Netherlands

EUROPEAN UNION ROMANIAN GOVERNMENT

MINISTRY OF LABOUR, FAMILY, SOCIAL PROTECTION AND

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European Social Fund POS DRU 2007-2013

Structural instruments 2007 - 2013

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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C O N T E N T S

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 Non-

formal 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



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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



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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 Plijnaar-

Siedsma from Samenverking Beroepsonderwijs Bedijfsleven (S BB) – Foundation for Co-

operation 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. 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

Level

Study

Program

Length Admission

Requests

Targets to Reach Transferability

1 Assistant

Training

0,5 – 1

year

N/A The graduate may fulfil

simple tasks, under

supervision

This diploma offers the

possibility to transfer to

the basic vocational

training (qualification

level 2)

2 Basic

Vocational

Training

2–3 years vmbo diploma in

the basic

vocational

pathway

The graduate acquires

skills in order to fulfil

operative tasks and has

his/her own work

liabilities


possibility to transfer

to the vocational

training (level 3

qualification)

3 Vocational

Training

2-4 years vmbo diploma

in theoretical,

combined or

advanced

The graduate is liable

for his/her own

activities and monitors

and coordinates others’



to the middle

management training



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vocational

pathway

activities; he/she drafts

projects, work

procedures

or specialist training

(level 4 qualification)

4 Middle-

management

Training

3–4 years vmbo diploma in

theoretical,

combined or

advanced

vocational

pathway;

vocational

training diploma

The graduate has

his/her own liabilities,

not in executive

meaning, but in a

formal and

organizational one;

he/she drafts procedures



to the higher

professional education

4 Specialist

Training

1–2 years Vocational

training diploma

or middle-

management

training diploma

The specialist has

his/her own

responsibilities, not in

executive meaning, but

in a formal and

organizational one;

he/she drafts procedures



to the higher

professional education

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



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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



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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);



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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 social-

economic 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;



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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



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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;



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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;

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.



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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;

drafting the assessment instruments;

testing the assessment instruments in real work conditions, each assessor achieving at

least 5 assessment processes;

collecting necessary pieces of evidence in order to prove the fulfilment of the

licensing criteria;

making the list with the pieces of evidence;

drafting the template for establishment of the performance level;

drafting the assessment report;

submitting the licensing application accompanied by the licensing file;

analysis of the licensing file;



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solving the licensing application;

issuing the functioning license.

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;

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;

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;

spreading the information – the centre spreads information and materials regarding

the conditions of assessment and certification of the professional competencies;

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;

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 NLQF-

EQF 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;

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.

Applying knowledge means to reproduce, analyse, integrate, evaluate, combine and

apply the acquired knowledge in an occupation or a knowledge domain.

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

Learning and development skills mean the capacity of personal development,

autonomously or under supervision.

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

information.

Communication skills mean to communicate based on conventions relevant to the

context.

Skills:

Cognitive abilities refer to logical, intuitive and creative thinking.

Practical abilities refer to psychomotor skills in applying methods, materials,

instruments and tools within a given context.

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



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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



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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 post-

secondary 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);

http://www.idw.nl/start.html

http://www.nuffic.nl/international-organizations/services/professional-recognition



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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



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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



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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

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

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)

Colegiul Medicilor din Romania

(Romanian College of Physicians)

Medic Dentist = Dentist (harmonised training in acc.

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

Colegiul Medicilor Dentişti din

Romania

(Romanian College of Dentists)

Farmacist = Pharmacist (harmonised training in acc.

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

Colegiul Farmaciştilor din Romania

(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

(Order of Nurses and Midwives from

Romania)

Moaşă = Midwife (harmonised training in acc. with the

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

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



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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 competency-

oriented 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



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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)

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

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



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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

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



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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

legislative area

QUALIFICATIONS

CA on the

legislative area

SERVICES

CA on the

legislative area

WORKERS

SECONDMENT

TOTAL

CA

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

http://ec.europa.eu/internal_market/imi-net/docs/statistics_2012_en.pdf



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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.

http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm%20on%2031.03.2013



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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

IMI in the Netherlands | 20 September 2012

Ministry of Economic Affairs, Agriculture and Innovation6

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



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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-to-

Employment_FINAL.pdf

http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?action=regprofs&id_country=27&quid=1&mode=asc&maxRows=*#top

http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?action=regprofs&id_country=27&quid=1&mode=asc&maxRows=*#top

http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm

http://www.oecd.org/edu/highlights.pdf

http://mckinseyonsociety.com/downloads/reports/Education/Education-to-Employment_FINAL.pdf

http://mckinseyonsociety.com/downloads/reports/Education/Education-to-Employment_FINAL.pdf



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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/diploma-

recognition/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

http://www.idw.nl/start.html


http://www.nuffic.nl/en/diploma-recognition/country-modules/country-modules

http://www.nuffic.nl/en/diploma-recognition/country-modules/country-modules

http://www.cnred.edu.ro/

http://www.anc.edu.ro/


http://ec.europa.eu/internal_market/qualifications/contact/national_contact_points_en.htm

http://www.enic-naric.net/

http://ec.europa.eu/internal_market/imi-net/contact/index_en.htm#nl



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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



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61

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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62

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



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63

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)



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64

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)



ELDERLY AMPOSDRU



Annex no. 1

The Regulated Professions from the Netherlands, in a Comparative Analysis with those from Romania

Name of the Profession

in Dutch

Name of the

Profession translated

into Romanian

(and English)

AC in the

Netherlands

Recognition, in

accordance

with the

Directive

2005/36/CE

Qualificat

ion Level

required

in the

Netherlan

ds

The Situation in Romania Observations

Is the profession

regulated?

(YES/NO)

If the answer is YES:

AC in

Romania

Recognition

in acc. with

the Directive

2005/36/CE

Qualificati

on Level

required in

Romania

Healthcare domain

In the generic category

„Doctor of medicine”

Medic (Physician)

with the specializations:

Allergologie (until August

12th, 1996) Alergologie

Allergology

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

Harmonised

training in

basic

medicine

and

specialisatio

n, art. 25

YES

Allergology and

Clinical Immunology

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

Harmonised

training in

basic

medicine and

specialisatio

n, art. 25

Number of

specializations:

33 in the

Netherlands,

41 in Romania.

Infectious

diseases,

endocrinology,

clinical

pharmacology,

haematology,

laboratory

medicine,

emergency

medicine,

nephrology,

medical

oncology,

vascular surgery,

paediatric

Anesthesiologie Anestezie

Anaesthetics

YES

Anaesthetics and

Intensive Care Cardio-thoracale chirurgie Chirurgie cardio-toracică

Cardiothoracic Surgery

YES

Cardiothoracic

Surgery Cardiologie Cardiologie

Cardiology

YES

Cardiology

Dermatologie en

venerologie

Dermatovenerologie

Dermato-venereology

YES

Dermato-venereology Heelkunde Chirurgie generală

General Surgery

YES

General Surgery

Interne geneeskunde Medicină internă

Internal Medicine

YES

Internal Medicine

Keel-, neus- en Otorinolaringologie YES

http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?action=regprof&id_regprof=8921

http://www.bigregister.nl/en

http://www.ms.gov.ro/


http://www.cmr.ro/



ELDERLY AMPOSDRU



66

oorheelkunde ENT ENT surgery,

paediatric

psychiatry exist

in Romania and

do not exist in the

Netherlands.

Medical

microbiology,

biological

chemistry,

neuropsychiatry

exist in the

Netherlands and

do not exist in

Romania.

Kindergeneeskunde Pediatrie

Paediatrics

YES

Paediatrics

Klinische chemie (until

April 4th , 2000)

Chimie biologică

Biological Chemistry

Klinische genetica Genetică medicală

Medical Genetics

YES

Medical Genetics

Klinische geriatrie Geriatrie clinică

Clinical Geriatrics

YES

Geriatrics and

Gerontology Longtiekten en tuberculose Pneumologie

Pneumology

YES

Pneumology

Maag-darm-levertiekten Gastroenterologie

Gastroenterology

YES

Gastroenterology Maatschsappij en

gezondheid

Sănătate publică

Public Health

YES

Public Health and

Management

Medische microbiologie Microbiologie medicală

Medical Microbiology

NO

Neurochirurgie Neurochirurgie

Neurosurgery

YES

Neurosurgery

Neurologie Neurologie

Neurology

YES

Neurology

Nucleaire geneeskunde Medicină nucleară

Nuclear Medicine

YES

Nuclear Medicine Obstetrie en Gynaecologie Obstetrică – ginecologie

Obstetrics and

Gynaecology

YES

Obstetrics and

Gynaecology Oogheelkunde Oftalmologie

Ophthalmology

YES

Ophthalmology

Orthopedie Ortopedie YES

Orthopaedics and



ELDERLY AMPOSDRU



67

Orthopaedics Traumatology

Pathologie Patologie

Pathology

YES

Pathological

Anatomy Plastische chirurgie Chirurgie plastic

Aesthetical Surgery

YES

Aesthetical Surgery –

Reconstructive

Microsurgery Psychiatrie Psihiatrie

Psychiatrics

YES

Psychiatrics

Radiologie Radiologie

Radiology

YES

Radiology - Medical

Imagistics Radiotherapie Radioterapie

Radiotherapy

YES

Radiotherapy Reumatologie Reumatologie

Rheumatology

YES

Rheumatology Revalidatiegeneeskunde Fizioterapie

Physical Therapy

YES

Physical recovery,

medicine and

balneology Urologie Urologie

Urology

YES

Urology

Zenuw- en zielsziekten

(until July 9th, 1984)

Neuropsihiatire

Neuropsychiatry

NO

-Arbeid en gezonheid,

bedrijfsgeneeskunde –

arbeid en gezonheid,

verzekeringsgeneeskunde

Medicina muncii

Labour Medicine

YES

Labour Medicine

Huisarts Medic generalist

General Medicine

Physician



CBGV and



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






ELDERLY AMPOSDRU



68

Colegiul

Medicilor

din Romania

(Romanian

College of

Physicians)

www.cmr.ro

practice


„Dental practitioner”

Practician dentist

Dental practitioner

Kaakchirurg Medic dentist specialist în

chirurgie orală

Dental Surgery Specialist



CBGV and



System of

automatic

recognition –

specialist

dentist, Annex

V

Harmonise

d training,

art. 35

YES

Dental Surgery

Specialist

Ministerul

Sănătăţii

(Ministry of

Health)

www.ms.gov.r

o

and

Colegiul

Medicilor din

Romania

(Romanian

College of

Dentists)

www.cmdr.ro

System of

automatic

recognition –

specialist

dentist,

Annex V

Harmonised

training, art.

35

YES

Specialist in

orthodontics and

dento-facial

orthopaedics

Orthodontist Medic dentist specialist în

ortodonţie

Orthodontists

Tandarts Medic dentist

Dentist

System of

automatic

recognition –

dentist, Annex

V

Harmonise

d training,

art. 34

YES

Dentist System of

automatic

recognition –

dentist,

Annex V

Harmonised

training, art.

34

In the generic categories

„Nurse” and „Midwife”

„Asistent medical” =

Nurse and „Moaşă” =

Midwife

Verpleegkundige Asistent medical

Nurse



CBGV and



System of

automatic

recognition –

registered

nurse,

Annex V

Harmonise

d training

for the

registered

nurses, art.

31

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

Harmonise

d training

for the

registered

nurses, art.

31

Verloskundige Moaşă

Midwife

System of

automatic

recognition –

midwife, Annex

V

Harmonise

d training

for

midwives,

art. 40

YES

Midwife System of

automatic

recognition

– midwife,

Annex V

Harmonise

d training

for

midwives,

art. 40

http://www.cmr.ro/




http://www.cmdr.ro/





ELDERLY AMPOSDRU



69

(Order of

Nurses and

Midwives in

Romania)

www.oamr.ro In the generic category

„Veterinary Surgeon”

Medic veterinary

Veterinary Surgeon

Dierenarts Medic veterinary

Veterinary Surgeon

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

Colegiul

Medicilor

Veterinari din

Romania

(College of

Veterinary

Surgeons from

Romania)

www.cmvro.go.r

o

System of

automatic

recognition

–veterinary

surgeon,

Annex V

Harmonise

d training

for

veterinary

surgeons,

art. 38


„Pharmacist”

Farmacist

Pharmacist

Apotheker Farmacist

Pharmacist



CBGV and



System of

automatic

recognition –

pharmacist,

Annex V

Harmonise

d training

for

pharmacist

art. 44

YES

Pharmacist

Colegiul

Farmaciştilor

din Romania

(College of

Pharmacists in

Romania)

www.colegfar

m.ro

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)

Asistent medical sănătate

personală (fost asistent

medical de nivel 2)

Private duty nurse

(formerly nurse of 2nd

level)

Ministerie van

Volksgezondheid,

Welzijn en Sport

(Ministry of Health,

Welfare and Sports)

www.diergeneeskundereg

ister.nl

General

recognition

system –

primary

application

SEC –

Certificate of

attestation of

graduation of

a secondary

education

course, art.

11b

NO

Apotekerassistent Tehnician/asistent

farmacist / Pharmacist

NO

http://www.oamr.ro/

http://www.diergeneeskunderegister.nl/


http://www.cmvro.go.ro/

http://www.cmvro.go.ro/


http://www.colegfarm.ro/

http://www.colegfarm.ro/





ELDERLY AMPOSDRU



70

Technician / Assistant

Klinisch chemicus Chimist în sistemul

sanitar

Chemist in Medical

System

PS3 –Post-

secondary

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 - Post-

secondary

level

Diploma

(exact 4

years), art.

11e

AC from

Romania sill

manages the

regulated

professions of

biochemist and

biologist in the

medical system

(PS4)

Klinisch fysicus Fizician în sistemul

sanitar

Physicists in Medical

System

NO

Logopedist Logoped

Speech Therapist

NO

Medisch nuclair werker Tehnician medicină

nucleară

Nuclear Medicine

Technician

NO

Mondhygienist Igienist dentar

Dental Hygienist

NO

Oefentherapeut-cesar Fizioterapeut - metoda

Cesar

Physical Therapist –

Cesar method

NO

Oefentherapeut-

mensendieck

Fizioterapeut – metoda

Mensendieck

Physical Therapist –

Mensendieck method

NO

Fysiotherapeut Fizioterapeut NO

http://www.obbcssr.ro/



ELDERLY AMPOSDRU



71

Physical Therapist

www.diergeneeskundere

gister.nl

Diëtist Dietetician

Nutritionist

NO

Ergotherapeut Ergoterapeut/terapeut

occupational

Occupational Therapist

NO

Huidtherapeut Dermatoterapeut

Dermal Therapist

NO

Optometrist Optician în oftalmologie

Optician in

Ophthalmology

NO

Orthoptist Ortoptist

Orthoptist

NO

Podotherapeut Podolog/chiropodist

Podologist

NO

Psycholoog,

gezondheidszorg

Psiholog

Psychologist

YES

Psychologist

Colegiul

Psihologilor

din Romania

(Romanian

College of

Psychologists)

www.copsi.ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

Psychotherapeut Psihoterapeut

Psychotherapist

NO

Radiotherapeutisch

laborant/ radiodiagnostisch

laborantt

Laborant

radiologie/radioterapie

Radiology / Radiotherapy

Laboratory Assistant

NO

Tandprotheticus Tehnician ortoprotezist

Ortho-prosthetic

DSE- Post-

secondary

level

Diploma,

YES

Dental technician Ordinul

Tehnicienilor

Dentari din

Romania

General

recognition

system –

primary

PS3 - Post-

secondary

level

Diploma (3




http://www.copsi.ro/



ELDERLY AMPOSDRU



72

technician inclusively

Annex II

(ex. 92/51,

Annex C,

D), Art. 11

c

(Order of

Dental

Technicians

from

Romania)

www.otdr.ro

application – 4 years),

art. 11d

Dierenartsassistent,

paraveterinair

Asistent veterinar,

paraveterinar

Veterinary assistant

Para-veterinary worker

YES

Veterinary assistant

Autoritatea

Naţională

Sanitară

Veterinară si

de

Siguranţa

Alimentelor

(ANSVSA)

(Sanitary

Veterinary and

Food Safety

Department)

www.ansvsa.

ro

Fysiotherapeut voor dieren Fizioterapeut veterinar

Veterinary Physical

Therapist

NO

Embryotransplanteur,

paraveterinair

Paraveterinar, tehnician

transplant embrionar

Para-veterinary worker

Embry transfer technician

ATT –

Competency

Certification,

art. 11a

NO Romania has

also only the

veterinary

technician as

regulated

profession

(DSE) with

ANSVSA as AC

Embryowinner Practician recoltare

embrioni animali

Animal embryo

harvesting practitioner

NO

Keurmeester post mortem

keuring

Supraveghetor animale

post-mortem

Post-mortem animal

supervisor

NO

Verzorger embryo-

/eicelwinning

Practician recoltare

embrioni animali/ouă

NO

http://www.otdr.ro/

http://www.ansvsa.ro/

http://www.ansvsa.ro/



ELDERLY AMPOSDRU



73

Animal egg/embryo

harvesting practitioner

Verzorger

embryotransplantatie

Practician transplant

embrioni animali

Animal embryo transfer

practitioner

NO

Proefdirverzorger Tehnician experimente pe

animale

Animal research

technician

Voedsel en Waren

Autoriteit (Food and

Consumer Product

Safety Authority)

www.vwa.nl

NO

Architecture and Construction Domain

Architect Arhitect

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 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

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

Architect (verworven

rechten)

Arhitect (drepturi

dobândite)

Architect (acquired

rights)

System of

automatic

recognition –

architect,

Annex VI

Harmonised

training for

architects,

art. 49

YES

Architect

(acquired rights)

System of

automatic

recognition –

architect,

Annex VI

Harmonise

d training

for

architects,

art. 49

Interieurarchitect Arhitect de interior/

decorator

Interior Architect/

Decorator

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

NO

Stedenbouwkundige Urbanist

Urban Planner

YES

Urban Planner Registrul

Urbaniştilor

din Romania

(Romanian

Register of

Urban

Planners)

www.rur.ro

General

recognition

system –

primary

application

PS4 - Post-

secondary

level

Diploma (4

years), art.

11e

Tuin- en

landschapsarchitect

Arhitect peisagist

Landscape Architect

NO

http://www.vwa.nl/

http://www.architectenregister.nl/

http://www.architectenregister.nl/

http://www.oar.org.ro/

http://www.rur.ro/



ELDERLY AMPOSDRU



74

Kraanmachinist Macaragiu

Crane Operator

Ministerie van Sociale

Zaken en

Werkgelegenheid

(Ministry of Social

Affairs and

Employment)

www.szw.nl

ATT -

Competency

Certification,

art. 11a

YES

Crane Operator

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

General

recognition

system –

primary

application

ATT -

Competency

Certification

art. 11a

Sloopdeskundige asbest Specialist în îndepărtarea

asbestului / Asbestos

removal specialist

NO

Duiker Scafandru profesionist

Professional Diver

YES

Diver, Safeguard

diver, underwater

worker, heavy

diver

Centrul de

Scafandri

Constanţa

(Unitatea

Militară

02150)

Centre of

Divers

Constanta

(Military Unit

02150)

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)

Duikmedisch begeleider Supraveghetor medical

pentru scufundări

Medical Supervisors for

Diving

NO, however,

there are the

following:

Bar-chamber

Operator, diving

technician

Duikploegleider Sef echipă de scafandri

Head of Divers’ Team

YES

Head of diving,

Head of divers’

group, Head diver

http://www.szw.nl/

http://www.iscir.ro/



ELDERLY AMPOSDRU



75

of equipment Springmeester Maistru explosive

Expert in Explosive

Substances

Explosives Authority

http://efee.eu/nations.ht

ml

www.springmeesters.nl

www.skocert.nl

SEC –

Certificate

of attestation

of

graduation

of a

secondary

education

course, art.

11b

NO

Schietmeester Maistru demolări

Demolition Expert

NO

Transportation Domain

Professions from the Air Transportation /Aviation

Luchtverkeersleider Controlor trafic aerian

Air Traffic Controller

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 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

YES

Air Traffic

Controller

Autoritatea

Aviaţiei Civile

din Romania

(Romanian

Civil Aviation

Authority )

www.caa.ro

General

recognition

system –

primary

application

ATT –

Competency

Certificate,

art. 11a

Romania has also

the following

regulated

professions:

airplane pilot,

helicopter pilot,

free balloon, glider;

navigation

mechanic, air

navigator,

aeronautic

meteorologist,

forecast teller,

aeronautic staff for

the protection of air

navigation and

telecommunication

(PNA-TC),

airplanes reception

and control

engineers, PNA-TC

equipment

reception and

control engineers,

Onderhoudstechnicus voor

zweefvliegtuigen

Tehnician de întreţinere

pentru planoare

Aircraft maintenance

technician

- NO

Vluchtinformatieverstrekker Furnizor de informaţii de

zbor

Flight information service

officer

- YES

Radio Navigation

System Operator

Autoritatea

Aviaţiei Civile

din Romania

(Romanian

Civil Aviation

Authority )

www.caa.ro

SEC –

Certificate

of

attestation

of

graduation

of a

secondary

education

course,

art.11b

http://efee.eu/nations.html

http://efee.eu/nations.html

http://www.springmeesters.nl/

http://www.skocert.nl/

http://www.ilent.nl/

http://www.caa.ro/

http://www.caa.ro/



ELDERLY AMPOSDRU



76

civil aviation

security auditor

Road Transportation

Keurmeester periodieke

keuring lichte voertuigen

Inspector tehnic vehicule

uşoare

Light vehicle technical

inspector

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 –

Competency

Certification

art. 11a

YES

ITP Inspector Registrul

Naţional Auto

Român

(Romanian

National Auto

Register)

www.rarom.ro

General

recognition

system –

primary

application

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II

(ex. 92/51,

Annex C,

D), Art. 11

c

Romania has

also the

following

regulated

professions:

driver who

performs taxi-

like 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

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

Autoritatea

Rutieră

Română

(Romanian

Road

Authority)

www.arr.ro

ATT –

Competency

Certification

, art. 11a

Keurmeester periode

keuring zware

aanhangwagens

Inspector tehnic remorci

grele

Heavy trailer technical

inspector

NO

LPG-technicus Tehnician LPG

Liquid Petroleum Gas

Technician

NO

Machinist (spoor) Maşinist (feroviar)

Railway engine driver

Ministerie van


(Ministry of

Infrastructure and

Environment)


en Transport

(Environment and

YES

Railway engine

driver

Centrul Naţional

de Calificare

and Instruire

Feroviară

(CENAFER)

(Romanian

National Centre

for Railway

General

recognition

system –

primary

application

SEC –

Certificate

of

attestation

of

graduation

of a

secondary

http://www.rdw.nl/

http://www.rarom.ro/

http://www.arr.ro/



ELDERLY AMPOSDRU



77


www.ilent.nl

Qualification

and Training)

www.cenafer.ro

education

course,

art.11b

Naval Transportation

Certificaat-loods Pilot de marină certificate

Licensed maritime pilot

Koninklijke Dirkzwager

BV

www.dirkzwager.com

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II

(ex. 92/51,

Annex C,

D), Art. 11

c

YES

Maritime pilot

Wide sea pilot

Ministerul

Transporturilor

(Ministry of

Transportation

s)

www.mt.ro

Autoritatea

Navală

Română

(Romanian

Naval

Authority)

www.rna.ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

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

Register-loods Pilot înregistrat

Registered pilot

Nederlandse

Loodsencorporatie

www.loodswezen.nl

Eerste stuurman voor de

grote handelsvaart

Sef de cart cl. I marină

comercială

Ship’s deck officer class I

Ministerie van


(Ministry of

Infrastructure and

Environment)


en Transport

(Environment and


www.ilent.nl

Tweede of derde stuurman

voor de grote handelsvaart

Sef de cart cl. II sau III

marină comercială

Ship’s deck officer class

III/2nd made

Kapitein grote handelsvaart Căpitan de marină

comercială

Merchant ship Captain

Maritiem officier Ofiţer de marină

Sea officer

Scheepswerktuigkundige a,

b, c

Ofiţer mecanic de marină

cl. I, II, III

Ship mechanic officer,

classes I, II, III

YES

Mechanic officer

Stuurman kleine

handelsvaart

Sef de cart pe vas de coastă

Ship’s deck officer on a

coast vessel

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II

(ex. 92/51,

Romania has the

following

regulated

professions with

DSE, SEC or

ATT qualification

level:

Stuurman IV visvaart Sef de cart cl. IV vas de

pescuit

Ship’s deck officer class


http://www.cenafer.ro/

http://www.dirkzwager.com/

http://www.mt.ro/

http://www.rna.ro/

http://www.loodswezen.nl/




ELDERLY AMPOSDRU



78

IV on a fishing vessel 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

Stuurman werktuigkundige

V, VI visvaart

Sef de cart mecanic cl. V,

VI vas de pescuit

Ship’s deck officer

classes V, VI on a fishing

vessel

Werktuigkundige IV

visvaart

Mecanic cl. IV vas de

pescuit

Mechanic class IV on a

fishing vessel

Motordrijver Supraveghetor de motor

Engine supervisor

YES

Motorist VTS-operator Funcţionar VTS

VTS Operator

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)

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)

Dienst Uitvoering

Onderwijs (Office of

Education)

www.duo.nl/Intrnational_

visitors/default.asp

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years), art.

11d

YES

Teacher in secondary

education

Ministerul

Educatiei

Naţionale

(Ministry of

National

Education)

www.cnred.edu.

ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

Different from

the Netherlands,

where there are

distinct

regulated

professions for

each type of pre-

university, in

Romania, in

accordance with

the Law

200/2004, the

teaching

professional (in

pre-university

education and in

higher

education) is a

Docent beroepsonderwijs en

volwasseneneducatie, bve

Cadru didactic în educaţia

si formarea profesională a

adulţilor

http://www.nnvo.nl/








http://www.duo.nl/Intrnational_visitors/default.asp








ELDERLY AMPOSDRU



79

Teaching professional in

adult vocational training

and education

regulated

profession.

Therefore, in

Romania the

teaching staff in

higher education

is a regulated

profession as

well.

Docent hoger

beroepsonderwijs

Cadru didactic în

învăţământul profesional

post-secundar


post-secondary vocational

education

Docent hoger pedagogisch

onderwijs

Cadru didactic în

învăţământul post-

secundar pedagogic


post-secondary pedagogic

education

Leraar (voortgezet) speciaal

onderwijs

Profesor în educaţia

(continuă) a celor cu nevoi

special

Teacher in (continuous)

education of the special

need persons

Leraar basisonderwijs Profesor în învăţământul

primar

Teacher in primary

education

Leraar sector educatie en

beroepsonderwijs (voorheen

leraar middelbaar

beroepsonderwijs)

Profesor în educaţia si

formarea profesională

(anterior profesor în

învăţământul secundar

profesional)


vocational training and

education (formerly

teacher in vocational

secondary education)

Rij-instructeur Instructor de conducere

auto

Driving instructor

Innovam Groep

www.ibki.nl

SEC –

Certificate of

attestation of

YES

Driving instructor Autoritatea

Rutieră

Română

ATT –

Competency

Certification

Romania has

also: road

legislation













http://www.ibki.nl/



ELDERLY AMPOSDRU



80

graduation of

a secondary

education

course, art.

11b

(Romanian

Road

Authority)

www.arr.ro

art. 11a teacher, lecturer

for the

professional

training and

vocational

reparation of

specialty staff in

the domain of

road

transportation.

Legal Domain

Advocaat Avocat

Attorney at law

Nederlandse Orde van

Advocaten (Dutch Bar

Association)

www.advocatenorde.nl

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years), art.

11d

YES

Attorney at law

Uniunea

Naţională a

Barourilor din

Romania

(Romanian

National

Union of Bar

Associations)

www.unbr.ro

General

recognition

system –

primary

application

PS4 - Post-

secondary

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)

The Netherlands

put the

magistracy

professions on

the list of

regulated

professions, only

through the

prism of the

Directive

Gerechtsdeurwaarder and

kandidaat

gerechtsdeurwaarder

Executor judecătoresc /

executor judecătoresc

stagiar

Bailiff/ Junior Bailiff

Koninklijke

Beroepsorganisatie van

Gerechtsdeurwaarders

(Royal Professional

Organisation of Judicial

Officers)

www.kbvg.nl

YES

Bailiff

Uniunea

Naţională a

Executorilor

Judecătoresti

din Romania

(National

Union of

Bailiffs from

Romania)

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

Ledenopenbaar ministerie

(advocaten-general,

procureur-general,

officieren van justitie en

hun plaatsvervangers)

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

YES

Prosecutors

Consiliul

Superior al

Magistraturii

(Superior

Council of

Magistracy)

www.csm1909

.ro

http://www.arr.ro/

http://www.advocatenorde.nl/

http://www.unbr.ro/

http://www.kbvg.nl/






http://www.government.nl/ministries/venj


http://www.csm1909.ro/

http://www.csm1909.ro/



ELDERLY AMPOSDRU



81

officers and their

deputies)

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.

Griffiers en substituur-

griffiers

Grefieri si suplinitori de

grefieri

Court clerks and their

substitutes

YES

Court clerks

Rechters (presidenten, vice-

presidenten, raadsheren) van

kantongerechten, arrondisse-

mentsrechtbanken,

gerechtshoven,

hogeraadleden openbaar

ministerie (adv.gen,

procureurs-

generaal,officieren van

justitie en hun

plaatsvervangers),

gerechtsauditeurs

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, vice-

presidents, 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

Rechtspraak

(Magistracy Body)

YES

Judges,

justice auditors

Octrooigemachtigde Consilier în proprietate

industrial

Industrial property

counsellor

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 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d















http://www.octrooicentrum.nl/

http://www.osim.ro/



ELDERLY AMPOSDRU



82

(National

Chamber of

Industrial

Property

Counsellors

from Romania)

www.cncpir.ro

Kandidaat-notaris Notari stagiari

Junior Notaries

Koninklijke Notariele

Beroepsorganisatie

(Royal Notary

Professional

Association)

In case of notaries

public,

recognition of the

professional title

acquired in

another SM is not

possible.

Financial Domain

Accountant -

administratieconsulent

Consultant în

contabilitate

Accountancy consultant

NBA Institute

(formerly professional

bodies NovAA/ Dutch

Order of Accountancy

Consultants + NIVRA/

Royal Institute of

Registered Accountats)

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years), art.

11d

(bachelor’s

degree in

polytechnic-

vocational

higher

education )

YES

Financial Auditor

Accounting Expert

Fiscal Consultant

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 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

PS3 - Post-

secondary

level

Diploma (3

– 4 years),

art. 11d

PSM- Post-

secondary

level

Diploma

(more than 4

years ), Art.

11 e

In the

Netherlands, the

two regulated

professions have

exclusively the

one of financial

audit as reserved

activity, whereas

the accounting

activity may be

practiced as well

by those who do

not own one of

the two

protected titles,

and fiscal

consultancy is

not regulated at

all. In Romania,

each of the three

professions

mentioned above

has reserved

Registeraccountant Contabil înregistrat

Registered accountant

PS3 - Post-

secondary

level

Diploma (3 –

4 years), art.

11d

(master’s

degree in

higher

http://www.cncpir.ro/


http://www.cafr.ro/




ELDERLY AMPOSDRU



83

academic

education)

www.ceccar.ro

Camera

Consultanţilor

Fiscali din

Romania

(Romanian

Chamber of

Fiscal

Consultants)

www.camerac

onsultantilorfis

cali.ro

exclusively the

specific activity.

Besides, there is

a certified

accountant,

evaluator and

practitioner in

insolvency, as

distinctly

regulated

professions.

Werknemer 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

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

Autoritatea de

Supraveghere

Financiară

(Financial

Supervision

Authority)

(ASF)

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

Feitelijk leidinggevende van

een financiële

dienstverlener die zich

bezighoudt met het verlenen

van financiële diensten aan

consumenten

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

Ministerie van Financiën

(Ministry of Finances)


nl/ministries/fin

Domeniul siguranţei şi securităţii publice

Domain of public safety and security

Inspecteur van politie

(officier)

Superintendent de poliţie

(ofiţer)

Police inspector (officer)

Politieacademie (Police

Academy)

www.politieacademie.nl

Politie onderwijs- en

kenniscentrum (Police

Education and Training

Center)

www.lsop.nl

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years)

YES

Police officer

(Principal questor,

Chief questor,

Questor, Chief

commissioner,

commissioner, sub-

commissioner)

Inspectoratul

General al

Poliţiei

Române (IGP)

(General

Inspector’s

Office of the

Romanian

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years)

Romania has

also: polygon

shooting

instructor (IGP

as AC),

Border police

officer and agent

(General

http://www.ceccar.ro/

http://www.cameraconsultantilorfiscali.ro/



http://www.cdfd.nl/

http://www.government.nl/ministries/fin

http://www.government.nl/ministries/fin



http://www.politieacademie.nl/

http://www.lsop.nl/



ELDERLY AMPOSDRU



84

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)

SEC –

Certificate of

attestation of

graduation of

a secondary

education

course, art.

11b

YES

Police Agent

(principal chief

agent, chief agent,

deputy chief agent,

principal agent,

agent)

Police)

www.politiaro

mana.ro

DSE or SEC Inspector’s

Border Police

Office as AC),

officer and sub-

officer gendarme

(General

Inspector’s

Office of

Romanian

Gendarmerie

as AC)

Surveillant van politie Inspector de poliţie

Police inspector

YES

Police Principal

Inspector,

Inspector, Sub-

inspector

PS3 - Post-

secondary

level

Diploma (3

– 4 years)

Brandweerofficier Ofiţer de pompieri

Fire officer

Nederlands Bureau

Brandweerexamens

(Dutch Fire Service

Exams)

www.nbbe.nl

PS3 - Post-

secondary

level

Diploma (3 –

4 years)

YES

Fire officer

Inspectoratul

General pentru

Situaţii de

Urgenţă

(General

Emergency

Situations

Inspectorate)

www.igsu.ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years)

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

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II (ex.

92/51,

Annex C, D),

Art. 11 c

YES

Fire and civil

protection sub-

officer, Warrant

officer

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II

(ex. 92/51,

Annex C,

D), Art. 11 c

Beveiligingsmedewerker,

Particulier beveiliger,

Persoonsbeveiliger,

Bedrijfsbeveiliger,

Evenementenbeveiliger,

Horecaportier

Geld- en

waardetransporteur

Winkelsurveillant

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

Ministerie van

Veiligheid en Justitie

(Ministry of Security

and Justice)


nl/ministries/venj

General

recognition

system –

primary

application

- YES

Security, access

control, order and

intervention officer,

Protection agent,

bodyguard for

individuals and

values

Inspectoratul

General al

Poliţiei

Române

(General

Inspector’s

Office of the

Romanian

Police)

www.politiaro

mana.ro

General

recognition

system –

primary

application

DSE- Post-

secondary

level

Diploma,

inclusively

Annex II

(ex. 92/51,

Annex C,

D), Art. 11 c

Romania has

also security and

protection

company

manager



http://www.politiaromana.ro/




http://www.nbbe.nl/

http://www.igsu.ro/










ELDERLY AMPOSDRU



85

Private security officer

Personal security officer

Company security officer

Event security officer

Catering porter

Cash and value

transporter

Shop superintendent

Romania has

also manager of

alarm system

installation

company

Particulier onderzoeker Detectiv particular

Private investigator

YES

Private investigator

Centralist alarmcentrale,

Installateur alarmapparatuur

Operator centrală de

alarmă, Instalator de

sisteme de alarmă

Alarm central operator

Alarm system fitter

YES

Monitoring system

and control device

dispatcher operator,

Technician for

detection systems,

video surveillance

and monitoring,

access control and

communications

Voetbalsteward Steward de fotbal

Football steward

NO

Other professions

Beëdigd tolk,

Beëdigd vertaler

Interpret autorizat,

Traducător autorizat

Sworn interpreter

Sworn translator

Bureau beëdigde tolken en

vertalers (Office of Sworn

Intepretors and

Translators)

http://www.bureaubtv.nl

YES

Sworn interpreter

Sworn translator

Ministerul

Justiţiei

(Ministry of

Justice)

www.just.ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years)

Bewaarder van het kadaster

en de openbare registers

Administrator cadastru si

registre publice

Public register and

cadastre guardian

Kadaster (Cadastre)

www.kadaster.nl

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years)

NO Agenţia

Naţională de

Cadastru si

Publicitate

Imobiliară

(National

Agency of

Cadastre and

In Romania,

there are many

professions

regulated in the

domain of

cadastre:

cadastre

engineers, sub-

http://www.bureaubtv.nl/

http://www.just.ro/

http://www.kadaster.nl/



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86

Real Estate

Publicity)

www.ancpi.ro

engineers and

technicians,

geometrician,

mapper, mine

surveyor;

Mapping and

surveying

officers,

geography

officer

specialised in

mapping

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

- Various

qualification

levels

YES

Public officer

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

- Various

qualification

levels

(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

- - YES

Fireworks operator

Fireworks expert

Inspectoratul

General al

Poliţiei

Române

(General

Inspector’s

Office of the

Romanian

Police)

www.politiaro

General

recognition

system –

primary

application

ATT -

Competency

Certification

art. 11a

http://www.ancpi.ro/

http://www.government.nl/ministries/bzk

http://www.government.nl/ministries/bzk

http://www.mai.gov.ro/

http://www.mai.gov.ro/

http://www.anfp.gov.ro/

http://www.anfp.gov.ro/

http://www.kiwa.nl/




ELDERLY AMPOSDRU



87

mana.ro

Arbeids- en

organisatiedeskundige

Specialist în resurse

umane and organizarea

muncii

Labour organisation and

human resources

specialist

Ministerie van Sociale

Zaken en

Werkgelegenheid

(Ministry of Social

Affairs and

Employment)

www.szw.nl

Directie

Arbeidsomstandig-

heden, Afdeling

Productveiligheid en

Gezondheid (Directorate

of Labour

Circumstances,

Department of Product

Safety and Health)

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years)

NO

Arbeidshygiënist Specialist în igiena

muncii

Labour hygiene specialist

NO

Veiligheidskundige Expert de securitate

Security expert

NO Ministerul

Muncii,

Familiei,

Protecţiei

Sociale si

Persoanelor

Vârstnice

(Ministry of

Labour,

Family, Social

Protection and

Old People)

www.mmuncii

.ro

In Romania, the

profession of

labour protection

is regulated Arbeids- en

bedrijfsgeneeskundige

Specialist în sănătate la

locul de muncă

Occupation health

specialist

NO

Stralingsdeskundige Expert în radiaţii

Radiation expert

No

information,

because these

are not

recorded in the

IMI

No

information,

because

these are not

recorded in

the IMI

NO, however, there

are the following:

Non-destructive

control operator

with penetrating

radiations,

GPL container

filling operator,

Pressure fluid

bottler, Non-

destructive

control operator

for sealing

checking, Welder in

Inspecţia de Stat

pentru Controlul

Cazanelor,

Recipientelor sub

Presiune and

Instalaţiilor de

Ridicat (ISCIR)

(State Inspection

for the Control of

Boilers, Pressure

Vessels and

Hoisting

Equipment)

www.iscir.ro

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

Gasdeskundige Expert gaze

Gas expert

Gasmeetkundige Tehnician de măsurare a

gazelor

Gas measurement

technician

Ministerie van


(Ministry of Infrastructure

and Environment)

http://www.government.nl

/ministries/ienm

Gassingsleider Controlor alimentare cu

gaze

Gas supply controller


http://www.szw.nl/

http://www.mmuncii.ro/

http://www.mmuncii.ro/

http://www.iscir.ro/

http://www.government.nl/ministries/ienm

http://www.government.nl/ministries/ienm



ELDERLY AMPOSDRU



88

protective gas

environment,

Welder in inert gas

environment,

Operator in charge

with the supervision

and technical

checking of RSVTI

equipment

Bestrijder

houtrotverwerkende

schimmels

Tehnician în prevenţia si

combaterea paraziţilor

lemnului

Wood parasite fight and

prevention technician

NO

Distributeur van gasvormige

en gasvormende

gewasbeschermingsmiddelen

en biociden

Distribuitor de pesticide

si biocide gazoase

Gaseous biocide and

pesticide distributor

NO

Toepasser van biociden voor

het afweren of bestrijden van

een dierplaag

Aplicator de biocide

pentru îndepărtarea sau

controlul oricăror

daunători

Biocide applicator for the

removal of control of the

pests

NO

Distributeur

bestrijdingsmiddelen

Distribuitor de pesticide

Insecticide distributor

Ministerie van

Economische Zaken

(Ministry of Economic

Businesses)


nl/ministries/eleni

General

recognition

system –

primary

application

ATT –

Competency

Certification,

art. 11a

NO

Beheerder

landbouwspuitbedrijf

Administrator de

pulverizare a plantelor

Plant spraying

administrator

NO

Uitvoerder gewasbescherming Tehnician de protecţie a

plantelor

NO

Mollen- en

woelrattenbestrijder

Aplicator de produse de

protecţie a plantelor

pentru combaterea

cârtiţelor si a volelor de

NO



http://www.government.nl/ministries/eleni

http://www.government.nl/ministries/eleni








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89

apă

Plant protection

technician

Plant protection product

applicator for fight

against moles

Bedrijfshulpverlener Specialist intervenţii de

urgenţă / Emergency

response specialist

NO

Beheerder van een

bedrijfsinrichting, asiel of

pension

Administrator de firmă,

azil sau pensiune

Company, asylum or inn

administrator

NO

Algemene rijksarchivaris

Rijksarchivaris,

Rijksarchivaris in de

provincie

Provinciaal inspecteur

archiefbescheiden

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

Dienst Uitvoering

Onderwijs (Office of

Education)

www.duo.nl/Intrnational

_visitors/default.asp

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3 –

4 years)

YES

Keeper of public

records

Arhivele

Naționale

(National

Archives)

www.arhivele

nationale.ro

General

recognition

system –

primary

application

PS3 - Post-

secondary

level

Diploma (3

– 4 years)

In Romania, the

profession of

keeper of public

records is

regulated (DSE

qualification

level)

Archeoloog Leidinggevende Arheolog – management

Archaeologist –

management

NO

Professions

regulated in

Romania which

are not listed on

the list of

professions

regulated in the

Netherlands:







http://www.arhivelenationale.ro/

http://www.arhivelenationale.ro/



ELDERLY AMPOSDRU



90

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.



Documents

Netherlands