How often do you or your friends are faced with the challenge of finding work when you're, like, well finished studies at the university, and in practice, it is hard to get a job, because you do not have even the most minimal knowledge. Because of what is it happening so that the knowledge gained while learning – is not that the employer required? And how to achieve the desired result to inadvertently not to waste more than 5 years of life?

The world has long been revised approach to higher education, in many university graduates are trained in accordance with the needs of society - the strengthening of globalization and labor mobility. It's amazing and unbelievable to hear the developed world produce the best professionals who are keeping pace with the time and are always in demand. The secret of their success lies in the so-called qualification frameworks. Qualifications Framework (QR) appear in many countries in common frame with reference that supports globalization, labor mobility and lifelong learning. This project is designed for three countries - Russia, Ukraine and Armenia. The name of the project stands as: INARM (Informatics and Management: Bologna-Style Qualifications Frameworks). It is not difficult to guess that the creation of QR will be held in the branches of informatics and management. But in order to understand what actually create, let's see what it is, so to say we will find a starting point.

Higher education pursues four objectives:
- Preparation for the labor market;
- Preparation to lifetime of active citizens in a democratic society;
- Personal development;
- The development and maintenance of a broad, advanced knowledge base.

Preparation for the labor market - a dimension that is, judging by the past generation, the most dominant in public discourse about education. Employers have complained that the current education system of many countries provide students with inadequate preparation for the labor market, and this concern was one of the driving forces of the Bologna Process.

Preparation for life as active citizens of a democratic society: while democratic institutions and laws are binding for democratic societies, but they can only operate in societies marked by democratic culture that is tolerant and accepts diversity and open debate. Democracy ultimately depends on the active participation of educated citizens. Therefore, education at all levels plays a key role in the development of a democratic culture. In addition to the transmitted (transversal) skillsand active participation of citizens requires a broad education in a variety of areas, as well as the saturation of democratic attitudes and values the ability to think critically.

Personal development: this aspect of the higher education policy of the Bologna Process is not still addressed so clearly in the texts. While personal development might be more obvious purpose of education and higher education, including those in the earlier stages of personality development. Personal development still continues to be a major assumption about education in Europe. The assumption may seem controversial in the context of the development of mass education, but, nevertheless, it should be made clear. While training for the labor market is an important goal of education, the purpose of personal development cannot disappear at all.

Development and maintenance of a broad, advanced knowledge: for society to have access to advanced knowledge in a wide range of disciplines. At the most advanced levels of knowledge should be the ratio of training and research. However, this is not meant to limit the study only as advanced knowledge and the transfer of such knowledge plays an important role in a wide range of areas and at levels below where research is carried out directly. Thus, while the knowledge of advanced skills and techniques, such as welding, as well as the ability to develop them in the future, may not be characterized as "research", however, these skills and transfer are likely to have a significant place in relation to the contemporary technologically advanced society.

The objectives of universities often coincide with the goals of higher education, but, as we all know, in practice it is not so. Framework for Qualifications - this is the only description on the national level or the level of education that is internationally understood and through which all qualifications and other achievements obtained in the process of learning in higher education may be described and related to each other in series between educational qualifications. Thus, no more differences between different educational institutions, all of them will stick with the same level and there will be discrepancies between their goals and the services provided.

The introduction of QF is not such a simple task. There are two important aspects that threaten the success of the QF. First, the QF in the three countries have been developed separately from the direct perpetrators and stakeholders to accelerate the process of compliance with the requirements set at EU level, which impugn the success of the implementation. Second, at the sectorial level, there are qualifications that are either accepted of professionals or are not provided by higher education institutions. Effective implementation of the NQF and therefore SQR (sectorial qualifications frameworks) is impossible without a strong network of all stakeholders, including civil society and the social partners. Increasing the participation of employers, trade unions and educational institutions is seen as a precondition for the successful implementation of the framework.

Thus, the main objective of the project is to promote the further development of Russian, Ukrainian and Armenian higher education through the development of sectoral qualifications frameworks of computer science and management, and improving the quality, consistency and relevance of training awards. The objective will be achieved through the implementation of specific objectives that are developed around the creation of a platform for the active cooperation of stakeholders to determine the qualification requirements for undergraduate and graduate students in computer science and management, development of sectoral qualifications frameworks (SQF) in computer science and management, based on the National Qualifications Framework of targeted countries and the European Qualifications Framework, and last but not least, the introduction of the SQF due to the introduction of new learning outcomes of computer science and management in the participating countries.

To sum up, I want to say that the NQF is a strong achievement for our country. This topic is relevant and absolutely new. There is no suspicion that it will be useful for everybody - universities, students and employers. As well as the important factor is the support of government, which further demonstrates the importance of the development of SQR.

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