Although education in the context of Europe is acknowledged as one of the primary policy responsibilities of nation-states, there is an increased concern about how education is affected by international pressure and global trends. Curriculum reforms worldwide seem to follow common general ideas about how education should prepare the individual and the national state to become part of a world society. Hence, the power of transnational actors is observable and comparative data become a source of authority for assessing national educational reforms. One example of a global curriculum trend is the shift from a content-oriented approach to an outcome-oriented approach. The goal of this paper is to analyse how global demands affect the regulatory architecture of the curriculum. On the one hand the educational policy promotes more open and flexible educational system governed by “soft laws”. On the other hand there is evidence of an increased juridification of education which implies a regulation by “hard laws”. One peephole to analyse this inconsistency is to see how the introduction of national qualifications framework, in line with the EQF-LLL, influences the curriculum as a regulatory structure of national education. In the paper we investigate two cases, the curriculum in Norway and Finland.