In an era defined by rapid technological transformation, cross-border labor mobility, and the internationalization of higher and technical education, qualifications frameworks have emerged as indispensable policy instruments (Cedefop, 2024). By shifting educational paradigms away from traditional input-based metrics, such as institutional prestige or strict duration of study, toward demonstrable learning outcomes, qualifications frameworks establish transparent currencies for human capital development (UNESCO, 2023). Despite sharing a common philosophical commitment to outcome-based education (OBE) and lifelong learning, qualifications frameworks vary significantly in their legal mandates, structural granularity, and operational governance depending on whether they function as national regulatory systems or regional meta-frameworks. The Bangladesh National Qualifications Framework (BNQF) represents a comprehensive, nationally binding instrument developed by the Government of Bangladesh (GoB) to harmonize a historically fragmented education and training landscape (Ministry of Education [MoE] & International Labour Organization [ILO], 2021) . Prior to the adoption of the unified BNQF, Bangladesh initiated its qualifications reform in 2012 through the National Technical and Vocational Qualifications Framework (NTVQF), which operated strictly as a sectoral framework for Technical and Vocational Education and Training (TVET) (MoE & ILO, 2021).
Read and Download the Paper from Research Gate