# Digital transformation of certificates issued by universities for European competitiveness

Pierre Boulet, Perrine de Coëtlogon, Émilie Thébault, Patrice van de Velde, Cyril Murie

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Pierre Boulet, Perrine de Coëtlogon, Émilie Thébault, Patrice van de Velde, Cyril Murie. Digital transformation of certificates issued by universities for European competitiveness. Université de Lille. 2025. hal-04979478

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Submitted on 6 Mar 2025

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WHITE PAPER

Digital transformation
of certificates
issued
by universities
for European
competitiveness
This white paper is aimed at people who want to understand the challenges and opportunities related to the **digital transformation of diplomas, academic certificates, qualifications on skills and competences and open recognition (open badges, micro-credentials)**. Designed as an accessible introduction, it offers a global view of the subject, exploring its various dimensions: practical, legal, informational and organisational.

At a time where the IT transition is being disrupted by generative artificial intelligence, this white paper explains how to build citizens' trust in the authenticity of certificates issued and their circulation in European and sovereign digital infrastructures, while putting it at the centre of its data management.

With more than 80,000 digital certificates of diploma success since 2021, consulted more than 250,000 times in 160 countries, this white paper enables the University of Lille to respond to numerous requests, in the service of professional mobility and the development of skills, at regional, national, European and international levels. It contributes to the work of Measure 3 of the COREALE (Committee for Student Success and Institutional Agility) of the Directorate-General for Higher Education and Employability "Clarifying the regulatory procedures and experimenting with the technical solutions for setting up a national/European digital diploma".

It addresses questions related to the application of different regulations in different countries, changes in certain mentions or formats, adoption of international IT standards including the integration of innovative technologies, management of personal and professional data.

This experience is also a demonstrator for other types of official attestations that can be found within the portfolios (EUDI Wallets) with the entry into force of the European eIDAS v2 regulation. The development of a digital identity and trusted services recognised in all Member States is one of the priorities of the European Union. The aim is to make it available to all European citizens by 2030.

This guide proposes an approach to understanding the tools and standards that support the digitalisation of identity and academic and competence certificates in France and Europe; identify the actors involved and their roles in this transformation process; better understand the challenges, challenges and opportunities related to this strategic topic.

Finally, it is designed to accompany the European Commission's recommendations with the "Compass to regain competitiveness and ensure sustainable prosperity", linked to Open Science and Open Education, the European Pillar of Social Rights, to enrich and modernise training provision to ensure a good match between skills and labour market demands, aiming to build a skills union focused on investment, adult and lifelong learning, the creation of future-proof skills, skills retention, fair mobility, attracting and integrating skilled talent from outside the EU and recognising different types of training to enable people to work across the EU.
<table><tr><td>WHITE PAPER</td><td>1</td></tr></table>

1. Objectives of digitisation.................................................................................................................. 5

a. Simplify the management of attestations in the administration.................................................. 5

b. Increase confidence in attestations.................................................................................................... 5

c. Combating fraud involving false certificates.................................................................................. 6

d. Enriching the data provided.................................................................................................................. 6

e. Facilitate student and alumni mobility.................................................................................................. 6

f. Facilitating employability and guidance........................................................................................ 6

g. Accelerating standardisation.................................................................................................................. 7

2. Certificates that can technically be digitised .................................................................................... 8

a. Certificate of attendance at a seminar or training ........................................................................ 8

b. Certificate of schooling.......................................................................................................................... 8

c. Certificates of competence.................................................................................................................. 8

d. Certificates of successful completion of the diploma........................................................................ 9

e. Diplomas............................................................................................................................................................ 10

i. The Joint Diploma........................................................................................................................................ 10

ii. Doctorat (PhD)........................................................................................................................................ 11

iii. European diploma ............................................................................................................................ 11

f. Diploma Supplement ............................................................................................................................ 12

g. Transcript of notes ............................................................................................................................ 13

3. French and European legal framework on digitisation................................................................ 14

a. French law.................................................................................................................................................. 14

b. European law ........................................................................................................................................ 15

4. Main technical standards .................................................................................................................... 18

a. Data format .................................................................................................................................................. 18

b. Signature standards........................................................................................................................................ 19

c. Cryptography standards.................................................................................................................. 20

d. Data models .................................................................................................................................................. 21

e. Attestation standards.......................................................................................................................... 22

5. Technological tools at the service of dematerialization ................................................................. 23

a. Data collection ........................................................................................................................................ 24

b. Issuance of a certificate.................................................................................................................. 25

c. Making the certificate available........................................................................................................ 26

6. Projects ......................................................................................................................................................... 27

a. DGESIP Digital Roadmap.................................................................................................................. 27
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Université
de Lille

<table><tr><td>b. SMILE</td><td>27</td></tr><tr><td>c. Emrex</td><td>28</td></tr><tr><td>d. e-Gracons</td><td>28</td></tr><tr><td>e. EWP (Erasmus Without Paper)</td><td>28</td></tr><tr><td>f. EBSI Vector</td><td>29</td></tr><tr><td>g. DC4EU</td><td>29</td></tr><tr><td>7. Partners and collaborations</td><td>29</td></tr><tr><td>a. Ministry of National Education, Higher Education and Research</td><td>29</td></tr><tr><td>b. Ministry of Labour</td><td>29</td></tr><tr><td>c. Universities and Higher Education Institutions</td><td>30</td></tr><tr><td>d. EUMA</td><td>30</td></tr><tr><td>e. ANSSI</td><td>30</td></tr><tr><td>f. National Printing Office</td><td>30</td></tr><tr><td>g. Europass</td><td>30</td></tr><tr><td>h. Erasmus</td><td>30</td></tr><tr><td>i. The European Service Infrastructure Europeum - EDIC Europeum</td><td>31</td></tr><tr><td>j. Caisse des dépôts et consignations</td><td>31</td></tr><tr><td>k. BCdiploma</td><td>31</td></tr><tr><td>l. Prosoon</td><td>31</td></tr><tr><td>m. CVTrust</td><td>31</td></tr><tr><td>n. Certigna</td><td>31</td></tr><tr><td>o. Alumnforce - Lilagora</td><td>31</td></tr><tr><td>p. Serendptech</td><td>31</td></tr><tr><td>q. Unblocked</td><td>32</td></tr><tr><td>8. Bibliography of interest</td><td>32</td></tr><tr><td>Legal and regulatory references</td><td>32</td></tr><tr><td>Technical and normative references</td><td>32</td></tr><tr><td>Technology tools and platforms</td><td>33</td></tr><tr><td>Cooperation projects and initiatives</td><td>33</td></tr><tr><td>Actors and bodies involved</td><td>33</td></tr><tr><td>15. People met</td><td>34</td></tr><tr><td>16. Scientific and Technical information about this guide</td><td>35</td></tr></table>
Introduction

In an academic world where exchanges, the diversity of knowledge, academic and professional mobility take a prominent place, the digital transformation of the certificates issued by the university makes it possible to meet the needs of speed, security and accessibility. Students and alumni thus benefit from easily accessible, verifiable and shareable certifications and diplomas for professional, academic or personal approaches.

This white paper presents an overview of initiatives and technologies in the field of digitisation of diploma certificates, which we will refer to generically here as ‘certificates’ to simplify reading. It addresses the benefits and challenges of the digital transformation of official documents, in an academic context, based on national and international legal frameworks and technical standards. By exploring current practices and technological innovations, this document proposes a vision for the modernisation of certification processes, with the aim of facilitating the recognition of qualifications and empowering users in the management of their academic and professional pathways.

1. Objectives of digitisation

a. Simplify the management of attestations in the administration

The aim of digitising certificates is above all to simplify the administrative management of official documents. By eliminating paper, administrative departments can optimize the processing of certifications, reducing the time and resources required to issue, retain and verify them. This digital transformation also makes it possible to automate certain steps, store the data necessary for issuing certificates and facilitate the follow-up of files. In addition, digitisation increases the traceability of documents and reduces the risk of losses or errors, thus improving the quality and reliability of the services offered to administrative departments for students and alumni.

b. Increase confidence in attestations

One of the major objectives of digitisation is to strengthen confidence in the certificates issued by using
more advanced technologies which make it much more difficult to create forgeries, but above all ensure
the verification of all authentic certificates. Thanks to the integration of secure electronic signatures and
verification mechanisms based on innovative technologies, attestations can be authenticated quickly and
at no additional cost. These solutions also ensure the integrity of documents without relying on third-
party providers, which are often costly or not easily accessible for small and medium-sized enterprise
employers (SMEs) as well as for many educational institutions. Thus, this approach offers students, alumni
and all employers have direct and reliable access to certificates, while facilitating their verification and
reducing the risk of fraud.
### c. Combating fraud involving false certificates

Diploma fraud is a growing phenomenon, fueled by a parallel market for false certificates that threatens the integrity of academic qualifications. This issue is of particular concern for regulated professions, where a false diploma can endanger public safety (medical, aviation, engineering). It is also a major challenge for employers, who face increasing difficulties in verifying the authenticity of diplomas and skills, as well as a matter of trade union concern, in terms of fairness and equality in access to employment.

The digitisation of certificates provides an effective response to this fraud by integrating mechanisms to combat falsification and counterfeiting. The implementation of these solutions increases the reliability of diplomas, secures recruitment processes and reduces administrative requests from universities, which no longer have to respond to authentication requests. Dematerialization is therefore a concrete and effective response to restore confidence in academic certifications.

### d. Enriching the data provided

The diploma today is a paper (called parchment) with a limited number of compulsory particulars. Working on the quality and the number of data thus attested can be interesting from all points of view. Thus, for example, the certificates may contain a translation into a foreign language or the reference system for understanding the level awarded in the language.

### e. Facilitate student and alumni mobility

The dematerialization of certificates plays an essential role in facilitating the academic and professional mobility of students and alumni. By making documents readable in one click, it allows holders to quickly and easily share their qualifications with educational institutions, employers, and institutions around the world. This immediate accessibility eliminates the delays and complexities involved in exchanging paper documents and simplifies the process for those who wish to continue their studies or start a career abroad. In addition, paperless certifications can be verified in a standardized way and recognized internationally, thus ensuring greater fluidity in the processes of recognition and equivalence of qualifications.

### f. Facilitating employability and guidance

The dematerialization of certificates allows a better valorization of the skills acquired throughout the academic and professional career of students and alumni. By centralising and structuring this information in a secure digital format, it facilitates the identification of potential candidates by recruiters and optimises the matching process on the labour market.

Thanks to the certification and security mechanisms put in place (electronic signature, blockchain, instant verification), employers have direct and reliable access to candidates' qualifications. This transparency increases trust in the profiles assessed and speeds up selection processes by ensuring the authenticity of the skills displayed.
For their part, students and alumni have a tool enabling them to **have a clear and dynamic view of their career path**, to **identify the key competences developed**, and to better target the professional opportunities corresponding to their profile. They can also anticipate their **needs for further training** and adjust their trajectory in line with market developments.

By facilitating the link between **training, skills and employability**, the digitisation of certificates is an **essential lever for a smoother and more effective professional integration**.

### g. Accelerating standardisation

The processes at working a logic of digital transformation make it possible to work on the proper understanding of the challenges of professional skills and the hoped-for relay between academic and university skills. A focus of attention must be maintained on the uses of these certificates by students and employers, with legibility and usability of the skills acquired.

**Before the digital transformation of the diploma:**

A student graduated from a university in France. She receives a certificate of success in the paper diploma within three weeks, and six months after, the authentic parchment.

A few months later, she applied for a job abroad. She notices that she left her diploma with her parents, who, if they find him, send her a scanned photo. When she receives it and forwards it to her future employer, the unsecured attachment is sent by the employer to the university for analysis (authorisation must be given by the candidate). The employer sometimes also asks for a **certificate of authenticity** of the diploma. The whole process takes time for the school staff, the employer and the candidate.

If the employer does not have a command of the language of the diploma, he shall request a **certified translation and a certified copy of the original**. The student must find the corresponding procedures, a sworn translator sworn, incurring additional costs and delays, without being assured of the scientific accuracy of the translation. The employer, meanwhile, must use a third-party company to **verify the authenticity** of the document, which is a cost and further lengthens the process. Hence a fundamental move towards automatic recognition of the quality of diplomas (by their content).

**After the digital transformation:**

With dematerialization, this process becomes simple and fluid. A few days after the award of the degree, the university issues a **secure digital attestation** that the student can keep in an e-wallet. This digital diploma is accompanied by an **electronic signature** ensuring its authenticity, and it can be easily shared and verified at any time.

The student, wishing to apply abroad, sends his or her digital diploma to his or her employer via a secure link in a few clicks. This certificate is **translated into English as close as possible to the training manager, avoiding the mistakes of a translator with little knowledge of the discipline** and contains all the necessary information, including a real-time authenticity check, which eliminates the need for a certified translation and a separate certificate.

The employer then receives the CV and/or diploma in a standardised format, which he can check instantly
without depending on a third company. This ensures that the diploma is authentic.

Thanks to this digital process, all parties gain **time, security and confidence**: the university simplifies its administrative work, the student is autonomous in the management of its documents, and the employer obtains a reliable and directly exploitable certification.

## 2. Certificates that can technically be digitised

The digitisation of certificates paves the way for a more fluid and efficient management of various academic and professional documents, given the difficulties and costs of printing, printing and making available certificates of successful completion of the diploma, to take just this example. From certificates of attendance to transcripts, diplomas and qualifications, these documents play a key role for students, alumni, employers, and administrations. By digitising these certificates, the university can simplify their issuance, reduce administrative delays and ensure enhanced traceability. For students and alumni, this transformation means fast and secure access to their qualifications, promoting their academic and professional mobility. Finally, for employers, document verification becomes immediate, reliable, and free of additional costs, thus increasing confidence in the certifications received.

### a. Certificate of attendance at a seminar or training

The certificate of attendance at a seminar is a document certifying participation in a training activity, a conference for a limited period of time, which may vary from a few hours a week over a certain period to full days.

For the participants, it makes it possible to justify their presence at the pedagogical and administrative level, but possibly also to communicate on this presence.

For the organisers, it allows documenting the participants present, which is useful for reporting and obtaining grants. It can also serve as a motivation, each certificate being collected and participating in obtaining the final certificate.

### b. Certificate of schooling

The **Certificate of Education** is an official document attesting to the enrolment of a student in an educational institution for a given academic year or period. This document is essential for many administrative and legal procedures: it allows students to justify their status with various organizations, such as public services, insurers, banks, or companies offering discounts for students. The school certificate is also often required to access specific services, such as financial aid and study grants, reduced-price travel or access to cultural spaces, or for visa applications in the context of international mobility.

### c. Certificates of competence

The attestation of competence represents an important development for universities, responding to a growing demand from recruiters and an adaptation of initial and continuing training to the National Directory of Professional Qualifications (RNCP). The latter are increasingly seeking to identify precise
combinations of skills among large pools of candidates. This need highlights the need for structuring and
research into organised data, thus underlining the inherently digital nature of the attestation of
competence. By offering verifiable and standardised information on an individual's specific skills, this
certificate, and the data it contains, becomes a key tool for targeted recruitment, making it possible to
effectively cross-reference the skills sought with the available profiles, based on sovereign infrastructures
such as GAIA-X/Prometheus X.

Moreover, the cost of issuing these certificates is low for universities, in particular because it is a digital
requirement. As this topic is still relatively recent for institutions, it offers an opportunity to modernize
practices while effectively meeting employers' expectations.

Finally, the competence approach is part of a long-term vision for universities, allowing them to monitor
the development of alumni's skills throughout their careers. By progressively enriching graduate
directories with up-to-date and relevant data on their skills, universities are strengthening their role as a
central player in building professional trajectories tailored to market needs. The attestation of
competence thus becomes a strategic asset to support professional mobility and to enhance, from a
lifelong learning perspective, the achievements of students and graduates.

d. Certificates of successful completion of the diploma

As stated in the circular of 7 March 2023 on the procedures for drawing up and issuing national diplomas
and certain State diplomas by higher education institutions under the Ministry of Higher Education and
Research: “the certificate of successful completion, which may be dematerialised, is the document issued
by the higher education institution alone after the selection board has deliberated, on the basis of that
decision and the transcript. It allows a person to have a document enabling him or her to assert his or her
rights as a holder of a diploma pending the issue of the paper diploma, called a parchment. The certificate
of achievement must be provided **no later than three weeks after the announcement of the results to
students who request it [...]**”.

The main objective of the **diploma certificate** is to be issued quickly in order to meet the immediate needs of graduates, whether to integrate into professional life or to continue their studies. This document is of major interest to all parties: it allows the student to quickly prove his qualification and provides essential proof for the employer or institution in pursuit of study. However, when issued on paper, the certificate has significant limitations: it is expensive to produce (printing, distribution) and easily falsifiable, which reduces its credibility for the recipient.

As part of the **Dem-Attest** project, the University of Lille met these challenges by successfully digitising its certificates of success. It has developed a digital tool to retrieve data and issue secure certificates using blockchain technology. This has not only simplified the production of certificates, but has also increased their security and significantly reduced the time taken to send and receive them, as well as the number of authenticity requests addressed to the administration, while effectively meeting the expectations of graduates and recipients.
### e. Diplomas

Articles D.613-1 and 2 of the Education Code provide that: "University degrees and degrees attest to the various levels of higher education common to all fields of training. Grades correspond to the main reference levels defined in the European Higher Education Area. Securities shall correspond to intermediate levels."

"The degrees and qualifications shall be conferred on holders of national higher education diplomas awarded under the authority of the State in accordance with the regulations specific to each of them. National diplomas certify each stage of higher education in a particular field of training mentioned in the title of the diploma. They shall confer the same rights on all holders, irrespective of the establishments which issued them and the means of acquisition."

As stated in the circular of 7 March 2023 on the procedures for drawing up and awarding national diplomas and certain State diplomas by higher education institutions under the Ministry of Higher Education and Research, "The **publication of the diploma** shall be carried out on a specific **printed document**, blank of any information (without a pre-printed signature), standardised, secure, **exclusively ordered from the Imprimerie nationale** (Law No 93-1419 of 31 December 1993, as amended, on the Imprimerie nationale) and with a coded number, which each institution must complete with a continuous numbering of the diplomas it has actually awarded."

The paper diploma retains a strong symbolic value for many students and employers, reflecting years of effort and success, but also for some administrations. Even in a context of increasing dematerialization, it is likely that graduates will continue to request a paper version for many years to come. However, these documents could be printed on demand, in order to prefer a paperless approach while avoiding duplication. The parchment also offers the advantage of being secure, while having the same data as the certificate of successful completion of the diploma. However, the digitisation of the paper diploma, in the current state of the information that must be included in it, does not seem to be a priority, as it would not bring significant savings or additional services, apart from strengthening the fight against fraud. **As this aspect is already covered by the diploma certificate, efforts could be more focused on the certificate to maximise its effectiveness and uptake.**

### i. The Joint Diploma

The issue of joint degrees in international partnership raises many practical and legal difficulties. Currently, paper format requires a person to physically transport the diploma from one country to another to affix the necessary signatures, a complex logistics that can be costly, burdensome and impossible to scale. If the laws of the partner countries are incompatible – for example, when the diploma must be issued on a parchment of the Imprimerie Nationale by each of the countries – each country must produce its own diploma, which no longer reflects the specific and international background of the
student.

Faced with these challenges, the total digitisation of diplomas is not possible in the short term, as it is conditioned by national legal frameworks, particularly in France, and by the legislation specific to each country.

A solution could emerge with the establishment of a European diploma, as proposed in a *blueprint* prepared by the European Commission. This European diploma would aim to harmonise legal frameworks and simplify the recognition of qualifications between member countries. It could offer a standardised, secure and recognised format in all EU countries, reducing current constraints and facilitating academic and professional mobility in a common space.

## ii. Doctorat (PhD)

The digitisation of doctorates has not been carried out at this stage at the University of Lille, given the unique titles they contain and the four doctoral schools to be put around the table. A working group has been set up to link doctoral data to the Competence Passport at the Directorate-General for Higher Education and Vocational Integration.

The most important investment to be made is not technological, this digitisation can be done in the continuity of the projects analysed. The aim is to provide experienced translators who can translate and accurately transcribe disciplines and field(s) of research. Generative AI could make it possible to fluidify later by training the model of future translations.

## iii. European diploma

What is the proposal for a European degree provided for in the Blueprint for a European degree:

> "A new type of degree awarded after transnational Bachelor, Master, or Doctoral programmes delivered at national, regional, or institutional level

* Automatically recognised everywhere in the EU

* Awarded jointly and on a voluntary basis by a group of universities across Europe in full respect of subsidiarity, institutional autonomy, and academic freedom

* Based on a common set of criteria agreed at European level"

* delivered preferably in a digital format"

> "The digital format should be secure and compatible with the European Learning Model as multilingual data model in the field of learning."

Translation into French: "A new type of degree awarded through transnational bachelor's, master's or doctoral programmes at national, regional or institutional level

* Automatically recognised across the EU

* Awarded jointly and on a voluntary basis by a group of universities across Europe in full respect of subsidiarity, institutional autonomy and academic freedom
* Based on a common set of criteria agreed at European level

* Preferably issued in a digital format

"The digital format must be secure and compatible with the European learning model as a multilingual data model in the field of learning."

The European Diploma appears as a solution to overcome the complexities associated with the issuance of joint degrees. By integrating a harmonized transnational vision, this degree could respond to current legal and administrative challenges by offering a natively digital format, in line with European standards such as the European Learning Model (ELM) and the European Digital Credentials (EDC). One of the avenues envisaged would be for the European diploma to be awarded by a single entity, with a new legal personality, bringing together the participating institutions. This common structure would ensure the coordination and standardisation of processes, while facilitating the recognition and verification of the diploma in all Member States.

## f. Diploma Supplement

"The award of the diploma supplement, setting out the content of the training and the skills acquired, is compulsory for all diplomas in accordance with Article D. 123-13 of the Education Code. This document improves the readability of training and diplomas for employers in particular and facilitates student mobility from one institution to another, both at national and international level. It shall be issued at the same time as the diploma."

The Diploma Supplement is a complementary document that aims to detail the skills and experiences acquired by the student during his/her academic career, such as internships carried out, projects carried out, or specific modules followed. It also contains language certificates. However, despite its mandatory nature, its implementation encountersignificant difficulties, often related to the collection of the data necessary for its personalization. For example, obtaining information about a traineeship – i.e. outside the university – or other elements of the pathway can be complex, especially when this data is distributed across multiple systems or is not centralised.

Moreover, its simultaneous issue with the diploma suggests that it is a paper document, to be physically attached to the diploma. This concept reinforces logistical and administrative constraints, and the circular governing this document does not explicitly indicate a paperless option, unlike the certificate of successful completion of the diploma. These barriers often hamper universities' ability to meet this obligation, increasing the teaching and administrative burden, and creating additional demands on graduates and employers.

A more modern and effective approach would be to consider the Diploma Supplement as an incremental and evolutionary technical process. Digitisation would offer a simplified solution to issue a first version of the Diploma Supplement within a reasonable timeframe, based on the translation of the training offer into skills, while allowing for the gradual addition of information as it becomes available. This would be facilitated by the inclusion of the Diploma Supplement as a digital attachment to the Certificate of
Achievement, allowing for complementary and consistent issuance.

This digital model would reduce the logistical complexities of paper management while meeting the legal obligation more effectively. Moreover, the impact on fraud remains limited for this type of document, reinforcing the value of a digital transition. Finally, such a development would reduce the administrative demands of graduates or employers, while ensuring an improved service that is adaptable to individual needs.

g. Transcript of notes

In the circular of 7 May 2023, the transcript is not addressed, it is only said “the certificate of success, which can be dematerialised, is the document issued by the only higher education institution after the deliberation of the selection board, on the basis of this and the transcript.”

The transcript, as an unsigned document closely linked to the certificate of successful completion of the diploma, naturally lends itself to digitisation. This approach is not only possible, but also strongly encouraged in a comprehensive digital transition strategy. It is therefore advisable to consider the transcript as a digital attachment to the certificate of successful completion of the diploma, which simplifies its management and issuance.

However, to ensure optimal electronic use, two main challenges need to be addressed:

1. **Translation of the fields into different languages:** a project could consist in knowing a procedure proposed to all teachers allowing translation on request,

2. **The representativeness of the notes:** This is to ensure the legibility of the notes, the same numerical note can have opposite meanings in different contexts: it can be an excellent grade or a very bad grade.

The digitisation of the transcript offers **significant benefits for students**. In particular, it makes it possible to:

* **saving time** in making the document available

* **a simplified and immediate verification** by employers or institutions, directly with universities.
However, the question of compliance with the **GDPR (General Data Protection Regulation)** arises crucially in this context. It is imperative to ensure that students' personal data is protected for consultation by third parties, respecting the principle of minimization and consent.

By integrating the transcript into a structured dematerialization approach, universities can improve the quality of their services while meeting the growing needs for academic and professional mobility.

3. French and European legal framework on digitisation

a. French law

1. Code of Education, Research, Circular of 3/5/2023

The impact of the various codes on digitisation is quite limited. The reference text remains the circular of 7 May 2023, which clearly states that:

- the certificate of success can be dematerialised, - the diploma must be issued on a parchment.

For all other types of documents, the circular does not provide precision and the law does not seem to be more precise. A new version of the circular would therefore make it possible to dematerialise the diploma from a legal point of view. There is currently no strong legal constraint.

ii. Law No 2018-771 of 5 September 2018 on the freedom to choose one's professional future Article L6113-8 of Law No 2018-771 of 5 September 2018 on the freedom to choose one's professional future commits the ministries and certifying bodies to 'communicate information on the holders of the certifications issued to the information system of the personal training account provided for in Article L. 6323-8, in accordance with the implementing rules laid down by decree of the Council of State after consulting the Commission Nationale de l'Informatique et des Libertés'. This information, transferred by the certifying ministries and bodies, must make it possible, through the information system of the Personal Training Account, to make available and supply for each holder of a personal training account, 'a guidance, training and skills passport, the consultation of which is authorised exclusively by the holder'. This innovative 'competence passport' is intended to identify 'the training and qualifications followed as part of initial or continuing training and the acquired professional experience (...)'. (Article L6323-8, II). For more information: Law No 2018-771 of 5 September 2018.

Article 2 of the Order of 21 May 2021 on the transfer to the information system of the personal training account of information relating to holders of qualifications registered National registries provides that 'The data referred to in Article 1 shall be transferred electronically in accordance with a reference framework for the transfer of such data published on: https://www.moncompteformation.gouv.fr/'.
The data transferred are:

1.° Data relating to the identification of persons, with the exception of the registration number of persons in the national register of identification of natural persons:

a) Surname at birth, surname and forenames, sex;

b) Date and place of birth;

c) Country of birth for people born abroad.

2.° Data relating to professional certifications and certifications or authorizations obtained:

a) Date and initiative of registration for certification (optional data);

b) Arrangements for access to certification;

c) Date of the assessment, how to obtain certification (admission or score obtained) and how to pass the assessment (face-to-face, remote or mixed);

d) Postal code of the main assessment centre;

e) Date of issue of the certification and, where applicable, date of end of validity;

f) Whether certification is obtained by score, European language level and/or European digital level;

g) If applicable, score or scoring basis;

h) Type of certification (professional certification registered in the national register of professional qualifications, certification or empowerment registered in the specific register);

i) If applicable, wording of the option/mention and of the specialty linked to the certification;

j) Where applicable, information obtained;

k) Where applicable, link to the digital proof of certification;

l) Number of the record of the national directory of professional qualifications or of the specific directory.

The competency passport provides for the possibility to transfer a link to the digital proof of certification which could be similar to the certificate of successful completion of the diploma.

The https://certificateurs.moncompteformation.gouv.fr/espace-public/page-guide#ctg14page lists all the guides available and shows the choice of an xml exchange standard.

## 111. National Printing Law and Decree

The law, supplemented by a decree, gives the Imprimerie Nationale a monopoly over the production of parchments; it provides that 'only the company ... is authorised to produce documents ... the execution of which must be accompanied by special security measures'. This article is specified in a decree which provides that 'The documents which the Imprimerie nationale is (...) the only one authorised to produce include (...) administrative documents, the execution of which must be accompanied by special security measures referred to in III and falling within (...): Diplomas(...)". The special security measures referred to in III are manufacturing and printing devices. The National Printing Office a legal monopoly on the issue of printed securities, this monopoly is not provided for electronic securities.

## b. European law

### i. EHEA and Bologna Process

The Bologna Process does not specifically refer to digitisation, but introduces mobility tools, but also interoperability tools that facilitate the implementation of digital tools. Examples include:

- ECTS credits: The European Credit Transfer and Accumulation System (ECTS) is a tool of the
European Higher Education Area to make studies and courses more transparent and interoperable. It helps students move from one country to another and have their academic qualifications and periods of study abroad recognised (60 ECTS per year of study). ECTS allows ‘credits’ acquired at a higher education institution to be counted towards a qualification at another institution. ECTS credits represent learning based on clearly defined learning outcomes and their associated workload.

- the diploma supplement designed as an aid to the recognition of university qualifications: ‘Graduates from all countries participating in the Bologna Process shall have the right to obtain the Diploma Supplement automatically, free of charge and in one of the main European languages.’

The Tirana communiqué for the conference of 29-30 May 2024 marks a turning point in the understanding of the digitisation process to accelerate the construction of a European Higher Education Area. The document promotes the automatic recognition of qualifications and the use of digital tools such as **European Digital Credentials (EDCs)** to secure diplomas, certificates and other certifications. The press release highlights the importance of the smooth and secure exchange of academic data facilitated by tools such as the European Student Card. The creation of flexible learning pathways, such as micro-credentials, is being promoted to adapt to the changing needs of societies and labour markets, with particular attention to their digital certification and recognition. The “Tirana Communiqué” makes clear that the digital transition is a key pillar to modernise the EHEA. Digital tools such as EDCs, interoperability platforms, and automatic recognition of qualifications are priorities. This framework supports digitisation as a lever for inclusion, transparency and mobility in European higher education.

## ii. European legal framework

### 1. Europass Decision

Decision (EU) 2018/646 establishes a framework for the implementation of Europass tools, promoting transparency and understanding of skills and qualifications in the European Union.

- Europass platform: The framework establishes a centralised online platform for documenting and describing skills, qualifications and experiences digitally.

- This includes templates like the Diploma Supplement, which are specifically mentioned as being available in electronic form.

- Open standards: Europass tools are based on open standards, ensuring their interoperability with other systems and facilitating their adoption at European level.

- Authentication of documents: The use of authentication services, such as electronic signatures, is intended to secure digital documents and ensure their reliability.

Europass tools take into account skills acquired in formal, non-formal and informal contexts, integrating them into digital documents such as micro-credentials.

## iii. Council Recommendation on Micro-Credential

The "Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability" addresses micro-credentials as key elements to address the growing needs for
flexibility and inclusion in education and vocational training.

Micro-credentials are digital records of learning outcomes obtained through formal, non-formal or informal learning experiences. They are portable, modular and can be combined to achieve higher qualifications.

The Recommendation proposes European standards to describe micro-credentials (Annex I), including elements such as learner identity, qualification title, learning outcomes, workload (in ECTS credits), qualification level (EQF), and quality assurance type. Micro-credentials must be designed to be interoperable and integrated into systems based on open standards, such as those supported by Europass. Micro-credentials contribute directly to the Skills Agenda for Europe and the Digital Education Action Plan. Their inclusion in European frameworks such as the EQF ensures interoperability with national systems.

#### iv. EQF Recommendation

The **Council Recommendation of 22 May 2017** on the European Qualifications Framework (EQF) highlights several points relevant for the digitisation of qualifications and their digital management.

Information on qualifications (diplomas, certificates, supplements) must be published electronically in standardised and accessible formats. This includes defined data fields to ensure clarity and interoperability. A common data structure is recommended to facilitate publication and access to this information, using digital formats compatible with European frameworks.

#### v. Blueprint for an European Degree

The European Diploma would preferably be delivered in a secure digital format, in line with the European Learning Model (ELM), which ensures interoperability and data protection. It would be aligned with

European tools such as Europass, the **European Digital Credentials for Learning (EDC)**, and frameworks such as the EQF, ensuring uniform recognition of qualifications.
## 4. Main technical standards

<figure><img src="image_4.png" /><figcaption>Summary of credentials characteristics</figcaption></figure>

### a. Data format

#### i. XML

In the context of dematerialization, XML has been widely used due to its flexibility and ability to structure complex data in a standardized and interoperable way. However, its use is losing speed today, replaced by lighter and adapted formats such as JSON or JSON-LD. The latter are more concise, better suited to exchanges via APIs and easier to manipulate in development environments. XML remains relevant for contexts requiring high standardisation or specific electronic signatures (such as XAdES), but its complexity of implementation now limits its adoption.

#### ii. PNG

The PNG format is commonly used for Open Badges for its visual appearance, and its ability to embed JSON metadata directly into the image. This allows badges to be both visual and informative, more readable for humans. In the context of the certificates, this choice of format was made only by Open Badge.

#### iii. JSON

##### 1. JSON
JavaScript Object Notation (JSON) is a lightweight and widely used data format for exchanging information between systems. It is appreciated for its simplicity, human readability, and native integration into many programming languages. In the context of digitisation projects, JSON is often favoured for its brevity and ease of use in APIs and web environments.

However, unlike JSON-LD (an extension of JSON used to structure data in accordance with semantic web standards), JSON does not allow for the representation of complex relationships or the integration of standardised metadata. This is the format used for structured data as part of the V2 open badge.

## 2. JSON-LD

JSON-LD is the key standard for the dematerialization of certificates. It is specifically designed to simply structure data. It is widely used in contexts requiring data interoperability, and in particular in projects for the digitisation of qualifications, diplomas and attestations.

JSON-LD complies with the standards of the semantic web and allows data to be linked to ontologies or frameworks such as Europass. JSON-LD is the recommended format for **Verifiable Credentials (W3C-VC)**, used for the digital certification of diplomas, badges and other attestations. It is used for European Digital Credentials (EDCs) to structure data and ensure its automatic recognition and integrated into OpenBadge V3.

In conclusion, JSON-LD is the indispensable tool for digitising certificates.

## b. Signature standards

### i. XAdES, PAdES

XAdES (XML Advanced Electronic Signatures) and PAdES (PDF Advanced Electronic Signatures) are eIDAS compliant technologies for signing documents in XML and PDF format, respectively. They shall ensure the security, authenticity and legal value of digital attestations. However, these standards no longer meet the requirements for compliance with the standard.

The PDF format, although widely used, is not designed to facilitate the exchange or exploitation of data in a structured and interoperable way. In addition, the XML format, which offers some interoperability, is losing speed in the face of lighter alternatives such as JSON or JSON-LD, better suited to web environments and complex data management.

As a result, while XAdES and PAdES are effective tools to meet today's electronic signature needs, they do not represent the future of digital attestation standards.

### ii. JWT, JWS

JWT (JSON Web Token) and JWS (JSON Web Signature) standards play a central role in the secure exchange of data and interoperability of modern digital systems. In particular, their compatibility with EU **DI Wallets** makes them extremely interesting in the context of digital identity and *Verifiable Credentials*. The JWS makes it possible to digitally sign a JWT, thus guaranteeing the integrity and authenticity of the data exchanged. However, despite their technical relevance, these standards do not comply with the eIDAS Regulation, which governs qualified electronic signatures in Europe. While JWS offers a robust signature framework, it does not incorporate all the legal requirements of a qualified or advanced
electronic signature within the meaning of eIDAS.

As a result, the JWT (JSON Web Token) and JWS (JSON Web Signature) standards do not comply with
European regulatory requirements.

iii. JAdES

The JAdES (JSON Advanced Electronic Signatures) standard represents a major step forward in the field of electronic signatures, combining the JSON format with the strict requirements of the eIDAS Regulation. Unlike JWS, JAdES is designed to meet the criteria for advanced and qualified electronic signatures, making it a solution that complies with European regulations.

However, JAdES is a **recent** standard, which currently limits its adoption and availability in practical implementations. Compatible tools and libraries are still scarce, which can hinder its large-scale deployment. Despite these limitations, JAdES seems to be a bet for the future.

In conclusion, by combining JSON interoperability with eIDAS security and certification requirements, this standard provides a solid basis for digital attestations.

c. Cryptography standards

Cryptography standards play a crucial role in the security of electronic signatures. **RSA** is a widely implemented and proven public key cryptographic system. It remains the dominant solution, particularly in the context of eIDAS-compliant solutions. Due to its robustness and compatibility with most current systems, RSA is the preferred technology for many certification authorities to issue qualified electronic signatures.

However, **elliptic curves** (ECC, Elliptic Curve Cryptography) are spreading due to their efficiency and ability to offer a level of security equivalent to RSA, but with much shorter keys.

Despite these advantages, few certification authorities that comply with the eIDAS Regulation now offer solutions based on elliptical curves. This limited uptake is partly due to the need for increased standardisation and integration constraints in existing infrastructures mainly oriented towards RSA. Nevertheless, initiatives are emerging to make this technology more available, marking a gradual transition to wider adoption.

Finally, the emergence of the quantum computer and the (potential) non-resistance of certain cryptographic algorithms to possible attacks by quantum computing requires these aspects to be taken into account in the more or less near future, depending on the technological advances on the subject. It should be noted that NIST (National Institute for Standards and Technologies) has recently approved post-quantum cryptography algorithms that can be considered in the associated security and cryptography choices. These post-quantum technologies are expected to be in place as early as 2030.
d. Data models

i. ELM

The **European Learning Model (ELM)** is a structuring European framework designed to describe, exchange and recognise qualifications and skills across the European Union. It is based on benchmarks such as:

* **ESCO** (European Skills/Competences, Qualifications and Occupations): A repository that brings together skills, qualifications and occupations to ensure a uniform understanding across Member States.

* **EQF** (European Qualifications Framework): A qualification framework that links national systems to facilitate comparability of diplomas and qualifications.

* **ECTS** (European Credit Transfer and Accumulation System): A credit system that standardizes the recognition of studies and facilitates academic mobility.

These tools are essential for the digitisation of qualifications and the automatic recognition of qualifications at European level.

ii. RNCP

In France, the **RNCP** (Répertoire National des Certifications Professionnelles) is based on standards such as:

* **Formacode:** A nomenclature describing training and skills according to specific themes.

* **NSF (Nomenclature of Training Specialities):** A classification used to structure diplomas and qualifications according to sectors of activity.

* **ROME (Repertoire Opérationnel des Métiers et Emplois):** ROME 4.0 aims to develop the skills-based approach in order to overcome the current high recruitment pressures in the labour market.

These referentials make it possible to describe precisely the skills acquired by learners. Their integration into digital systems facilitates interoperability between French and European institutions. However, their application in international frameworks such as the ELM remains limited, requiring further efforts to ensure full compatibility.

Several types of training are registered in the National Directory of Professional Qualifications: national diplomas and professional qualifications awarded by the State which are registered there by law; professional qualifications offered by chambers of commerce and industry, chambers of crafts and crafts, public or private training bodies.

iii. LHÉO

The **Harmonized Language Exchange of Information on the Training Offer (Lhéo)** is a French national standard designed to describe training actions in a coherent and structured way. Developed by the Ministry of Employment and National Education, Lhéo facilitates the dissemination, classification and comparison of continuing vocational training offers on French territory. By standardising the description of training courses, Lhéo enables training organisations to disseminate their catalogues more widely to the
networks and operators involved in information on vocational training. In addition, it optimizes the integration of this information into information systems, thus promoting interoperability and reducing dissemination costs. For end-users, this harmonisation simplifies the search and comparison of training offers, contributing to better career guidance.

### e. Attestation standards

#### i. W3C-VC

The **W3C Verifiable Credentials (W3C-VC)** standard defines a generic framework for the creation, management, and verification of **secure digital attestations**. It makes it possible to represent attested information (diplomas, certificates, badges) in the form of structured, secure and interoperable digital documents.

* **Interoperability:** The W3C-VC is based on standardised formats such as **JSON-LD** or **JWT**, ensuring compatibility with a wide range of systems.

* **Security:** Verifiable Credentials are digitally signed to ensure authenticity and integrity.

* **Flexibility:** This standard is agnostic in terms of data, which makes it possible to adapt it to various use cases, ranging from academic certificates to digital identities.

The W3C-VC serves as a foundation for specific standards such as **OpenBadge V3**, **OpenID4VC**, and **European Digital Credentials (EDC)**. It is the only common cornerstone in the development of modern digital attestation systems.

A consortium of universities managed by the MIT Open Learning Foundation, the Digital Credentials Consortium (DCC), which the University of Lille joined in 2024, is advancing the international understanding and use of these formats.

#### ii. Open Badge

The **Open Badge** standard, originally developed by the Mozilla Foundation and now maintained by **1EdTech**, allows the creation, issuance and verification of digital badges attesting to professional or personal skills or achievements.

* **Version 2 (OpenBadge V2):** This widely adopted version is based on JSON metadata embedded in image files (often in PNG or SVG format). Such metadata shall include information such as the issuer, the beneficiary, and the criteria for obtaining it. Although effective, this standard remains limited in terms of interoperability with emerging ecosystems.

* **Version 3 (OpenBadge V3):** Introduced in 2024, this version aligns **with the W3C Verifiable Credentials (VC) standard**, providing better interoperability and easier integration with frameworks such as EDC or **EU DI Wallets**. OpenBadge V3 also enhances attestation security with digital signatures that are compatible with advanced standards.
iii. OpenID4VC

The OpenID for Verifiable Credentials (OpenID4VC) standard, based on the OpenID Connect ecosystem, manages the issuance, presentation and verification of Verifiable Credentials (VCs) in a secure and interoperable manner.

This standard facilitates exchanges between issuers (universities, employers), holders (students, professionals), and auditors (employers, institutions).

It is adopted by the **EU DI Wallets**. However, while promising, OpenID4VC does not yet ensure full compliance with the **eIDAS** Regulation, in particular as regards qualified signatures.

iv. EDC

The **European Digital Credentials (EDCs)**, promoted by the European Commission, represent a standardised framework for the issuance of digital attestations such as diplomas, transcripts, and micro-credentials.

* Based on technologies such as JSON-LD and aligned with the **European Learning Model (ELM)**, EDCs ensure the interoperability and transparency of attestations at European level.

* EDCs use electronic signature mechanisms to ensure the integrity and authenticity of documents, while complying with the requirements of the **eIDAS** Regulation.

* This standard simplifies academic and professional mobility, perfectly integrating with platforms such as **Europass** and **EU DI Wallets**.

5. Technological tools at the service of dematerialization

As part of the digital transition, the digitalisation of attestations, diplomas and qualifications is based on a multitude of technological tools. These tools are used at various key stages: from the **collection of data** necessary for the personalisation of documents, to their **creation, distribution and secure consultation**.

The purpose of this section is to present the main tools that support this digitisation process, highlighting their roles and contributions:

* **Data collection:** Optimization of the management of academic and administrative information.

* **Creation of certificates:** Automation and standardization of digital documents in accordance with national and international standards.

* **Making available:** Facilitating access to documents for beneficiaries and stakeholders through online platforms and digital identity wallets.

Each tool makes a specific contribution to the whole process, reducing costs, increasing security and improving the user experience for institutions, students and employers. This diversity of tools reflects the growing need for interoperability and innovation in education and vocational training.
a. Data collection

i. Application for the organisation and management of students and teaching:
Apogee

**Apogée**, developed by the Agence de Mutualisation des Universités et des Établissements du Supérieur (AMUE) is the solution used by higher education institutions in France for the management of academic data. It allows the complete management of students' schooling, from administrative registration to the award of the diploma, and centralises information related to students, registrations, assessment results, and diplomas, thus constituting the basis for issuing digital attestations. Its location in most French universities makes it the tool for collecting the data needed to personalise certificates. However, its integration with modern dematerialization tools, such as solutions compatible with European standards, require technical adaptations as was done for Dem-Attest.

ii. PEGASE

The PC-SCOL project (Common School Project) is a project resulting from the partnership between Amue and the Cocktail association for the construction of the PEGASE solution. It is an evolution of the Education and Student Life (ETL) information systems, designed to meet the evolving needs of higher education institutions. More modular and interoperable, Pégase facilitates integration with external systems such as Dem-Attest. Pegasus is thus positioning itself as a tool for the future to support the digital transformation in higher education.

The Dem-Attest+ project (an extension of the DemAttest project, which has already benefited more than 80,000 students) being rolled out by the University of Lille, could benefit an even wider audience by being made available to other universities or institutions. Indeed, the transfer of data from APOGEE to PEGASE, an APIsé data management tool for issuing digital certificates, opens up a space for effective collaboration with the University of Lille and other institutions, allowing them to save significant time and pool developments already made, in particular on data extraction, formatting and sharing.

iii. Dem-Attest/Data Management

Dem-Attest is an innovative solution specifically developed by the University of Lille to simplify the digitisation of academic certificates. In addition to systems such as Apogée, which focus on the administration and institutional follow-up of students, Dem-Attest places the student or alumni at the heart of its operation. It responds to the need to communicate certificates simply and effectively, facilitating the sharing and verification of information with French or foreign employers or educational institutions.

In order to operate, Dem-Attest relies on an **interface with the Apogée information system**, requiring the development and maintenance of a specific plugin. This plugin retrieves the academic data stored in the Apogée database and reformat it in a structured way so that it is ready to be used in the issuance of **Verifiable Credentials**. This approach ensures better re-use of data and aims to be compatible with new
tools such as European Digital Identity Wallets.

In addition, Dem-Attest incorporates a **multilingual data management** capability, making it possible to produce certificates adapted to an international environment. This feature meets the requirements of academic and professional mobility of students and alumni.

## b. Issuance of a certificate

### i. Dem-Attest Issuer

Dem-Attest Issuer is a tool dedicated to the creation and issuance of secure digital attestations. Integrated into the **Dem-Attest** system, it uses academic data collected in systems like Apogee to generate **Verifiable Credentials**. This tool makes it possible to produce multilingual certificates, anchored by blockchain technology, and ready to be shared by students or alumni with employers or other universities. Its simplicity and alignment with end-user needs make it a key solution to modernise attestation issuing practices.

### ii. Europass Issuer

#### 1. EDCI Web+NexU

EDCI Web is an application developed by the European Commission for the issue of **European Digital Credentials (EDC)**. Together with **NexU**, a free software enabling qualified electronic signatures, this tool ensures that certificates comply with the **eIDAS** Regulation. EDCI Web simplifies the issuing process by making it easier to create, sign and make available certificates.

#### 2. EDC Open Source

The **EDC Open Source** tool is a flexible and adaptable solution for institutions wishing to integrate **European Digital Credentials (EDCs)** into their existing systems. Based on open technologies, it makes it possible to create digital certificates that comply with European standards.

### iii. Open Badge Issuer

#### 1. Open Badge Factory

**OpenBadge Factory** is a platform specialised in issuing and managing digital badges. It offers an intuitive interface for creating OpenBadge-compliant badges with detailed metadata. OpenBadge Factory is particularly valued for its ability to integrate badges into broader ecosystems, making it easier for stakeholders to manage and verify them.

#### 2. Moodle

**Moodle**, a learning management platform (LMS), offers an integrated module for issuing **Open Badges**. Badges can be automatically generated based on the results or achievements of learners on the platform. This makes Moodle a comprehensive tool, combining learning and skills recognition in the same environment. It is particularly useful for schools wishing to integrate the issuance of digital badges into their educational offer.
### c. Making the certificate available

#### i. E-mail address

It is true that the transfer of certificates to the recipient's e-mail address is a simple and fast method, allowing students to receive their certificates directly in digital format. This channel may seem particularly suitable for small documents and could be a first step in the transition to fully dematerialized solutions. However, this method lacks security and does not guarantee the technical validity of electronic signatures over time.

#### ii. blinds

A dedicated **store** allows students to download their digital certificates in a store under their control. This template can be used by universities or certification bodies to provide continuous and secure access to documents. Users can find all their past qualifications, which facilitates their personal management.

**Linkedin:** LinkedIn is a key platform for alumni wishing to promote their skills to potential employers. Certain certificates, including **Open Badges**, can be shared directly on their LinkedIn profile. This increases the visibility of qualifications while simplifying their verification by third parties. However, it is difficult for universities to use it because it raises questions from the point of view of compliance with the General Data Protection Regulation.

**AlumnForce - Lilagora: Platforms** like AlumnForce and its Lille declination Lilagora offer spaces dedicated to alumni to manage their certifications and stay connected to their university. By integrating features for the provision of attestations, these tools strengthen the links between institutions and their alumni, while facilitating the networking and recognition of qualifications.

**Diplome.gouv.fr:** The Diplome.gouv.fr website, managed by the French government, allows students and alumni to download their diplomas and official certificates in digital format. It guarantees increased security through online verification systems, while respecting the high standards of protection of personal data.

**Skills Passport in My Training Account:** The **Skills Passport** is a tool for centralising and structuring people's skills and competences throughout their lives. It is open in My Training Account, a French scheme open to the 42 million holders of a social security card in France. From an xml file extracted from Apogee, it allows universities to integrate digital attestations into a global portfolio, facilitating their presentation to employers or academic institutions.

**Europass:** The **Europass** platform, developed by the European Commission, provides a secure personal space where users can store and share their digital certifications. Aligned with the **European Learning Model (ELM)**, Europass ensures interoperability and international recognition of qualifications, while integrating with the **European Digital Credentials (EDC)**.

#### iii. Digital Identity Wallet

**Digital identity wallets** allow users to store, manage and share their digital attestations in a secure manner. These tools must be put in place by the Member States in line with a reference framework and European standards in order to offer optimal portability of shared attestations.

**EU DI for a European portfolio n:** As provided for in Regulation (EU) 2024/1183, Member States will be
responsible for offering citizens and businesses digital identity wallets, which can link their national digital identity to proof of other personal attributes such as driving licences and diplomas. These portfolios can be issued either by public authorities or by recognised private entities. The aim is to give Europeans full control over their data while accessing online services, eliminating unnecessary data sharing. Service providers legally required to unequivocally identify their customers will be required to accept the wallet for authentication.

TheEuropean Blockchain Services Infrastructure (EBSI) is a European infrastructure that uses blockchain to ensure the legitimacy of the electronic signature of verifiable credentials. EBSI has also standardised formats for verifiable credentials that comply with the OpenId4VC standard and certified digital identity wallets capable of managing those verifiable credentials. EBSI-compliant certificates can be stored in compatible wallets for secure and interoperable management.

**France Digital identity:** The national project France Identité Numérique aims to provide a secure digital identity wallet for French citizens, compatible with European standards.

## 6. Projects

Several European cooperation projects have contributed to the digital transition in the field of education, notably in the field of academic data management and digital qualifications. This section provides an overview of major initiatives and their contributions.

### a. DGESIP Digital Roadmap

In France, the Directorate-General for Higher Education and Employability (Ministry of Higher Education and Research) brought together digital stakeholders in three committees to draw up a roadmap broken down into actions. The Committee's Roadmap for Student Success and Institutional Agility provides for an M3 measure to "Clarify the regulatory arrangements and test the technical solutions for setting up a national and European digital diploma". Other measures concern work on digital identity. (Source: https://nextcloud.univ-lille.fr/index.php/s/3a6XrqOjeKo2nwr)

### b. SMILE

The SMILE project (Système de gestion en ligne des étudiants en mobilité internationale) aims to dematerialise the administrative procedures related to student mobility within the EU.

European Union by improving the interoperability of the information systems of higher education institutions.

SMILE is also an open-source software that allows people with international mobility to carry out their administrative procedures online. It allows the submission and sending of documents, the consultation of course catalogues.
<figure><img src="image_5.png" /><figcaption>Diagram of interactions of the Smile System</figcaption></figure>

(Source: https://projet-smile.unicaen.fr/)

### c. Emrex

EMREX (Electronic Exchange of Student Records) is a solution designed to enable the secure exchange of academic results between institutions. This produciton tool facilitates the recognition of credits and reduces administrative delays related to international mobilities. Based on a decentralised architecture, EMREX uses connectors that integrate with university information systems, enabling direct and secure data transfer. This tool is a forerunner in the development of interoperable digital ecosystems in the academic field.

### d. e-Gracons

e-Gracons (European Grade Conversion System) focuses on the creation of a European grade conversion system. It aims to overcome the disparities between the assessment systems of the different European countries by offering a standardised method of conversion. This project supports academic mobility by facilitating the recognition of students' results internationally. By integrating digital tools, e-Gracons enables automated data processing, making the process faster and more reliable.

### e. EWP (Erasmus Without Paper)

Erasmus Without Paper is a major initiative under the Erasmus+ programme to dematerialise administrative exchanges related to student mobility. This project is based on a digital infrastructure that
allows institutions to share academic data via secure interfaces. EWP contributes to the reduction of administrative burdens, replacing paper exchanges with standardised electronic flows, while ensuring interoperability between academic information systems.

## f. EBSI Vector

EBSI-VECTOR is a European initiative co-financed by the European Union. It aims to exploit the potential of **Verifiable Credentials and Trusted Organisation Registries** within the **European Blockchain Services Infrastructure (EBSI)**. This project focuses on three areas of application:

* **Education:** issue of European diplomas and student cards.

* **Social security:** Development of the European Digital Health Insurance Card and the PDA1 Portable Document for posted workers in Europe.

* **Business registers:** establishment of the identity of legal persons in collaboration with selected partners.

As a partner, the University of Lille, with the assistance of its partner Izertys, aims to issue verifiable digital certificates for Masters degrees.

## g. DC4EU

The **DC4EU** project focuses on the digitalisation of academic qualifications through the adoption of **European Digital Credentials (EDCs) and European Digital Identity Wallets (EDWs)**. This initiative aims to promote interoperable and secure digital certifications, based on standards such as **JSON-LD**, EBSI technology or e-signature compliant with the **eIDAS** Regulation.

# 7. Partners and collaborations

The digitalisation of qualifications and attestations involves a wide range of public and private actors, each with a specific role in structuring, managing and securing processes.

## a. Ministry of National Education, Higher Education and Research

A central pillar of academic policy in France, this ministry defines strategic guidelines for the digitisation of certificates, in particular for universities and higher education institutions. It promotes the interoperability of academic data and supports digital projects in line with European standards. It accredits universities and their training offer.

## b. Ministry of Labour

In charge of vocational training, it manages, via its operator Caisse des Dépôts, tools such as **My Training Account** and within it, the **Skills Passport**, which centralises diploma data, certificates of competence, open badges (recognising in particular commitment) and professional certifications. It promotes the recognition of professional achievements through digital processes.
c. Universities and Higher Education Institutions

Their legal status and the certification of their training offer by the Ministry in charge of higher education make universities the key players in the issuance of digital certificates, following the assessment of students. As already mentioned, they adopt common software developed by the EUMA such as Apogée or by the Cocktail Association, then now together with PCSCOL PEGASE, under construction and deployment, and integrate international standards to ensure mobility and recognition of their diplomas.

d. EUMA

The AMUE is a public interest grouping (GIP) that organises cooperation between its 180 members and serves as a support for their joint actions to improve the quality of their management. The FVE service offer, complementing other areas such as HR, finance, for example, is a core business offer that makes co-construction a fundamental element with solutions such as Apogée, FCA Manager, and also PEGASE with PCSCOL. The AMUE also supports the schooling professions of the institutions, during the deployment of logistic evolution or training.

e. ANSSI

ANSSI (Agence Nationale de la Sécurité des Systèmes d'Information) plays a crucial role in securing digitalisation processes, in particular by adopting technologies that comply with the eIDAS Regulation. It sets standards to protect sensitive data and ensure the integrity of electronic signatures.

f. National Printing Office

As a historical player in the issuing of identity papers, driving licences and parchments on which diplomas are printed, Imprimerie Nationale is moving towards digital management of qualifications based on solutions that comply with security standards.

g. Europass

Europass is the European platform that provides a framework for the creation of verified CVs, including through the management and sharing of digital qualifications. With tools such as Europass Issuer and the European Learning Model (ELM), Europass promotes interoperability and the international recognition of qualifications.

h. Erasmus

In addition to its agreements for student and professional mobility, the Erasmus programme supports strategic projects, including a number aimed at facilitating exchanges of academic data between European universities and CROUS, by funding strategic projects such as Erasmus Without Paper and Emrex via its national agencies.
i. The European Service Infrastructure Europeum - EDIC Europeum

EBSI, a European initiative, uses blockchain to secure digital qualifications and ensure their integrity. Its adoption as part of the **European Digital Credentials** strengthens trust in digital degrees.

j. Caisse des dépôts et consignations

In charge of **My Training Account** and the **Competence Passport**, this State operator centralises and secures data on certified training offers in France.

k. BCdiploma

A French company, BCdiploma offers verifiable digital attestation solutions, secured via the blockchain and interoperable with international standards, guaranteeing the security and immutability of academic data.

l. Prosoon

A French company, Prosoon is a platform specialized in the digital management of qualifications and their interoperability with European and international systems.

m. CVTrust

As a Belgian company, CVTrust offers innovative solutions for the management of digital qualifications and their secure sharing with employers, based on technologies that comply with international standards.

n. Certigna

A French company, Certigna, a specialist in digital security, provides qualified electronic signature and time stamping services, essential for compliance with the eIDAS Regulation and approved by ANSSI.

o. Alumnforce - Lilagora

French company offering a white label platform to strengthen the link between establishments and their alumni, as well as employers, promoting professional integration and lifelong learning. They also offer spaces where digital certificates can be kept, shared and valued by employers. The platform developed at the University of Lille is called Lilagora.

p. Serendptech

Serendptech supports digital identity actors and universities in the digital transition by offering adapted solutions for the management and issuance of digital attestations.
q. Unblocked

Unblocked is a consulting firm specialising in supporting projects with innovative technologies, such as blockchain and quantum physics, from ideation to the deployment of digital solutions.

8. Bibliography of interest

Legal and regulatory references

1. Circular of 7 March 2023 - Arrangements for drawing up and awarding national diplomas and certain State diplomas by higher education institutions.

2. **Law No. 93-1419 of December 31, 1993** - On the National Printing Office and Secure Administrative Documents.

3. **Law No. 2018-771 of September 5, 2018** - For the freedom to choose your professional future.

4. **Order of 21 May 2021** - Transfer to the information system of the personal training account of information on qualifications registered in the national registers.

5. **Recommendation of the Council of the European Union of 22 May 2017** on the European Qualifications Framework (EQF).

6. **Decision (EU) 2018/646** - Europass Framework for the transparency and recognition of skills and qualifications.

7. **Recommendation of 16 June 2022** - European approach to micro-credentials.

8. **Tirana Communiqué (2024)** - Automatic recognition of qualifications and digitisation of academic certificates in Europe.

9. **Blueprint for a European Degree (2024)** - A strategic vision for a digitalised and secure European degree.

Technical and normative references

10. **European Learning Model (ELM)** - European standard structuring the exchange and recognition of qualifications and skills.

11. **ESCO (European Skills/Competences, Qualifications and Occupations)** - Framework for the classification of skills and occupations in Europe.

12. **ECTS (European Credit Transfer and Accumulation System)**.

13. **XML Advanced Electronic Signatures (XAdES)** - An electronic signature standard for XML documents.

14. **PDF Advanced Electronic Signatures (PAdES)** - Electronic signature standard for PDF documents.

15. **JSON Web Token (JWT) & JSON Web Signature (JWS)** - Standards for the interoperability of digital attestations.

16. **JAdES (JSON Advanced Electronic Signatures)** - eIDAS compliant standard for signing digital certificates.
17. **European Digital Credentials (EDC) or European Digital Learning Credentials (EDLC)** - Standardised framework for the digital certification of diplomas and certificates in Europe.

18. **OpenBadge V2 & V3** - Digital badge standards incorporating metadata for skills recognition.

## Technology tools and platforms

19. **Apogee** - Schooling management system used by many French universities.

20. **Pegasus** - Modular and interoperable solution for student management and academic certifications.

21. **Dem-Attest+** - Project developed by the University of Lille for the issuance of secure digital certificates.

22. **Europass Issuer & EDCI Web+NexU** - European Commission tools for issuing qualifications in line with European standards.

23. **AlumnForce & Lilagora** - Platforms for the management of alumni career paths.

24. **Diplome.gouv.fr** - Official portal of the French government for the issuance of digital diplomas.

25. **Competence Passport** - National platform to centralize and structure the qualifications and skills of individuals.

## Cooperation projects and initiatives

26. **SMILE** - Standardization of academic exchanges for student mobility.

27. **EMREX** - Platform for the secure exchange of academic results between European universities.

28. **e-Gracons** - Grade conversion system to facilitate the recognition of academic results in Europe.

29. **Erasmus Without Paper (EWP)** - Digitalisation of academic data exchanges for the Erasmus+ programme.

30. **DC4EU** - European project for the digitalisation of academic qualifications and the interoperability of digital attestations.

## Actors and bodies involved

9. **Ministry of Higher Education and Research** - Leading the digital transformation of academic qualifications in France.

10. **AMUE (Agence de Mutualisation des Universités et Établissements)** - Development of information systems for higher education.

11. **ANSSI (Agence Nationale de la Sécurité des Systèmes d'Information)** - Regulation and security of electronic signatures in France.

12. **Europass** - European platform for the management and recognition of digital qualifications and multilingual development of Curriculum Vitae.

13. **EBSI (European Blockchain Services Infrastructure)** - European Commission infrastructure for securing digital attestations.

14. **Caisse des Dépôts et Consignations** - Data operator of the Skills Passport and professional certifications.
15. People met

University of Lille

Pierre Boulet, Digital Vice President, Professor of Computer Science, Faculty of Science and Technology,
CRISTAL - UMR 9189

Anne Launay Director of Education DGD Training

Niniane Beauchamp, Deputy Director, Directorate of Education - DGD Training

Bruno Leplus, Director, Operational Directorate of Multimedia and Audiovisual Information System,
Deputy General Directorate of Digital

Jutta Escher Kolski, International Cooperation Project Manager

Perrine de Coëtlogon, Policy Officer for Open Education and Digital Identity

AMUE

Farazine Bouziane

Sébastien Petitdemange

Tessi

Gaëtan Paccou

Ahmed Amaddiou

SSI Gouv

LEHTIHET Elyes

EBSI

Alen Horvat

Nicolas Hauw

Bank of France

Clément Delaneau

Alumnforce

Baptist Massot

Fabien Blanc

BCdiploma

Luc Jarry-Lacombe

ProSoon

Hugo Spiess
Talao

Thierry Thevenet

# 16. Scientific and Technical information about this guide

Publishers

Perrine of Coëtlogon

Pierre Boulet

Authors

Emilie Thébault, Serendptech

Patrice Van de Velde, Unblocked

Cyril Murie

External reviewers

Pierre Blanchet, Former Head of Skills and Prevention Passports 2019 2023

Bertrand Mocquet, AMUE

Claudio Cimelli, Ministry of National Education

Matthieu Sonnati, Inokufu, Prometheus-X

Michel Viano, Tony Blair Institute for Global Change