC) – 4 years) PS3 - Postsecondary level Diploma (3 – 4 years) DSE- Postsecondary level Diploma, inclusively Annex II (ex. 92/51, Annex C, D), Art. 11 c DSE- Post- Romania has secondary also security and level protection Diploma, company inclusively manager Annex II (ex. 92/51, Annex C, D), Art. 11 c

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Particulier onderzoeker Centralist alarmcentrale, Installateur alarmapparatuur

Voetbalsteward Other professions Beëdigd tolk, Beëdigd vertaler

Bewaarder van het kadaster en de openbare registers

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Private security officer Personal security officer Company security officer Event security officer Catering porter Cash and value transporter Shop superintendent Detectiv particular Private investigator Operator centrală de alarmă, Instalator de sisteme de alarmă Alarm central operator Alarm system fitter

Romania has also manager of alarm system installation company

YES Private investigator YES Monitoring system and control device dispatcher operator, Technician for detection systems, video surveillance and monitoring, access control and communications

Steward de fotbal Football steward

NO

Interpret autorizat, Traducător autorizat Sworn interpreter Sworn translator

Bureau beëdigde tolken en vertalers (Office of Sworn Intepretors and Translators) http://www.bureaubtv.nl

Administrator cadastru si registre publice Public register and cadastre guardian

Kadaster (Cadastre) www.kadaster.nl

YES Sworn interpreter Sworn translator

General recognition system – primary application

PS3 - PostNO secondary level Diploma (3 – 4 years)

Ministerul Justiţiei (Ministry of Justice) www.just.ro Agenţia Naţională de Cadastru si Publicitate Imobiliară (National Agency of Cadastre and

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years) In Romania, there are many professions regulated in the domain of cadastre: cadastre engineers, sub-

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

Real Estate Publicity) www.ancpi.ro

Ambtenaar van Staat

Funcţionar public Public officer

Ministerie van Binnenlandse Zaken en Koninkrijksrelaties (Ministry of the Interior and Kingdom Relations) http://www.government.nl /ministries/bzk

-

(Professioneel) vuurwerkdeskundige

Expert în efecte pirotehnice speciale/ focuri de artificii (profesionist) Fireworks expert (professional)

Kiwa (Independent organisation of certification of vocational skills) www.kiwa.nl

-

Various YES qualification Public officer levels

-

YES Fireworks operator Fireworks expert

Ministerul Afacerilor Interne (Ministry of the Interior) www.mai.gov. ro Agenţia Naţională a Funcţionarilor Publici (National Agency of Public Officers) www.anfp.gov .ro Inspectoratul General al Poliţiei Române (General Inspector’s Office of the Romanian Police) www.politiaro

engineers and technicians, geometrician, mapper, mine surveyor; Mapping and surveying officers, geography officer specialised in mapping -

Various qualification levels

General recognition system – primary application

ATT Competency Certification art. 11a

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

mana.ro Arbeids- en organisatiedeskundige

Arbeidshygiënist

Veiligheidskundige Arbeids- en bedrijfsgeneeskundige

Stralingsdeskundige Gasdeskundige Gasmeetkundige

Gassingsleider

Specialist în resurse umane and organizarea muncii Labour organisation and human resources specialist Specialist în igiena muncii Labour hygiene specialist Expert de securitate Security expert Specialist în sănătate la locul de muncă Occupation health specialist

Expert în radiaţii Radiation expert Expert gaze Gas expert Tehnician de măsurare a gazelor Gas measurement technician Controlor alimentare cu gaze Gas supply controller

NO Ministerie van Sociale Zaken en Werkgelegenheid (Ministry of Social Affairs and Employment) www.szw.nl Directie Arbeidsomstandigheden, Afdeling Productveiligheid en Gezondheid (Directorate of Labour Circumstances, Department of Product Safety and Health)

General recognition system – primary application

NO

NO

No information, because these are not recorded in the IMI Ministerie van Infrastructuur en Milieu (Ministry of Infrastructure and Environment) http://www.government.nl /ministries/ienm

PS3 - Postsecondary level Diploma (3 – 4 years)

Ministerul Muncii, Familiei, NO Protecţiei Sociale si Persoanelor Vârstnice (Ministry of Labour, Family, Social Protection and Old People) www.mmuncii .ro No NO, however, there Inspecţia de Stat information, are the following: pentru Controlul because Non-destructive Cazanelor, these are not control operator Recipientelor sub recorded in with penetrating Presiune and the IMI radiations, Instalaţiilor de GPL container Ridicat (ISCIR) filling operator, (State Inspection Pressure fluid for the Control of bottler, NonBoilers, Pressure destructive Vessels and control operator Hoisting for sealing Equipment) checking, Welder in www.iscir.ro

In Romania, the profession of labour protection is regulated

General recognition system – primary application

ATT or DSE ISCIR is also AC for other professions: welder, firemen for various types of boilers, surveillance and boiler maintenance workers

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

protective gas environment, Welder in inert gas environment, Operator in charge with the supervision and technical checking of RSVTI equipment NO

Tehnician în prevenţia si combaterea paraziţilor lemnului Wood parasite fight and prevention technician Distributeur van gasvormige Distribuitor de pesticide en gasvormende si biocide gazoase gewasbeschermingsmiddelen Gaseous biocide and en biociden pesticide distributor Bestrijder houtrotverwerkende schimmels

Toepasser van biociden voor Aplicator de biocide het afweren of bestrijden van pentru îndepărtarea sau een dierplaag controlul oricăror daunători Biocide applicator for the removal of control of the pests Distributeur Distribuitor de pesticide bestrijdingsmiddelen Insecticide distributor Beheerder Administrator de landbouwspuitbedrijf pulverizare a plantelor Plant spraying administrator Uitvoerder gewasbescherming Tehnician de protecţie a plantelor Mollen- en Aplicator de produse de woelrattenbestrijder protecţie a plantelor pentru combaterea cârtiţelor si a volelor de

NO

NO

Ministerie van Economische Zaken (Ministry of Economic Businesses) http://www.government. nl/ministries/eleni

General recognition system – primary application

ATT – NO Competency Certification, NO art. 11a

NO NO

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EUROPEAN UNION

Bedrijfshulpverlener

Beheerder van een bedrijfsinrichting, asiel of pension Algemene rijksarchivaris Rijksarchivaris, Rijksarchivaris in de provincie Provinciaal inspecteur archiefbescheiden

Archeoloog Leidinggevende

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

apă Plant protection technician Plant protection product applicator for fight against moles Specialist intervenţii de urgenţă / Emergency response specialist Administrator de firmă, azil sau pensiune Company, asylum or inn administrator Sef - arhivist de stat, Arhivist de stat, Arhivist de stat în district/regiune Inspector districtual al documentelor arhivate State chief keeper of the public records State keeper of the public records District / regional keeper of the public records District inspector of the archive documents Arheolog – management Archaeologist – management

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

NO

NO

Dienst Uitvoering Onderwijs (Office of Education) www.duo.nl/Intrnational _visitors/default.asp

General recognition system – primary application

PS3 - PostYES secondary Keeper of public level records Diploma (3 – 4 years)

Arhivele Naționale (National Archives)

www.arhivele nationale.ro

General recognition system – primary application

PS3 - Postsecondary level Diploma (3 – 4 years)

In Romania, the profession of keeper of public records is regulated (DSE qualification level)

NO

Professions regulated in Romania which are not listed on the list of professions regulated in the Netherlands:

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EUROPEAN UNION

ROMANIAN GOVERNMENT MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND ELDERLY AMPOSDRU

European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

mediator, restaurateur, tourism guide, mountain lifesaver, social worker, professional personal nurse, personal nurse, maternal worker, interpreter of language specific to deaf persons, interpreter of mimic and gesture language

Source: processing made by the author, with the information from the EC’s database with the regulated professions in the MS (http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?newlang=en), list with the regulated professions from the Netherlands published by Nuffic (Professionalrecognition.nl), Directive 2005/36/EC on the recognition of professional qualifications (version in Romanian language), Law 200/2004 on the recognition of diplomas and regulated professional qualifications in Romania (with further extensions and amendments), in March 2013.

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