European Competence Framework for Quantum Technologies (CFQT)

EUROPEAN COMPETENCE FRAMEWORK FOR QUANTUM TECHNOLOGIES (CFQT) Reference framework for planning, mapping and comparing QT-related educational activities, personal qualification and job requirements. Version 3.0 (April 2025) compiled by Franziska Greinert and Rainer Müller, QUCATS Funded by the European Union European Competence Framework for Quantum Technologies (CFQT) Update completed in April 2025 Version 3.0 This publication reflects only the views of the authors, the European Commission is not responsible for any use that may be made of the information it contains. Luxembourg: Publications office of the European Union, 2025 © European Union, 2025 The reuse policy of European Commission documents is implemented by Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Unless otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0 International (CC-BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed, provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may need to be sought directly from the respective rightholders. The European Union does not own the copyright in relation to the following elements: Cover photo: ©Siarhei – stock.adobe.com PDF: ISBN 978-92-68-26104-0 doi: 10.2759/8917117 KK-01-25-031-EN-N Acknowledgements Authors: Franziska Greinert and Rainer Müller QUCATS – Quantum Flagship Coordination AcTion and Support Supported by Simon Goorney, Riccardo Laurenza, Jacob Sherson and Malte S. Ubben. Preprint published on Zenodo, doi: 10.5281/zenodo.6834598 All versions, more information on updates and related publications can also be found there. Version 1.0 of this framework has been compiled as part of a project that has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 951787. Its further development is part of a project that has received funding from the European Union’s Horizon Europe research and innovation programme under grant agreement No 101070193. 1 European Competence Framework for Quantum Technologies Overview The framework consists of three parts: Version 3.0 (April 2025) compiled by Franziska Greinert and Rainer Müller QUCATS – Quantum Flagship Coordination AcTion and Support Part 1 Content Map: 8 domains with 42 subdomains (p. 5), detail pages for each domain with topics and subtopics (p. 6–13). (I) I II III Extra Two examples how to combine a profile with a content selection (p. 28–29). Part 2 Proficiency Triangle visualising 6 proficiency levels for the 3 proficiency areas (p. 45), with in-depth level descriptions and more (p. 15–17). Part 3 9 Qualification Profiles overview (p. 18) and detailed descriptions incl. example personas and (training) suggestions (p. 19–27). P1 P6P3 Quantum background Core device technologies QT systems and applications 1 CONCEPTS AND FOUNDATIONS 3 ENABLING TECHNOLOGIES AND TECHNIQUES 4 QUANTUM HARDWARE 2 PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 5 QUANTUM COMPUTING AND SIMULATION 6 QUANTUM SENSORS AND IMAGING SYSTEMS 7 QUANTUM COMMUNICATION AND NETWORKS 8 VALORISATION 2 Value and objectives of the CFQT The European Competence Framework for Quantum Technologies (CFQT) is a taxonomy of the possible knowledge and skills needed in Quantum Technologies (QT). It describes the QT-specific competences and qualifications necessary for involvement in the QT industry. In addition, ‘classical’ competences will be essential, which are not QT-specific and therefore not covered by the CFQT, e.g. in an engineering discipline or in an application field such as finance or chemistry, as well as transversal skills, e.g. communication, collaboration, or digital skills. The CFQT has been compiled in the Quantum Flagship CSAs (QTEdu, QUCATS). It serves as the common reference in QT education and workforce development. Use cases The CFQT can be applied for a variety of purposes: • Educator/instructor: Facilitate the planning, mapping, and comparison of QT educational offers (training, study or school curricula). A qualification profile can serve as the primary learning objective. Based on the proficiency levels, concrete learning goals can be defined and classified. The content map can be used to structure and align course content. By mapping a (planned) course using the CFQT, it can be compared to other mapped courses to identify gaps and redundancies. • Student/learner: Evaluate their current qualifications and set personalised learning objectives. The qualification profiles provide insight into relevant qualifications and suggested training formats. When training programmes or courses are aligned to the CFQT, learners can select the most appropriate option based on their specific needs. • Recruiter: Evaluate team capabilities and define job requirements to optimise the hiring process for QT-related roles. The CFQT enables structured competence mapping to identify skill gaps within teams and facilitate targeted recruitment strategies. It supports objective candidate evaluation by comparing applicants’ QT-specific qualifications against predefined criteria. • Professionals: Plan and navigate career development within the QT sector. With the CFQT, professionals can identify skill gaps, align their expertise with industry demands, and pursue targeted upskilling opportunities. The CFQT also helps professionals transition into new QT-related roles by outlining relevant proficiency levels and training pathways. • Jobseeker: Demonstrate QT-related expertise and align skills with industry expectations. The CFQT provides a structured approach to showcasing qualifications, helping to match competences with employer requirements more effectively. It also helps applicants position themselves strategically in the competitive job market by identifying areas for further development. Structure of the CFQT (see p. 1) The CFQT consists of three parts: 1. The content map provides a hierarchical structure of relevant concepts and topics. 2. The proficiency levels specify six stages of knowledge and skills that can be reached, focused for three proficiency areas and visualised in the proficiency triangle. 3. The qualification profiles show prototypical QT-related qualifications relevant in the emerging quantum workforce, based on the required proficiency levels. Two examples show how to combine a selection from the content map and a proficiency specification in the proficiency triangle to visualise, e.g., objectives of a training or requirements for a job. An additional certification scheme details the proficiency levels through sample tasks and assessment recommendations. The content map The content map (p. 5) consists of eight domains grouped into three blocks: Quantum background (top), Core device technologies (left) & QT systems and applications (right). The quantum background block covers the quantum (physical) foundations relevant to QT. The core device technologies block covers enabling technologies (e.g. optics and electronics) and (laboratory) techniques as well as different quantum hardware approaches and technological realisation and implementation aspects. The QT systems and applications block covers the three main QT pillars (quantum computing, sensing, communication) as well as concepts of how to generate value from QT for industry, one’s own company or society as a whole, as well as impact, responsibility, education, and public communication. The content map provides a graphical overview of the broad structure of QT concepts and topics. Each domain is detailed in subdomains. For each domain there is a separate page with more details, i.e. topics and subtopics for each subdomain (p. 6–13), e.g.: About the CFQT 1CONCEPTS AND FOUNDATIONS 1.1 Basic quantum concepts (content) domain subdomain 1 CONCEPTS AND FOUNDATIONS 3 ENABLING TECHNOLOGIES AND TECHNIQUES 4 QUANTUM HARDWARE 2 PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 5 QUANTUM COMPUTING AND SIMULATION 6 QUANTUM SENSORS AND IMAGING SYSTEMS 7 QUANTUM COMMUNICATION AND NETWORKS 8 VALORISATION topic 1.1 BASIC QUANTUM CONCEPTS Stationary states, energy quantisation, wells Superposition, interference Unitary time evolution, Schrödinger equation, tunneling Quantum measurement Probabilistic nature of quantum physics Measurement dynamics (state reduction) subdomain subtopic 3 About the CFQT II (continuation of previous page) The proficiency levels, areas and triangle Depending on the target group, each educational offer will address different levels of depth and challenge. To reflect this, there is an additional dimension to the content map: proficiency levels from A1 (Awareness) to C2 (Innovation). The use of proficiency levels makes it easier to tailor education and training offers to the needs of the target groups and to determine job profiles. The proficiency levels are described on the basis of the knowledge and skills required to reach the level. They are based on the European Qualification Framework (EQF, see references at the bottom) and correspond to a bachelor’s (B2), master’s (C1), or PhD (C2) degree. However, achieving these levels is not limited to academic routes; work experience, e.g. in R&D projects, can also bring someone to these high proficiency levels. The proficiency levels are further specified for three proficiency areas covering different aspects of competence in QT: (I) Quantum concepts, incl. mathematical formalism & physics (II) QT hardware (HW) & software (SW) engineering: everything related to working with or building and developing QT (III) QT applications & strategies: everything related to the market, use cases, strategy development, etc., as well as impact, ethics and education The proficiency areas are introduced on page 14, followed by deascriptions of the proficiency levels (p. 15–17). The proficiency triangle visualises the six proficiency levels in the three proficiency areas. Partially coloured proficiency triangles – as in the qualification profiles (see next page) – give a first impression of the qualifications covered by a person or required for a job or addressed in a course – independent of concrete content, i.e. the concrete QT. The journey of a person towards quantum proficiency begins in the centre, at level A1, and widens out to A2 (the basic overview). This is the core, the central triangle in the graphic above, covering the beginner A levels. People start building QT awareness (A1) and reach QT literacy (A2) at the edge of the inner triangle. These proficiencies can be achieved within a few hours or days, e.g. by instruction (workshops, seminars) or self-directed learning. Achieving QT literacy indicates readiness for the quantum era and potential specialisation, e.g. on the basis of self-study or learning on the job. In the long term, it is desirable that QT awareness, perhaps even QT literacy, is acquired at school, at least where there is a focus on physics and/or technology. Progressing to the B levels, intermediates begin to refine their qualification in more specialised areas and therefore do not cover the full breadth of the A2 overview. Achieving a B level may require weeks or months of focused effort, e.g. attending a lecture or summer school (B1) and conducting student research comparable to a bachelor’s thesis (B2). Alternatively, it can be achieved through learning on the job, receiving mentoring and gaining personal research-like experiences. With each successive level, the proficiency increases towards the chosen specialisation, and especially the knowledge broadens and links more and more with other subdomains. Reaching the advanced C levels may require years of work experience and further research, e.g. through a master’s (C1) or PhD (C2) thesis, with the emphasis on experience working in the field in R&D or similar. When someone reaches level C2, e.g. after a PhD in a particular subdomain, they have (at that time) the state-of-the-art knowledge in that domain, represented by the tip of the triangle. In other subdomains they have less advanced or even basic knowledge, e.g. comparable to B1 level proficiency. Consequently, knowledge that can be acquired in a matter of days or weeks contributes to the C2 level, while the specialisation itself takes years. It is important to note that C2 proficiency at the cutting edge of technology may become outdated due to further developments in the corresponding field. Therefore, someone who does not keep up with developments may lose this proficiency over time. Combining content and proficiency To specify concrete competences, learning objectives, or job requirements, the two components need to be combined: a selection from the content map and the covered proficiency levels, e.g., as a partially coloured proficiency triangle (see examples p. 28–29): A1 Awareness A2 Literacy B1 Utilisation B2 Investigation C1 Specialisation C2 Innovation C2 C2C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1A1 (I) (II) (III) proficiency area proficiency level 1 CONCEPTS AND FOUNDATIONS 2 3 ENABLING TECHNOLOGIES AND TECHNIQUES 5 4 7 6 QUANTUM SENSORS AND IMAGING SYSTEMS QUANTUM HARDWARE 8 VALORISATION Quantum control electronics practitioner for NV sensors References for proficiency levels: Proficiency level system: Level A1 to C2 like in the Common European Framework of Reference for Languages (CEFR, 2020, 2001, www.coe.int/lang-cefr), which has been used in the European Framework for the Digital Competence of Educators (DigCompEdu, 2017, doi: 10.2760/159770), the model for the framework structure and level keywords. Proficiency level descriptions are based on the levels from The European Qualifications Framework (EQF, 2018. doi: 10.2767/750617). 4 Relation of content map and proficiency areas The colouring of the three proficiency areas corresponds roughly to the colouring of the content map with the eight domains (see also detailed level descriptions, p. 15–17): The proficiency level descriptions are intentionally general and not specific to any particular QT hardware, system or application. For clarity and illustration, examples of content specifications are provided on the three proficiency level detail pages (p. 15–17). To describe the qualification of an individual or the objectives of a course, the proficiency level specification must be combined with a suitable selection and adaptation of content (sub)domains. The qualification profiles A detailed analysis of interviews with experts from industry resulted in nine different qualification profiles. They provide an overview of common individual QT-specific qualifications re levant to industry. They are visualised by partially coloured proficiency triangles to allow easy comparison. The overview page (p. 18) shows relations between the profiles and illustrates the potential progression of professional development across different profiles. Each profile is complemented by a detail page that provides additional insights, including descriptions of the highest levels addressed, a general description, example personas and related recommendations. These recommendations include prerequisites for individuals interested in acquiring the profile, suggested training modules or learning paths, and more. Additional certification scheme With the update to version 3.0, an additional certification scheme for QT proficiency is available to illustrate how the proficiency levels can be achieved. The certification scheme extends the proficiency level descriptions with example tasks and how it is typically verified that an individual has reached a particular proficiency level. The relationship between proficiency areas/levels and content (sub)domains is also made explicit in the certification scheme. It is available through Zenodo along with the CFQT versions, see below. Development of the CFQT The Competence Framework was compiled using a bottom-up approach. Between summer 2020 and spring 2021, a three-round study involving more than 150 participants mainly from the European QT community provided initial input (see paper Future quantum workforce: Competences, requirements and forecasts, Phys. Rev. Phys. Educ. Res., 2023, doi: 10.1103/PhysRevPhysEdu - cRes.19.010137). The results were refined through expert interviews for each domain, leading to version 1.0 (May 2021). Details are documented in the Methodology and Version History (2021, doi: 10.2759/130432). For the update to version 2.0, feedback and usage experiences from the QT (education) community were incorporated (see paper Towards a quantum ready workforce: the updated European Competence Framework for Quantum Technologies, Front. Quantum Sci. Technol., 2023, doi: 10.3389/frqst.2023.1225733). This paper also documents the approach to the first descriptions of proficiency level based on the EQF and with the associated degrees. An analysis of industry needs was conducted in summer 2023, which included more than 30 interviews (about 30 to 40 minutes each) with industry professionals (see paper Advancing quantum technology workforce: industry insights into qualification and training needs, EPJ Quantum Technol. 11, 82 (2024), doi: 10.1140/epjqt/s40507-024-00294-2). The update to version 2.5, and thus the addition of the proficiency triangle and qualification profiles, is based on these interviews and additional analysis (see paper Extending the European Competence Framework for Quantum Technologies: new proficiency triangle and qualification profiles, EPJ Quantum Technol. 12, 1 (2025). doi: 10.1140/epjqt/ s40507-024-00302-5). The update to version 3.0 is based on feedback and experience and focusses on minor refinements and error corrections. In addition, the CFQT was checked for consistency with data from the job market analysis conducted by the European Quantum Readiness Center (https://quantumready.eu), which are documented in preprint The Quantum Technology Job Market (arXiv:2503.19004). For updates, previous versions and additional information, such as the Certification Scheme for QT Proficiency see the related Zenodo repository: F. Greinert and R. Müller, European Competence Framework for Quantum Technologies, doi: 10.5281/ zenodo.6834598. Please contact: Franziska Greinert, f[email protected] Rainer Müller, rainer[email protected] QUCATS – Quantum Flagship Coordination AcTion and Support About the CFQT III (continuation of previous page) 1CONCEPTS AND FOUNDATIONS 2PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 3ENABLING TECHNOLOGIES AND TECHNIQUES 5QUANTUM COMPUTING AND SIMULATION 4 7QUANTUM COMMUNICATION AND NETWORKS 6QUANTUM SENSORS AND IMAGING SYSTEMS QUANTUM HARDWARE 8VALORISATION QT practitioner (technician, user) QT business analystQT (HW or SW) specialist (senior engineer) 5 European Competence Framework for Quantum Technologies Content Map 8 domains with 42 subdomains; with topics and subtopics on following pages 1CONCEPTS AND FOUNDATIONS 1.1 Basic quantum concepts 1.2 Mathematical formalism and information theory 2PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 2.1 Atomic physics 2.2 Quantum optics and electrodynamics 2.3 Solid-state physics 2.4 Quantum many-body systems and open quantum systems Quantum background 8VALORISATION 8.1 Industry landscape and market analysis 8.2 Business strategy, entrepreneurship and management 8.3 Impact and responsibility 8.4 Education and communitcation 3ENABLING TECHNOLOGIES AND TECHNIQUES 3.1 Laboratory techniques, noise and shielding 3.2 Solid-state technologies, nanotechnologies 3.3 Optical technologies 3.4 Control technologies 3.5 Computers and software 4QUANTUM HARDWARE 4.1 Superconducting electronic circuits 4.2 Spin-based systems 4.3 Neutral atoms and ions 4.4 Photonic systems 4.5 Emerging qubit concepts 4.6 Quantum state control 4.7 Hybrid quantum-classical systems 4.8 Technology realisation 5QUANTUM COMPUTING AND SIMULATION 5.1 Basics 5.2 Quantum simulators 5.3 Quantum programming tools and software stack, error correction 5.4 Quantum computing subroutines 5.5 Quantum algorithms 5.6 Applications of quantum computing and simulation 6QUANTUM SENSORS AND IMAGING SYSTEMS 6.1 Basics 6.2 Electromagnetic field sensors 6.3 Temperature, particle and pressure sensors 6.4 Inertial and gravity sensors 6.5 Quantum imaging 6.6 Atomic clocks 6.7 Applications of quantum sensors 7QUANTUM COMMUNICATION AND NETWORKS 7.1 Basics 7.2 Quantum random number generators 7.3 Quantum key distribution 7.4 Applications of quantum cryptography 7.5 Infrastructure for quantum information networks (quantum internet) 7.6 Systems networks (composite systems), quantum internet applications Core device technologies QT systems and applications 6 CONCEPTS AND FOUNDATIONS 1 1.1 BASIC QUANTUM CONCEPTS Stationary states, energy quantisation, wells Superposition, interference Unitary time evolution, Schrödinger equation, tunneling Quantum measurement Probabilistic nature of quantum physics Measurement dynamics (state reduction) No-cloning theorem, incomplete state information from measurement Two-state systems (e.g. spin-1/2, polarisation), qubits State representation, visualisation (e.g. Bloch/Poincaré sphere) Dynamics of two-state systems Physical manipulation with pulses State evolution, Bloch equation, Larmor precession, Rabi oscillations Pure and mixed quantum states Decoherence and coupling to the environment Heisenberg principle, complementarity Entanglement, Bell inequalities, non-locality 1.2 MATHEMATICAL FORMALISM AND INFORMATION THEORY Mathematical foundations Linear algebra, functional analysis (Linear) differential equations Statistics, probability theory, combinatorics Advanced mathematics, e.g. topology, group theory, symmetry Perturbation theory State space, Dirac notation Operators, eigenvectors, eigenvalues Classical information theory, Shannon entropy Quantum channels, distance measures, von Neumann entropy 7 PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 2 2.1 ATOMIC PHYSICS Electronic levels, quantum numbers, level transitions, Rydberg states Hyperfine structure, Zeeman effect, Stark effect Angular momentum (spin, orbital, total), interactions 2.2 QUANTUM OPTICS AND ELECTRODYNAMICS Classical, quantum and non-linear optics, polarisation degrees of freedom Photon statistics, bunching, antibunching Fock states, coherent states, squeezed states Quantum optical experiments, interferometry, microscopy and spectroscopy Quantum electrodynamics (QED) Light-matter interactions 2.3 SOLID-STATE PHYSICS Properties (band structure, electrical transport, optical properties, magnetism) Semiconductor theory Superconductivity, Josephson effect, Josephson junctions Mesoscopic phenomena, quantum confinement effects Topological effects Magnetometry, spin manipulation experiments 2.4 QUANTUM MANY-BODY SYSTEMS AND OPEN QUANTUM SYSTEMS Pauli principle, bosons, fermions, Fermi gases and Fermi liquids Quantum degenerate gases, Bose-Einstein condensation Quantum statistics, entropy Molecular physics Open quantum systems Decoherence mechanisms (relaxation, dephasing, photon loss) 14 C2 Develop solutions (I) Quantum concepts (II) QT HW & SW engineering C1 C1 C1 B2 B2 B2 Describe concepts terminology C2 Develop QT strategies C2 Develop new QT functionalities basic tasks Modify/apply Analyse performance Conceptualise systems potential Identify value Classify available Analyse QT market Advise on QT selection B1 B1B1 A2 A2 A2 A1 A1A1 Apply quantum methods Analyse problems with quantum Refine quantum methods (III) QT applications & strategies A1 A1 Awareness Reproduce basic quantum concepts & terminology A2 A2 Literacy Describe fundamental quantum concepts B1 B1 Utilisation Apply quantum methods to problems B2 B2 Investigation Analyse problems with quantum C1 C1 Specialisation Refine and extend quantum methods C2 C2 Innovation Develop innovative solutions A1 A1 Awareness Reproduce basic functionalities of a QT facet A2 A2 Literacy Perform basic tasks on a QT facet B1 B1 Utilisation Modify/apply a QT facet B2 B2 Investigation Analyse performance, improve QT C1 C1 Specialisation Conceptualise integrated QT systems C2 C2 Innovation Develop new QT facet A1 A1 Awareness Recognise potential of QT A2 A2 Literacy Identify value of QT B1 B1 Utilisation Classify available QT applications/approaches B2 B2 Investigation Analyse QT market and opportunities C1 C1 Specialisation Advise on QT appl. selection or strategies C2 C2 Innovation Develop and assess QT (product) strategies Area (I) Quantum concepts covers knowledge and skills in the quantum background (domains 1 and 2). This ranges from basic quantum terminology and fundamental quantum concepts, through mathematical formalism and methods (optionally including information theory), to quantum physics, with several possible specialisations. Area (II) QT hardware & software engineering covers aspects of technology functionality, detailing how to operate and interact with it. This includes practical tasks, e.g. for engineers in a QT development company or computer scientists using quantum computing, extending to technology integration and development. Related topics span across domains 3, 4, 5, 6, 7. Area (III) QT applications & strategies addresses the business dimension of QT applications 5.6 , 6.7 , 7.4 , 7.6 . It focuses on the question of “how to generate value with QT” (domain 8). This also includes considerations of impact and responsibility, extending to the exploration of novel applications and the design of new products utilising QT. (I) Quantum concepts (II) QT HW & SW engineering (III) QT applications & strategies European Competence Framework for Quantum Technologies Proficiency Triangle and proficiency levels overview; extended descriptions and examples on following pages QT facet: core, component, system, application; HW/SW Note: The additional certification scheme for QT proficiency provides details on how to assess if a proficiency level is reached, including sample tasks, available via doi: 10.5281/zenodo.6834598. 15 A1: Subdomain 1.1 : basic quantum concepts, including e.g. superposition, interference, measurement process, decoherence, complementarity, entanglement. Differ between several quantum concepts; match description and technical term; reproduce basic description. A2: Quantum concepts and related mathematical foundations (domain 1), including e.g. the Dirac notation, quantum states, and the concept of a qubit, with the related quantum effects, e.g. superposition states for a qubit and how they can be visualised. Describe a concept or experiment, or calculate a quantum state, e.g. using the Dirac formalism. B1: Domain 1 together with some specialisation, in a quantum physics subdomain, e.g. atomic physics 2.1 , quantum optics and QED 2.2 , solid-state physics 2.3 , ... or also e.g. QT-relevant information theory 1.2 . Describe a previously unknown (for example interferometric) setup using mathematics and calculate the expected quantum state for each step in the setup. B2: See B1 , may also include advanced mathematical methods 1.2 , with a focus on real-world problems. Short research project with documentation, e.g. student research project or bachelor thesis. C1: May be the “traditional” quantum physicist (theoretical), continuing the specialisation started at B levels, learning on their own as much as necessary about different subdomains (may go beyond quantum physics subdomains 2.X , e.g. quantum chemistry) and corresponding methods or focus. Research project with documentation, e.g. master thesis on quantum information science. C2: See C1 , with research at the frontier of the subdomain considering connections with other subdomains, may include building B level expertise also in these subdomains. Long research project on innovative, new developments with scientific publications, e.g. for PhD. A1 Awareness: Reproduce basic quantum concepts & terminology K: Basic idea (phenomena-oriented) of elementary quantum concepts with the corresponding terminology. S: Ability to identify basic quantum concepts and assign the appropriate term, e.g. to follow (media) conversations about quantum. A2 Literacy: Describe fundamental quantum concepts with appropriate terminology, e.g. in conversations K: Knowledge of fundamental quantum concepts with underlying mathematical formalism and/or representations. S: Ability to explain basic quantum concepts and describe them using basic mathematics and/or representations as well as appropriate terminology, e.g. to communicate with quantum experts and novices. B1 Utilisation: Apply quantum methods to a variety of theoretical problems K: Knowledge of a variety of quantum (physics) concepts, including the mathematical formalism, specialised knowledge in a selected subdomain. S: Ability to describe abstract problems with quantum physics and/or mathematics, solve them with quantum physical and/or mathematical methods. B2 Investigation: Analyse real-world problems with quantum methods K: Advanced knowledge in a quantum (physics) subdomain, including a variety of methods and their validity. S: Ability to describe and analyse real-world problems with mathematics, select quantum (physics/mathematics) methods to use to solve them; ensure quantum (physical) requirements are met. C1 Specialisation: Refine and extend quantum methods to solve new problems K: Highly specialised knowledge in one subdomain and critical awareness of connections between different subdomains. S: Ability to refine or extend solutions for new problems (e.g., real-world use cases), using quantum physical and/or mathematical methods and incorporating methods from different subdomains to generate new methods. C2 Innovation: Develop innovative solutions for critical problems K: State-of-the-art knowledge in the subdomain and about connections with different approaches and (sub)domains. S: Ability to find or develop innovative solutions for critical problems or real-world use cases; to evaluate and assess solutions (based on theoretical physics and mathematics), thus verify advantage; to extend and redefine knowledge or professional practice. Proficiency levels for (I) Quantum concepts with knowledge, skill and more Proficiency levels with K: knowledge and S: skills related content (sub)domains & examples The A levels concentrate on the basic quantum concepts, subdomain 1.1 , with basics of the mathematical formalism 1.2 . Quantum physics details from domain 2 become relevant at B levels, growing to high specialisation at C levels in one of the subdomains of domain 2, i.e. what is expected of the “tradiditonal quantum physicists”. Alternatively, specialisation may focus on information theory and advanced mathematical methods (subdomain 1.2 ), particularly relevant for quantum algorithm development. Already A level education can include example experiments from quantum physics 2 and from QT (domains 5, 6, 7), for example QRNG 7.2 for the probabilistic behaviour. hours yearsmonthsweeksdays experience A1 A2 B1 B2 C1 C2 16 A1: Examples for QT facets: basic quantum gates 5.1 OR magnetic field measurement with NV centres 6.2 OR BB84 protocol 7.3 OR ... List basic gates, sort gates and functionalities; list steps of a protocol; name measurable property for a quantum sensor. A2: Details on functionalities including related hardware (4) and/or enabling technologies with basic laboratory techniques ( 3), e.g. what is needed for quantum state control 4.6 OR quantum programming tools 5.3 OR what is needed for quantum imaging 6.5 OR ... Describe a working principle [free text format]. Operate the QT facet (HW or SW) appropriately as previously trained. B1: see A2, for multiple QT parts, along hybrid systems and interfaces ( 4.7 ), e.g. Trapped ions as qubits 4.3 OR a quantum simulation algorithm 5.2 OR ... Perform modification as described below (see B2 ). Modify a HW setup or apply an algorithm or replace a computing subroutine to solve an abstract problem, interpret the result (e.g., measurement result or algorithm output). B2: QT facet see B1 , plus techn. realisation (for HW 4.8 ); analyse performance after replacing, e.g. (i) a classical optimisation subroutine by a quantum optimisation approach 5.6 to improve a software product; (ii) a classical with a quantum gravity sensor 6.4 to improve a navigation system. Write report on requirements analysis and performance results. C1: Plan replacements as described above ( B2 ) considering the whole (hybrid) system 4.7 . Document integration concept including justification of decisions, assess weighing up the pros and cons for quantum-related components or for classical vs. quantum components, e.g. in a project report or a master thesis. C2: (Industrial) research and development considering challenges in technological realisation ( 4.8 ), e.g. to design a new device, e.g. a quantum-enhanced magnetometer 6.2 or a new quantum memory 7.5 ; develop a new quantum programming tool (e.g. a compiler) 5.3 . Research report, scientific paper. A1 Awareness: Reproduce basic functionalities of a QT facet K: Basic idea of the functionalities of a QT facet. S: Ability to follow basic instructions or conversations on the QT facet; reproduce basic processes. A2 Literacy: Perform basic tasks on a QT facet K: Knowledge of fundamental working principles of different parts in the context of a QT facet and how they can be used (technically), focusing on the difference to classical counterparts. S: Ability to perform practical tasks (operate) with the QT facet (work in a lab or with software). B1 Utilisation: Modify/apply a QT facet K: Knowledge of a variety of parts for QT facets and their influence (e.g. which quantum effects may occur and have some influence) on other (classical or hybrid) parts/systems and QT facets; specialised knowledge on a selected QT facet (hardware and/or software). S: Ability to adapt and test QT facets, interpret and compare results. B2 Investigation: Analyse performance, improve QT K: Advanced knowledge in the context of a QT facet, including standards, requirements/performance criteria and aspects of technology realisation (turn into product). S: Ability to analyse the adaptation or integration of a QT facet in order to improve it. C1 Specialisation: Conceptualise integrated QT systems K: Highly specialised knowledge of one QT facet and critical awareness of connections between different QT facets and classical systems; methods of integration, also for hybrid quantum systems. S: Ability to refine or extend systems, combine and integrate a quantum core and different components into a (hybrid) system/application (hardware and/or software), supervise QT manufacturing. C2 Innovation: Develop new QT facet K: State-of-the-art knowledge of a QT facet and its connections with various other QT facets. S: Ability to develop innovative QT facet (core, system or application), evaluate and assess solutions, push the boundaries of current technology (thus, conduct research). Proficiency levels for (II) QT HW & SW engineering with knowledge, skill and more A QT facet can be – together with the underlying basics 5.1 , 6.1 , 7.1 – e.g.: • [core] a QT core, e.g. a physical qubit realisation, see subdomains 4.1 to 4.5 , or a quantum programming language 5.3 ; • [component] a component around the QT core, e.g. a single photon detector, control software, an error correction algorithm, a user interface, see 3, 4.6 to 4.8 , 5.3 , 5.4 ; • [system] a QT system, e.g. a quantum gravity sensor, quantum processor or quantum algorithm, see 5.2 , 5.5 , 6.2 to 6.6 , 7.2 , 7.3 , 7.5 ; • [application] a full application, i.e. an integrated system, e.g. a navigation system using a quantum gravity sensor or a full software program for simulating chemical processes using quantum-enhanced methods and running partly on a quantum device, see 5.6 , 6.7 , 7.4 , 7.6 . Proficiency levels with K: knowledge and S: skills related content (sub)domains & examples hours yearsmonthsweeksdays experience A1 A2 B1 B2 C1 C2 17 A1: Applications for a QT, see 5.6 , 6.7 , 7.4 , 7.6 , or a selected (sub)topic (concrete field of application, e.g. quantum optimisation in logistics 5.6 ), with relevance for business 8.2 and considering impact 8.3 and hype 8.4 (especially for computing). Multiple choice questions on expectations or challenges; list potential advantages, identify hyped statements.. A2: Application see A1 , plus creating strong awareness on (not only) economic impact and responsibility issues 8.3 , and how to communicate about QT 8.4 . Identify value for own business or an industrial sector. Describe expected impact of a QT application for a specific company or industrial sector (generic description without analysis). B1: See A2 , plus industry landscape, market analysis 8.1 , e.g. to select a specific QT product for (a company’s) concrete circumstances (e.g. for sales or as a QT user). For a specific situation (use case and QT customer or other concrete scenario), compare a limited number of options and select the most suitable fit. B2: See B1 , additional competitive analysis etc. (business strategy ... 8.2 ), including review of strategic reports focusing on potential advances and risks of QT. Document an analysis for a concrete potential use case covering potential advances, risks, competitive analysis, ... C1: See B2 , with strong background in the field of application, e.g. finance or pharma looking at quantum computing, or e.g. internal education for a company, with available classical solutions and considering impact and ethical consequences 8.3 , to make suggestions where to invest, what to buy, which strategy to follow, ... Document an analysis for a specific situation (incl. e.g. benchmarking) and make a suggestion (such as a strategic report). C2: See C1 , focus on 8.2 , e.g. product and service innovation, to create ideas and make assessment what product to develop, or what to address (e.g. market, end-user sector). Evaluate quality and reach of product; write or assess proposal. A1 Awareness: Recognise potential of QT K: Basic idea of the potential of QT systems and applications, overview of possibilities, challenges and limitations. S: Ability to follow public media and discussions with critical awareness of hype. A2 Literacy: Identify value of QT K: Knowledge of applications landscape (e.g. products on market) and use cases as well as expected technological development (impact, timelines) and ethical implications. S: Ability to identify potential use cases (i.e. opportunities for value creation, where to seek expert assessment). B1 Utilisation: Classify available QT applications/approaches K: Knowledge of a variety of (potential) applications/approaches with (dis)advantages and related providers and experts, specialised knowledge on a selected QT application or on a field of application. S: Ability to compare and select an application/approach for a specific problem/scenario. B2 Investigation: Analyse QT market and opportunities K: Advanced knowledge of a QT application and the related industry landscape and business models, including critical awareness on risks and potential consequences. S: Ability to identify promising QT use cases with advances and risks, relate strategic QT reports to own business. C1 Specialisation: Advise on QT application selection or strategies K: Highly specialised knowledge in a field of application for a QT application incl. market situation etc., critical awareness of technologies and applications for a variety of application fields, including critical and ethical perspectives, impact assessment. S: Ability to advise/assist companies in developing QT strategies and realising QT projects (investment or education), analyse and select available (technology/software) building blocks for integration. C2 Innovation: Develop and assess QT (product) strategies K: State-of-the-art knowledge in a field of application for a QT application incl. market situation etc. and how it relates to different approaches. S: Ability to develop or evaluate/assess strategies/roadmaps for the development of quantum (enhanced) applications (HW/SW products) or curricula. Proficiency levels for (III) QT applications & strategies with knowledge, skill and more Covers aspects from domain 8 and may be focused on: • one QT application, with possible use cases, e.g. quantum simulation in chemistry, see 5.6 , 6.7 , 7.4 , 7.6 ; • one field of application, e.g. pharmaceutical drug development, where quantum simulation is one approach that might bring an advantage for specific use cases; and the value and impact for, e.g.: • an industry sector or the own company/business (see related content and examples below); • the society and education: subdomain 8.4 focuses on education and communication, including e.g. using QT to convey quantum concepts, taking into account common misconceptions, explaining an approach to the general public, or workforce and career development, such as analysing available training opportunities and planning professional development. For more details, see the Certification Scheme for QT Proficiency, available via doi 10.5281/zenodo.6834598. hours yearsmonthsweeksdays experience A1 A2 B1 B2 C1 C2 Proficiency levels with K: knowledge and S: skills related content (sub)domains & examples 18 European Competence Framework for Quantum Technologies Qualification Profiles Overview and relations, details on following pages QT aware person QT business analyst QT practitioner (working with QT, technician, QT user) QT literate person (QT literate business role, advocator, enthusiast) QT (HW or SW) specialist (e.g. senior QT engineer, QT architect) e. g. QT Master + work experience QT engineering professional (e.g. QT engineer, quantum computer or information scientist) e. g. QT degree programm QT (product) strategist (e.g. advisor, business development expert) long year experience QT core innovator e. g. PhD in quantum physics typical qualification path conceivable qualification path Can be covered by short-term training Note: These qualification profiles have to be combined with a selection from the content map, leading to titles that specify the focus, e.g. a quantum sensing aware person, a quantum communication core innovator, or a quantum soſtware engineering professional. See pages 28 and 29 for two examples of a specific combination. QT informed decision maker P1 P2 P3 P6 P7 P9P8 P5 P4 19 C2 C2 C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1 A1 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering QT proficiency for the QT aware person A1 Awareness: Reproduce basic quantum concepts & terminology K: Basic idea (phenomena-oriented) of elementary quantum concepts with the corresponding terminology. S: Ability to identify basic quantum concepts and assign the appropriate term, e.g. to follow (media) conversations about quantum. A1 Awareness: Reproduce basic functionalities of a QT facet (core, component, system, application; HW/SW) K: Basic idea of the functionalities of a QT facet. S: Ability to follow basic instructions or conversations on the QT facet; reproduce basic processes. A1 Awareness: Recognize potential of QT K: Basic idea of the potential of QT systems and applications, overview of possibilities, challenges and limitations. S: Ability to follow public media with critical awareness of hype. The QT aware person has the minimum additional QT specific qualification required to access QT ideas: • has an overview of the possibilities, challenges and limitations of QT, and • knows the basic quantum concepts and terminology in the context of QT functionalities, thus is • able to follow conversations in the company and also what is being discussed in media with an awareness of QT opportunities and possible hype. Business/administrative people: A business person – perhaps responsible for logistics or human resources in a QT-related company – needs a basic idea of what the others are doing and talking about. With this basic idea they can learn more on the job, e.g. ask questions to the engineers if a problem arises where they need more details about QT. The same applies to someone in marketing for a large company with many products, some of which have a quantum core and could be advertised as such. Classical engineer (electronics, mechanics, software, etc.), end user (click-a-button level): An electronics engineer who does ‘classical’ work, working on a quantum product, but with tasks no different from other high-tech products, and who sometimes comes into contact with the quantum people and needs to understand roughly what they are talking about. The basic end user, using a device with a quantum sensing core or a software program that uses quantum computing in the background, may not even notice that anything quantum is going on. Such a person may not need QT specific training, but may be interested in it – perhaps even in parts of the training for a QT practitioner P5 . General description Example personas Needs and suggestions P1 Note: This qualification targets business and administrative staff who work with QT experts, as well as ‘classical’ engineers who want to understand the basics of QT to improve interdisciplinary communication, and perhaps even people with a basic interest in QT, such as those who use QT at the touch of a button. A1 Suggested previous qualification: • None – can be the basis for further training, or to get people interested and identify who should be upskilled Suggested training modules: (I) Basic quantum concepts: phenomena-oriented introduction with basic terminology (subdomain 1.1 ), in the context of QT and their basic functionalities, thus II: A1 , possibly focused on a QT pillar, see below. (III) Overview of possibilities, challenges and limitations for one or all QT pillars ( 5.6 , 6.7 , 7.4 , 7.6 ), ideally already outlining the change of era and the expected (societal) impacts and ethical implications ( 8.3 , 8.4 , rather A2 level); as well as coverage and possible hype in the media (especially for quantum computing applications, 5.6 ). In-person training would be nice for questions, but many people prefer self-learning for flexibility, such as short video clips, podcasts, etc. Easy and fun – make people feel that quantum is great, make them want to learn about QT; also to identify whom to train further. Some may not need the basic functionalities (II: A1 ) to do their jobs, but most people working around QT are technically interested by themselves, and learning the basic quantum concepts and terminology in the context of QT functionality may increase the interest and sustainability of the knowledge gained. Advantageous if covered in school education (in the long term). Suggested general conditions: • Language: If it is in the native language, it opens it up to more people (e.g. older people), makes it easier to grasp. • Certificate: Just to show the seriousness of the course/provider, proof of attendance should be sufficient. • Easy accessibility important, e.g. include it on the (intranet) homepage of a company. A1 20 QT proficiency for the QT informed decision maker C2 C2 C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1 A1 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering A1 Awareness: Recognise potential of QT K: Basic idea of the potential of QT systems and applications, overview of possibilities, challenges and limitations. S: Ability to follow public media and discussions with critical awareness of hype. The QT informed decision maker is someone in a position with a lot of responsibility and cannot be an expert for all decisions to be made, therefore has some experts for QT; regarding QT is only aware of: • the opportunities with expectations of impact, timelines, etc., i.e. recognises the disruptive character of QT, • potential use cases within their own field of work, i.e. how to gain value from QT. Their understanding of the relevance of QT is important to provide the resources for others to work on QT. CEO, manager: A CEO of a large pharma company who is interested in the use of QT (computing and simulation) in drug discovery, especially which approaches promise better or cheaper solutions to the challenges the company is working on. Needs enough background knowledge to understand the essence of a QT-related proposal, e.g. from a QT business analyst P5 or QT strategist P8 , and to make an informed decision about where to invest or which people to hire or train. A manager in a manufacturing company might be interested in using quantum computing to optimise processes, and needs some information material to get an idea of the potential value to be expected, to make a first decision whether to consult experts to develop a quantum strategy for the company, or to wait for more powerful quantum computers. Politicians, government: A politician needs to understand enough about QT to decide on a strategy, for example to invest in QT. To do this, they need enough basics to follow, e.g., expert advice, to understand the potential added value of QT and why it makes sense to promote QT projects. Suggested previous qualification: • Some background in an application area, i.e. the own field of work in which QT might add value. Suggested training modules: (III) Potential/value of QT for the own activities: short, condensed summary (e.g. short video clips or one-page overview, no in-person training) of opportunities and expectations (bigger goals, promises, timelines) to see the potential value for the own business or for the country/society, also with comparison of the options and information on how much to invest. Impacts (not only for the industry, but also for society and the environment, 8.3 ) and ethical aspects (incl. risks of QT, 8.4 ) also should be addressed, may already touch A2 level, strongly focused on the own activities (own business or country or other field of work). Usually, the decision maker will ask experts or consultants, e.g. to get a presentation, or use public sources or reports. Even then some more basics are desirable, some might additionally (or in advance) become a QT aware person P1 , thus combining to a QT aware decision maker. Suggested general conditions: • Language: English or native language, depending on the specific target group, especially for older people or where trust is important, the native language may be an advantage. • Certificate: no, and no interactive elements such as quizzes or tests. General description Example personas Needs and suggestions P2 Note: Decision makers with higher QT expertise may be, e.g., QT business analyst P5 or QT strategist P8 , and some may be interested in becoming a QT aware P1 decision maker. A1 21 QT proficiency for the QT literate person (QT-literate business role, advocator, enthusiast) C2 C2 C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1 A1 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering A2 Literacy: Describe fundamental quantum concepts with appropriate terminology, e.g. in conversations K: Knowledge of fundamental quantum concepts with underlying mathematical formalism and/or representations. S: Ability to explain basic quantum concepts and describe them using basic mathematics and/or representations as well as appropriate terminology, e.g. to communicate with quantum experts and novices. A2 Literacy: Perform basic tasks on a QT facet (core, component, system, application; HW/SW) K: Knowledge of fundamental working principles of different parts in the context of a QT facet and how they can be used (technically), focusing on the difference to classical counterparts. S: Ability to perform practical tasks (operate) with the QT facet (work in a lab or with software). A2 Literacy: Identify value of QT K: Knowledge of applications landscape (e.g. products on market) and use cases as well as expected technological development (impact, timelines) and ethical implications. S: Ability to identify potential use cases (i.e. opportunities for value creation, where to seek expert assessment). The QT literate person is a professional add-on for various roles such as: first contact sales or marketing, in management or in business related roles with tasks related to potential use cases, or more general bridge roles, or the basis for learning more on the job. Such a person: • “speaks quantum” (knows concepts and terminology as well as QT functionalities) and can communicate at a basic level with both • quantum experts and novices, i.e. with technical and business colleagues as well as with customers or the general public, has a basic understanding of the opportunities and challenges for (one or several) QT. Technical sales, marketing, PR/public communications executives: A salesperson working for a company selling a quantum-enhanced product, e.g. a navigation system using a quantum sensor, OR for a company providing enabling technologies (components) for QT; who needs to communicate with customers and understand enough to avoid promising something impossible, but does not need to understand the details, for indepth discussion refer to e.g. a QT specialist P7 . Usually has a technical background and is interested in trying something hands-on. HR, people managers, training and development professionals: A people manager who needs to communicate with people from different departments and with different quantum expertise, and therefore needs to understand enough to communicate effectively, e.g. to understand the needs of quantum and non-quantum people, and also to understand enough about the company’s own product to be able to answer basic questions or refer to the appropriate person. Similarly, someone responsible for internal training and personal development of employees, suggesting upskilling programs or mentors. QT use case explorer, innovation officer An employee in a business unit dealing with problems like optimising manufacturing processes, who has an idea of the type of problems that might benefit from quantum, who has a background in the application area (e.g. logistics problems) and who has an idea of the novel possibilities opened up by the use of quantum effects, can generate ideas for potential use cases and then ask an expert to validate them. Suggested previous qualification: • Experience in the own field (‘classic’ qualification, e.g. in a potential QT application area and/or business unit, e.g. in marketing/sales, HR or in education and training; ‘classic’ communication skills) • Completed training for the QT aware person P1 : already all three A1 A1 A1 levels for the relevant QT pillar(s) or application area(s). Suggested training modules: (I) “Speaking quantum”: training on quantum concepts with peer interaction (i.e., talking to people on the same level), providing an opportunity to ask questions and to feel that one is not alone with difficulties in understanding quantum concepts. (II) Basic functionalities around QT, highlighting the differences between quantum and classical technologies, with didactically selected examples and hands-on tasks with strong guidance (e.g. real QT devices or analogy experiments, or basic quantum programming tasks). (III) Overview of use cases for (the own QT product and for other) available QT products to get a realistic picture of what can be done with such QT, as well as expected impact 8.3 ethical implications 8.4 . Also training on how to communicate about QT and how to explain quantum concepts (public communication, outreach, education, 8.4 ). For a particular QT or product, the intermediate level training needs may be so company specific that they can only be covered by internal training. The A level basics are suitable for external training, e.g. a crash course, to prepare employees with this QT literacy for further learning on the job, e.g. to get III: B1 to be able to compare and select available QT applications for problems in own company or as sales, or II: B1 to work with QT (see QT (literate) practitioner P4 ). In person to meet other people, talk about problems, etc., and get to know people (experts) to ask. Alternative: (small) part of the study program (minor or elective subject), especially for the potential use case explorer. Suggested general conditions: • Language: Depends, the training should be in the same language as the QT literate person has to communicate in. • Certificate: To show seriousness of the course/provider or if a specific skill is trained, proof of attendance should usually be sufficient. General description Example personas Needs and suggestions Note: This profile can also describe a science (or QT) communicator who is prepared to raise awareness among students on QT. A2 A2 A2 P3 22 QT proficiency for the QT practitioner (working with QT, technician, QT user) C2 C2 C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1 A1 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering A1 Awareness: Reproduce basic quantum concepts & terminology K: Basic idea (phenomena-oriented) of elementary quantum concepts with the corresponding terminology. S: Ability to identify basic quantum concepts and assign the appropriate term, e.g. to follow (media) conversations about quantum. B1 Utilisation: Modify/apply a QT facet (core, component, system, application; HW/SW) K: Knowledge of a variety of parts for QT facets and their influence (e.g. what quantum effects may occur and have some influence) on other (classical or hybrid) parts/systems and QT facets; specialised knowledge on a selected QT facet (hardware and/or software). S: Ability to adapt and test QT facets, interpret and compare results. A1 Awareness: Recognise potential of QT K: Basic idea of the potential of QT systems and applications, overview of possibilities, challenges and limitations. S: Ability to follow public media and discussions with critical awareness of hype. The QT practitioner is someone who works around the development, assembly and operation of QT (technicians or ‘classical’ engineers with some QT specific additional qualifications), or uses QT with some customisation: • is QT aware, thus is able to follow team discussions and has an idea of the potential of the QT working on, • has an overview of the relevant parts (hardware and/or software) for QT, and • focuses on the specific QT relevant to their own work, and knows how to work with it. ‘Classical’ engineer with QT add-on, QT lab technician (e.g. for operation and maintenance), QT assembly and test technician, ... An engineer working on QT development, could be an electronic or mechanical engineer or a software engineer/computer scientist, working on the control hardware/software for a qubit, needs mainly traditional engineering skills, but works together with the quantum people, so needs an idea of the special challenges in QT development (but does not need to understand the details, has a supervisor who ensures compliance with quantum requirements) and also has an idea of the applications etc. to know what they are working for. QT user with adaptation/customisation, e.g. quantum computing end user with basic adaptation (forecast): A data scientist in finance has a software/algorithm, e.g. for a specific optimisation problem, and adapts the algorithm by replacing some packages and subroutines with those from quantum programming libraries, and interprets the results in the context of their own field of work. Needs some background in quantum to understand the ‘new way of thinking’ behind the new libraries. Suggested previous qualification: • Engineer or technician in the relevant domain or background in STEM*/the application area, preferably with experience in the subdomain of the enabling technologies and techniqes 3 relevant to the (targeted) position, e.g. in laboratory techniques, optical or control technologies or in classical computing • Completed training for the QT aware person P1 : already all three A1 A1 A1 levels for the relevant QT pillar(s) or application area(s). Suggested training modules: (II) Training on the parts of QT, focusing on one system/application, e.g. what components are needed to build a quantum processor or a quantum sensor, what components are needed in a quantum network, or what packages and subroutines are available for a problem type (e.g. optimisation) in a quantum programming library, focusing on the differences to their classical counterparts, with hands-on tasks (in lab or programming). May already be focused on what is relevant to their own work, or more general, see above. (II) Further, more specialised training, with guidance, e.g. learning on the job or a longer course, summer school or internship, to get the skills and experience needed for the concrete job/task (how to use/integrate/work with it in everyday work). Alternative: Minor or elective subject in a Bachelor’s program, some might also be interested in the other part of a QT literate person P3 to combine to a QT literate practitioner. Suggested general conditions: • Language: English • Certificate: Becomes more relevant if a specific skill is trained, e.g. after a summer school or longer course with practical tasks. General description Example personas Needs and suggestions Note: This profile may be combined with the QT literate person P4 to a QT literate practitioner. A2 B1 P4 * STEM: Science, Technology, Engineering and Mathematics 23 QT proficiency for the QT business analyst C2 C2 C2 C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1 A1 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering A2 Literacy: Describe fundamental quantum concepts with appropriate terminology, e.g. in conversations K: Knowledge of fundamental quantum concepts with underlying mathematical formalism and/or representations. S: Ability to explain basic quantum concepts and describe them using basic mathematics and/or representations as well as appropriate terminology, e.g. to communicate with quantum experts and novices. A2 Literacy: Perform basic tasks on a QT facet K: Knowledge of fundamental working principles of different parts in the context of a QT facet and how they can be used (technically), focusing on the difference to classical counterparts. S: Ability to perform practical tasks (operate) with the QT face. The QT business analyst is someone who looks for opportunities, e.g. in which direction to develop a new type of product, therefore: • has detailed knowledge on the market, available products, options, etc., and • can identify highly promising use cases, e.g. a problem as suitable for quantum computing, and • has enough background knowledge to understand strategic reports, including expectations, trends, etc., as well as market demands. Especially interesting for quantum computing use cases: within the NISQ era, people could start e.g. becoming a QT literate person P3 , and continue (over years while following classical careers) to read reports, etc., and start to generate ideas for use cases to be addressed when more powerful quantum computing becomes possible. Market analyst, business developer, (junior) consultant, patent examiner: An analyst in a company developing navigation systems interested in integrating (quantum) sensors for gravity measurement into a navigation product, so the analyst has advanced knowledge of the available sensors (classical and quantum) with pros and cons, knows about their roadmaps, etc., to identify whether a quantum sensor might be interesting to integrate into their own product – and also knows the market for navigation systems to assess the need for such a quantum-enhanced product, thus influencing the direction of product development (initiating the process, bringing the experts together for a decision). Quantum computing end user (forecast), expert for identifying promising use cases, creator of patent ideas: An analyst in a pharmaceutical company who researches potential use cases for quantum computing, reads reports, knows the available (classical and quantum) solutions and approaches with their advantages, disadvantages and risks, selects the concrete problem and the appropriate quantum approach to start research, communicates these insights to experts in the company, e.g. software developers who will include quantum libraries and algorithm subroutines in their software, but do not need to be able to do the programming or even know how the quantum-enhanced solution works. Suggested previous qualification: • Advanced knowledge in the application area and of classical solutions, maybe also advanced mathematics to see the mathematical structure behind a real-world problem as a potential use case, but not necessarily being able to do the ‘translation’ (e.g. mathematical description) and to find a solution, for this refer to QT (HW or SW) specialist P7 or QT strategist P8 . • Completed training for the QT literate person (already all three A2 A2 A2 levels for the relevant QT pillar or application area) Suggested learning path: (III) Attend conferences, talk to people from different companies, gather experiences. (III) Read reports and papers, market updates, roadmaps from different companies/providers and on different approaches (classical and quantum). Some may not require technical details and hands-on experience (II: A1 A2 ), but usually they have a technical background and are interested in it. Suggested general conditions: • Language: English • Certificate: not applicable General description Example personas Needs and suggestions B1 B2 or B1 B2 P5 B1 Utilisation: Classify available QT applications/approaches K: Knowledge of a variety of (potential) applications/approaches with (dis)advantages and related providers and experts, specialised knowledge on a selected QT application or on a field of application. S: Ability to compare/select application/approach for a specific problem/scenario. B2 Investigation: Analyse QT market and opportunities K: Advanced knowledge of a QT application and the related industry landscape and business models, including critical awareness on risks and potential consequences. S: Ability to identify promising QT use cases with advances and risks; relate strategic QT reports to own business. 30 European Competence Framework for Quantum Technologies Summary Version 3.0 (April 2025) compiled by Franziska Greinert and Rainer Müller QUCATS – Quantum Flagship Coordination AcTion and Support 1CONCEPTS AND FOUNDATIONS 1.1 1.2 2PHYSICAL FOUNDATIONS OF QUANTUM TECHNOLOGIES 2.1 2.2 2.3 2.4 Quantum background 8VALORISATION 8.1 8.2 8.3 8.4 3ENABLING TECHNOLOGIES AND TECHNIQUES 3.1 3.2 3.3 3.4 3.5 4QUANTUM HARDWARE 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 5QUANTUM COMPUTING AND SIMULATION 5.1 5.2 5.3 5.4 5.5 5.6 6QUANTUM SENSORS AND IMAGING SYSTEMS 6.1 6.2 6.3 6.4 6.5 6.6 6.7 7QUANTUM COMMUNICATION AND NETWORKS 7.1 7.2 7.3 7.4 7.5 7.6 Core device technologies QT systems and applications Content Map: 8 domains with 42 subdomains (p. 5), detail pages for each domain with topics and subtopics (p. 6–13). Proficency Triangle visualising 6 proficiency levels for the 3 proficiency areas (p. 14), with in-depth level descriptions and more (p. 15–17). C2 C2C2 (I) Quantum concepts (III) QT applications & strategies (II) QT HW & SW engineering C1 C1C1 B2 B2B2 B1 B1B1 A2 A2 A2 A1 A1A1 9 Qualification Profiles overview (p. 18) and detailled descriptions incl. example personas and (training) suggestions (p. 19–27). Extra: two examples how to combine a profile with a content selection (p. 28–29). QT aware person QT practitionerQT literate person P1 P3 P4 A1 Awareness A2 Literacy B1 Utilisation B2 Investigation C1 Specialisation C2 Innovation