EN
EN

EUROPEAN
INVENTORYOF NQFs 2020
FRANCE

Please cite as:
Cedefop (2021). European inventory of NQFs 2020 – France.
https://www.cedefop.europa.eu/en/country-reports/france-european-inventory-of-nqfs2020© European Centre for the Development of Vocational Training (Cedefop), 2021.
Creative Commons Attribution 4.0 International (CC BY 4.0).

France – European inventory of NQFs 2020

Contents
FRANCE .................................................................................................. 2
European inventory of NQFs 2020........................................................... 2
Introduction and context .................................................................... 2
Policy objectives................................................................................ 4
Levels, learning outcomes and qualifications .................................... 6
Institutional arrangements and stakeholder involvement ................ 11
Recognising and validating non-formal and informal learning andlearning pathways .................................................................. 13
NQF implementation and impact..................................................... 15
Referencing to the EQF .................................................................. 20
Important lessons and future plans ................................................. 20
French national framework for vocational and professional
qualifications .......................................................................... 23
Acronyms ........................................................................................ 25
References ...................................................................................... 25

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France – European inventory of NQFs 2020

FRANCE
European inventory of NQFs 2020
Introduction and context
Participation in education and training increased in France over the last 10 years
and is above the EU average. The share of early leavers has dropped by 4.2%
since 2009 to 8.2%, compared to the EU-27 average of 10.2% in 2019; it is below
the EU and national targets (EU less than 10%; France less than 9.5%), but sharesare higher for men and foreign-born population. The 2018 PISA results show that
France has relatively good educational outcomes. Underachievement in basic
skills (reading, maths and science) among 15-year-olds is (at 20.9%, 21.3% and20.5% respectively) slightly below the EU-27 average (at 22.5%, 22.9% and 22.3%
respectively) and is higher in VET. Performance gaps in educational outcomesexist and correlate with disadvantaged socioeconomic background and territories
disparities. National strategies in place to reduce inequalities in schools include thelowering (2019) of the compulsory age of pre-school education from six to three
years and extending compulsory education from age 16 to 18 (as of 2020/21),
reducing class sizes in primary education in disadvantaged schools and supporting
teacher capacity to deliver differentiated teaching, as well as digital education
initiatives in public schools for both pupils and teachers, and an increased budget
and targeted support for distance learning during the health crisis (European
Commission, 2020a and 2020b).
Participation in adult learning increased by 0.9% between 2018 and 2019 andis well above the EU average (19.5% and 10.8% respectively). The digitalisationof the personal training account (CPF), now accessible online by both individuals
and companies, created more training opportunities for upskilling (distancelearning, apprenticeships); focus has been given to upskilling the least qualified,distance learning programmes and regional guidance (European Commission,
2020a and 2020b).
Upper secondary and tertiary education reforms are subject to wide
consultation and approached in a coordinated manner. The general andtechnological baccalauréat (upper secondary school-leaving examination) (1) isbeing revised (to be in place by 2021), including a more flexible curriculum, andincreased guidance to prepare students better for higher education or the labour(1) Besides the general and technological baccalauréat, which are being revised, there isalso a third type of upper secondary school-leaving examination: theprofessional/vocational baccalauréat.

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market. During the health pandemic the baccalauréat examination for theacademic years 2019/20 and 2020/21 has been replaced by continuous
assessment. A new higher education law (2) was adopted in 2018, aiming toincrease the completion rate at bachelor level (licence) through educational
support, more flexible programmes and new teaching methods.
The share of VET learners in 2019 was 39.3% against the EU-27 average of
48.4%. Employment rates of vocational education and training (VET) graduates
dropped by 3.4 points to 68.8% in 2019 (against 79.1% in the EU-27). A major
reform of the vocational upper secondary path, gradually implemented as of 2019,
has introduced more guidance in lower secondary education towards VET. The
2018 CVET and apprenticeship reform established a new funding model for
apprenticeship training centres, now also open to private providers, and additional
funds for innovation through the Trades and qualifications campuses (3) (European
Commission, 2020 and Cedefop ReferNet 2020).
The French national qualifications framework (NQF) can be seen as belonging
to the first generation of European qualifications frameworks. Its establishment
was signalled by the setting up, in 2002, of the National register of vocational andprofessional qualifications (Repertoire national des certifications professionnelles(RNCP)) and the National commission for vocational and professional
qualifications (Commission nationale de la certification professionnelle (CNCP)),the body responsible for managing and updating the RNCP until 2018 (4). It
covered vocationally and professionally oriented qualifications, including thosefrom higher education referenced to the EQF levels 3-8, while excluding secondary
general education qualifications.
As the French qualification system has developed considerably (5) over recent
decades, and more closely aligned to the European qualifications framework(EQF), the French NQF has been revised. The 2018 Law for the freedom to choose(2) Law 2018-166 of 8 March 2018 on student orientation and success [Loi n° 2018-166
du 8 mars 2018 relative à l'orientation et à la réussite des étudiants]. JORF, No
0057, 9.3.2018.
https://www.legifrance.gouv.fr/eli/loi/2018/3/8/ESRX1730554L/jo/texte(3) https://www.cedefop.europa.eu/el/news-and-press/news/france-excellence-vet-newgeneration-trades-and-qualifications-campuses(4) Law No 2002-73 of 17 January 2002 on social modernisation [Loi n° 2002-73 du 17
janvier 2002 de modernisation sociale]. JORF, 18.1.2002, p. 1008.
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000000408905&d
ateTexte=&categorieLien=id(5) One important trend witnessed over the last 40 years is diversification of the nationallyrecognised qualifications and an increase in requests for registering of qualifications
by private providers.

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one’s professional future (6) and subsequent legislation (7) strengthened the legal
basis of the NQF and defined a new eight-level structure and level descriptors inthree categories, similar to those of the EQF: complexity of knowledge, level ofexpertise and degree of responsibility and autonomy.
The CNCP functions were absorbed and replaced, in 2019, by a newcommission (Commission de la certification professionnnelle) established within
France Compétences. France Compétences acts as the national coordination
point for the EQF. It is the body responsible for quality assurance, funding andgovernance of continuing VET and apprenticeships.
The five-level structure in use until 2019 was referenced to the European
qualifications framework (EQF in 2010). The new eight-level national qualifications
framework in use as of 2019 was referenced to the European qualifications
framework (EQF) in 2021.

Policy objectives
The French qualifications framework has evolved through different stages, aiming
to address new challenges and a wide range of policy objectives.
The initial aim of implementing a classification of vocational and professional
qualifications (8) in France between 1972 and 2002 was to promote social justice,reaching parity of esteem of qualifications awarded as a result of adult training witheducational qualifications through levelling. Policy objectives started to shift in the
1990s towards combatting unemployment. The goal of accreditation was no longer(6) Law No 2018-771 of 5 September 2018 for the freedom to choose one’s professional
future [Loi n° 2018-771 du 5 septembre 2018 pour la liberté de choisir son avenir
professionnel]. JORF, No 0205, 6.9.2018.
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000037367660&d
ateTexte=20190227(7) Decree No 2019-14 of 8 January 2019 on the national framework of vocational
qualifications [Décret n° 2019-14 du 8 janvier 2019 relatif au cadre national descertifications professionnelles]. JORF, No 0007, 9.1.2019.
https://www.legifrance.gouv.fr/affichTexte.do;jsessionid=6A9D2FCF7FB127AC6021
BD782B475904.tplgfr34s_2?cidTexte=JORFTEXT000037964754&dateTexte=&oldAction=rechJO&categorieLien=id&idJO=JORFCONT000037964593(8) The development of this classification was closely related to labour market needs anda need for a statistical tool to measure the shares of the population to be enrolled at
different levels of education. The hierarchy of diplômes was used as a starting point
for the classification, as it had more stable definitions. It was then transposed intotraining levels linked to corresponding occupations and jobs, facilitating statisticalanalysis (Paddeu et al., 2018).

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to recognise the duration of training programmes, but their learning outcomes, witha focus on assessment of competences (Paddeu et al., 2018).
Since its establishment in 2002, the national register of vocational andprofessional qualifications (RNCP) (9) has been considered the NQF. The RNCP
has been an important tool in quality assurance of qualifications and promotion of
lifelong learning, and closely linked to the system for validating non-formal andinformal learning (validation des acquis de l’expérience, VAE); all qualifications
included in the RNCP can be acquired through validation (except regulated
qualifications) and the relevant VAE procedure is specified for each of them. The
RNCP aims to ensure quality and transparency of vocational and professional (10)qualifications through a publicly accessible register of qualifications formallyrecognised by the State and social partners. It is a single reference tool for all
stakeholders concerned with occupations, qualifications and training within the
country and internationally, enabling the identification of qualifications ‘forvocational and professional purposes’ and aiding understanding of the French
qualifications landscape.
With the 2018 Law for the freedom to choose one’s professional future, which
created a new article in the Labour Code, the French NQF became formallyembedded in legislation, as distinct from the RNCP. The French qualifications
framework has been revised to reflect considerable changes in all parts ofeducation and training and the qualifications system. The 2018 Law (11)transformed continuing VET and apprenticeship system governance and financing
and established an eight-level structure. It reinforced the quality assurancefunction of the framework and the supporting registers (12) by clarifying the role andresponsibilities of all certifying bodies of qualifications registered by law anddefined seven criteria and 32 indicators for registering of qualifications on demand(France Compétences, 2021, pp. 31, 42, 53 and 88) (13). One of the major(9) The RNCP (Repertoire national des certifications professionnelles) includes all
qualifications, recognised by the State and/or social partners, that attest the ability to
exercise a professional activity, independently from the learning route used to acquirethem.
(10) Higher education diplomas and degrees (levels 5, 6, 7 and 8) are considered
professional qualifications due to their strong labour-market orientation.
(11) Law No 2018-771 of 5 September 2018 for the freedom to choose one’s professional
future.
(12) The NQF is a part of the national qualification system that includes two registers: the
RNCP, including qualifications with assigned levels, and the Specific Register (RS),including qualifications without levels, but with possible connections with the NQF
through qualifications blocks (France Compétences, 2021, p. 6)(13) A guide on how to use the criteria for qualifications registered on demand is available
here.

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objectives of the revised framework is to set up a system that is more easily
understandable by users (France Compétences, 2021, p. 36). It made mandatorythat all (RNCP) qualifications have to be structured into units/blocks of assessablecompetences, encouraging the acquisition of competences and qualifications
throughout a person’s working life, if necessary by alternating the acquisition ofblocks of competences in education and training with periods in employment. Thus,
the revised French framework aims to increase transparency and flexibility ofqualifications and horizontal and vertical progression possibilities. In parallel, the2018 reform of the upper secondary vocational pathway, with gradual
implementation by 2021, aimed to improve links between apprenticeship-based
and academic pathways, facilitating progressive learning and re-engagement in
training to acquire or complement a qualification from a lifelong learningperspective (France Compétences, 2021).

Levels, learning outcomes and qualifications
The revised French national framework of vocational and professional
qualifications (14) has eight levels. Levels are defined using learning outcomes inthree categories: (a) complexity of knowledge associated with carrying out thecorresponding professional activity (15); (b) level of expertise, assessed according
to the complexity and technical nature of an activity in a work process (16); and (c)level of responsibility and autonomy in organising work (17).

(14) In the referencing report 2021 the term national professional qualifications frameworkis used (France Compétences, 2021).
(15) The descriptor concerns progression in knowledge to be able to carry out professional
activities at the level (processes, materials, terminology relating to one or more fields,
and theoretical knowledge) (France Compétence, 2021, p. 8).
(16) The descriptor concerns progression:a) in the complexity and technical nature of a task, or activity, in a process;b) in the level of mastery of the professional activity;c) in the mobilisation of a range of cognitive and practical skills;d) in expertise in the field of communication and interpersonal relations in theprofessional context;e) in the ability to communicate expertise (France Compétences, 2021, p. 8).
(17) The descriptor concerns progression in the following areas: (i) organisation of work;(ii) reaction to unforeseen situations; (iii) awareness of the complexity of theenvironment; (iv) understanding of interactions in activities in other professional fields
in order to organise one’s work, to correct it or give explanations to supervised staff;(v) participation in collective work; and (vi) level of supervision (France Compétences,2021, p. 8).

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The framework has strong labour market focus (18). Only qualifications anddiplomas with professional integration objectives are included in the RNCP.
Level descriptors in the French national qualifications framework (*)
LevelsLevel descriptors

8Level 8 certifies the ability to identify and solve complex and new problems involving
numerous fields, by using the most advanced form of knowledge and expertise, todesign and direct research and innovation projects and processes. The national
diploma of Doctorate is classified at this level of the national framework.

7

Level 7 certifies the ability to design and implement alternative strategies fordeveloping professional activity in complex professional contexts, and to assess therisks and consequences of one’s activity. Diplomas conferring Master degrees areclassified at this level of the national framework.

6

Level 6 certifies the ability to analyse and solve complex unforeseen problems in a
specific field, to formalise know-how and methods to exploit them. Bachelor degrees(licence) are classified at this level of the national framework.

5

Level 5 certifies the ability to master expertise in a field of activity, to develop
solutions to new problems, to analyse and interpret information by applying
concepts, to communicate know-how and methods.

4

Level 4 certifies the ability to perform activities requiring the mobilisation of a wide
range of skills, to adapt existing solutions to solve specific problems, to organise
one's work autonomously in contexts that are generally predictable but liable tochange, as well as participating in assessing activities. The national baccalauréat
diploma is classified at this level of the national framework.

3

Level 3 certifies the ability to perform activities and solve problems by selecting andapplying methods, tools, materials and basic information, in a known context, andthe ability to adapt the means of implementation and one’s behaviour to thecircumstances.

2

Level 2 certifies the ability to perform simple activities and solve routine problems
using simple rules and tools and applying professional expertise in a structured
context. The associated professional activity is carried out with a limited level ofautonomy.

1

Level 1 of the national professional qualifications framework corresponds to themastery of basic knowledge.

(*)

For more detailed level descriptors of levels 2 to 8 consult France Compétences, 2021, pp. 8-9 andthe Labour Code.
Source: France Compétences, 2021, p. 35.

(18) The NQF ‘defines the level of qualification associated with each professional
certification according to criteria for grading the competences necessary for thepractice of professional activities’ (D. 6113-18 French Labour Code) (France
Compétences, 2011, p. 35).

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Level 1 has no descriptors as it covers mastery of basic knowledge, which is
not sufficient to certify the ability to exercise a professional activity. This level is not
linked to qualifications included in the RNCP. The newly introduced level 2 covers
simple activities and limited autonomy. Levels 3 to 8 cover qualifications previously
included at the five levels of the RNCP. The previous level I was dissociated into
the two new levels 7 and 8, assigning master qualifications at level 7 and doctoral
qualifications at level 8 (19) (France Compétences, 2021, p. 36).
While the EQF descriptors are taken into account, the French level descriptors
mirror some national specificities: expertise is used instead of skills, emphasising‘the attachment to the notion of evaluation of competences and the desire to givean operational dimension to the qualifications classified in the framework.’ Also,
contextualisation of qualifications is a very important element, systematicallyemphasised in relation to knowledge and expertise dimension (France
Compétences, 2021, p. 48).
The notion of competence (20) was introduced in French VET in the 1970s andin general education in the 1980s. It is now explicitly referred to in curriculum
documents in all subsystems of education and training (Cedefop, 2016). The
learning outcomes approach was strengthened by the 2002 Law on social
modernisation and subsequent decrees that set up the system of validation of nonformal and informal learning (validation des acquis de l’expérience, VAE), and its
emphasis on validation and certification of competences, based on learning
outcomes, for awarding any kind of qualification. The learning outcomes
descriptions form the basis on which all qualifications are approved for registration
into the RNCP.
Initial vocational qualifications are increasingly defined in line with the NQF
level descriptors (knowledge, expertise and responsibility and autonomy) anddifferent forms of VET provision differ in how learning outcomes are assessed.
In higher education, a number of policy developments and changes wereintroduced over the last two decades, aligning the architecture of the higher
education landscape to the EHEA. These included aligning academic higher(19) In the five-level structure in use until 2019 both master and doctorate programmes
were assigned at level I.
(20) In the Referencing report the term competency is used. It is understood as the ability
to combine a set of knowledge, expertise and interpersonal skills in order to perform atask or activity. In the case of registration in the RNCP, it has a professional purpose
and is contextualised. Competency relates to the notion of combining (rather thanaccumulating) knowledge, expertise and interpersonal skills (France Compétences,2021, p. 4).

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education programmes into the three-level structure of studies (21) and ensuring
progression in line with the competence-based approach based on learning
outcomes and ECTS credits (22) also creating bridging solutions between bachelor
decrees to prevent students from dropping out without a diploma. The
establishment of the ECTS system and gradual adaptation to the Bologna process
resulted in decompartmentalisation and reclassification of studies into specialisms
corresponding to competences and learning outcomes defined per educationlevel (23), increased focus on recognition of non-formal and informal learning andflexibility (individualisation) of training pathways (France Compétences, pp. 22, 59,
68-69). Further changes introduced in 2018 (24) clarified the learning outcomescertified at bachelor, master and doctorate national degree levels (the licencemaster-doctorate model, LDM) and programme description based on ECTS
credits, and increased the focus on career guidance (25). The master degree(dissociated from the old level I) established at EQF level 7 is a high-level
qualification benchmark corresponding to a common core of knowledge, skills andcompetences that can be acquired through different pathways (France
Compétences, pp. 66-67). The introduction of a new university level bachelor’s intechnology degree at level 6 (26) in 2019 and the harmonisation of bachelor
programmes delivered by different types of higher education institutions in2020 (27) are also direct results of the restructuring of the higher education sector(21) Bachelor, master and doctorate national degrees (the licence-master-doctorate model,
LDM).
(22) At all levels but doctorates, bachelor level corresponds to 180 credits and master levelto 300 credits (France Compétences, p. 75).
(23) Specialisms are complemented by cross-disciplinary competences common to all
degrees at a specific level, both forming the higher education national records per
degree registered in the RNCP.
(24) Decree of 30 July 2018 relating to the national bachelor degree (licence).
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000037291166
Decree of 30 July 2018 modifying the decree of 24 January 2014 fixing the national
qualifications framework for the delivery of the national bachelor, professional bachelor
and master degrees.
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000037291136(25) Law No 2018-166 of 8 March 2018 relating to career guidance and success ofstudents.
(26) Delivered by institutes of technology, IUTs, integrating the existing undergraduate DUTlevel 5 diploma.
(27) Decree of 6 December 2019 reforming the profesional bachelor [Arrêté du 6 décembre
2019 portant réforme de la licence professionnelle], Article 20.
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000039481561

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France – European inventory of NQFs 2020in line with the QF-EHEA and EQF recommendation (France Compétences, 2021,
p. 24).
The notion of ‘units/blocks of competences’ (blocs de compétences) was
introduced in 2014 (28), as an organisation of competences in qualification
standards following the logic of socially meaningful activities. A unit/block ofcompetences is an ‘identified part of a vocational qualification’, defined as a‘homogeneous and coherent set of competences contributing to carrying out aprofessional activity autonomously, and which can be assessed and validated’(Labour Code, Article L6113-1). The 2018 Law for the freedom to choose one’s
professional future (29) promotes and facilitates lifelong learning within the
demand-driven national qualifications system by making the use of units/blocks ofcompetences compulsory for all RNCP qualifications. The 2018 Law also opened
up the possibility for the transfer of non-levelled qualifications included in thespecific register (SR) as recognised units of competences of qualifications alreadyregistered in the RNCP (by decision of the agreement of the owner of thequalification), and of establishing/sharing common blocks of competences
between two or several RNCP qualifications, with the possibility that theCommission de la certification professionnelle) would oblige owners ofqualifications to share blocks of competences between two or more qualifications(France Compétences, 2021, pp. 34, 82, 84).
In the new national framework setting, a long-term objective is to define
units/blocks of competences common to different qualifications to allow flexibility
in career change in IVET and in less linear career paths in continuing training(France Compétences, 2021, p. 84). From 2019, qualification awarding bodies thatwant to register their qualifications in the RNCP have to provide a presentation of
the units/blocks of competences corresponding to the different parts ofqualifications. A 2020 decree defined the conditions for recognising successfully
assessed units of competences in case the full IVET qualification was notachieved (30), thus easing re-engagement from a lifelong learning perceptive(28) Law 2014-288 of 5 March 2014 on vocational training, employment and social
democracy [Loi No 2014-288 du 5 mars 2014 relative à la formation professionnelle,
à l'emploi et à la démocratie sociale]. JORF, No 0055, 6.3.2014, p. 4848.
https://www.legifrance.gouv.fr/eli/loi/2014/3/5/ETSX1400015L/jo/texte(29) Law No 2018-771 of 5 September 2018 for the freedom to choose one’s professional
future.
(30) Decree 2002-726 of 12 June modifying the conditions of the education code relevantto the recognition and acquisition of units of competences of five vocational
qualifications [professional aptitude certificate (CAP), professional certificate (BP),vocational baccalaureate, applied arts certificate and specialisation certificate (MC)].
https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000041996366?r=KmxywFXUxm

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(adult/continuing training course or VAE) to achieve the full qualification (Cedefop
and ReferNet, 2021).

Institutional arrangements and stakeholder involvement
The National commission for vocational and professional qualifications(Commission nationale de la certification professionnelle, CNCP) was introduced
in 2002 through the Law on social modernisation (31), along with the National
register of vocational and professional qualifications (RNCP). It was responsible
for supervising the system of vocational and professional qualifications and for
managing the register with the mission to:ensure the coherence of, and promote pathways between, qualifications;supervise the renewal of qualification documents and their adaptation tochanges in qualifications and work organisation;
update the RNCP;
inform the public and companies about the qualifications listed in the RNCP
and those recognised in the Member States of the European Union;
issue recommendations for awarding bodies;draw up a new classification covering levels of certification in relation to jobs
held.
The CNCP was a platform for cooperation between all ministries involved in
the design and award of qualifications (education, higher education, labour, social
affairs, agriculture, culture, youth and sports, defence, finance, health) and thesocial partners and other stakeholders (such as chambers and representatives of
the regions) involved in the qualifications system. Given the increasing diversity ofqualifications in France over recent decades, the broad composition of the
CNCP (32) was necessary to ensure quality, credibility and ownership.
With the 2018 Law for the freedom to choose one’s professional future (33),
which created a new article in the Labour Code (34), the French NQF became
formally embedded in legislation, as distinct from the RNCP. Its levels and(31) Law No 2002-73 of 17 January 2002 on social modernisation.
(32) The CNCP consisted of a chairperson, 16 ministerial representatives, 10 social
partners, three elected representatives of the consular chambers, three elected
representatives of the regions, and 12 qualified persons, a general rapporteur and two
deputy rapporteurs. The members were appointed by the French prime minister, for arenewable five-year term (CNCP, 2010).
(33) Law No 2018-771 of 5 September 2018 for the freedom to choose one’s professional
future.
(34) The Labour Code, Article L6113-1.

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characteristics are defined by the 2019 Decree on the national framework ofvocational and professional qualifications (35).
The 2018 Law also created France Compétences, a new national public
institution with a quadripartite structure representing the State, the regions andemployer and employee organisations at national and international level. It
operates under the supervision of the Ministry of Labour, Employment andProfessional Integration; its mission is to ensure implementation of national CVET
policies, finance vocational training and apprenticeships, regulate the VET market
in terms of skill needs and demand and support synergies between all VET
stakeholders. In 2019, a new committee within France Compétences (Commission
de la certification professionnelle) was established (36) to ensure the qualifications
included in the register meet the needs of society and the economy and offer a
flexible qualifications system responding rapidly to changes. Its mission, defined in
the labour code, is to:issue notices of assent related to applications for registration in the national
registers (RNCP and SR);draw up a list of professions considered to be ‘emerging’ or changing
particularly rapidly;send requests to awarding bodies to establish equivalences between
qualifications and/or units/blocks of competences within same level
qualifications registered either by law (by ministries) or on demand (by othercertifying bodies);
issue methodological recommendations for awarding bodies;
contribute to the harmonisation of the terminology used for the titles ofvocational and professional qualifications;contribute to international work on the quality of qualifications (France
Compétences, p. 4).
The committee continues to represent the platform for cooperation between
ministries involved in the design and award of qualifications; it is composed of 18
members (French State, regions and social partners) (37).

(35) Decree No 2019-14 of 8 January 2019 on the national framework of vocational andprofessional qualifications.
(36) Decree of 26 February,2019 appointing the commission in charge of vocational andprofessional certification within France Compétences.
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000038191674&c
ategorieLien=id(37) Decree of 26 February 2019 appointing the committee in charge of professional
certification within France Compétences.

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Recognising and validating non-formal and informal
learning and learning pathways (38)
Validation of non-formal and informal learning in France is strongly articulated tolifelong learning, training and employment policies. Its development builds onlongstanding practices of identification and recognition of prior learning andprofessional experience. While different procedures and mechanisms for
identification, documentation and assessment of non-formal and informal learning
have been developed (39) this section is concerned with the system of validation of
acquired experience (validation des acquis de l’expérience, VAE), whose goal is
obtaining a qualification registered in the national register of vocational andprofessional qualifications (RNCP). VAE includes, by definition, the stages ofidentification, documentation, assessment and certification.
The French VAE system is integrated in the labour and education code andprocedures are defined by legislation (40), ensuring consistency across sectors.
VAE allows ‘the award of whole or parts of qualifications with a vocational andprofessional orientation and purpose (finalité professionnelle) at all levels’(Mathou, 2019, p. 2), without the need to go through formal training. Thus, both fulland partial validation are possible, the latter resulting in a document taking stockof the units of competences validated. However, to apply for VAE it is required tohave carried out at least one year of activity directly related to the activities outlinedin the qualification standards and demonstrate required learning outcomes.
The focus on certification is considered a strength of the VAE system, whose
development was simultaneous to the restructuring of the qualifications system in
2002. Qualifications obtained through VAE are the same as those awarded via
initial or continuous formal education and training or apprenticeship and they must
be registered in the RNCP. Qualification standards (référentiels de certification) in
the RNCP describe knowledge, skills and know-how and their assessment in(38)

This section draws mainly on input from the 2018 update to the European inventory
on validation of non-formal and informal learning; France (Mathou, C., 2019).

(39) In addition to VAE, there is a mechanism for the recognition of professional andpersonal experience, granting access to a programme through exemption from normal
requirements (at higher education level, this procedure is known as Validation desacquis professionnels et personnels (VAPP); the skill audits or bilan de compétences
aimed at identifying skills and competences acquired during one’s professional life
without targeting certification and without an assessment procedure; and other typesof competence portfolios developed outside of validation procedures.
(40) All legislative acts and labour code articles regulating aspects of the VAE process forvocational qualifications, higher education degrees and other higher education
diplomas issued by certifying ministries, as well as VAE in the public sector, are listed
here.

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relation to occupation standards (référentiels d’activités). A VAE procedure must
be in place for all qualifications registered in the RNCP (except for those linked toregulated professions). Thus, VAE is considered a fourth route to qualifications (41).
In higher education, VAE is used in conjunction with the European credit transfer
and accumulation system (ECTS). Experiments to link workplace training schemeswith VAE are also in place (France Compétences, 2021, p 23).
In comparison with systems for validation of non-formal and informal learningin other European countries, the French VAE system is very well developed.
Legislative initiatives over the past five years resulted in substantial changes
addressing some of the challenges that had been identified: the need to broaden
access, diversify candidate profiles, shorten the length of the process, encourage
its use across a wider range of qualifications, and improve stakeholder
coordination. The system was considered demanding, especially for candidates
with low skills and low levels of qualification. The 2014 Law on VET, employment
and social democracy (42) broadened access to VAE for individuals without aqualification at EQF level 3, recognising as ‘experience’ training periods
undertaken in a work context; it introduced the personal training account (compte
personnel de formation, CPF) for easier financing, improved support to candidates,
clarifying the role of various stakeholders involved, and included provisions forstatistical monitoring of VAE pathways. The 2016 Law on work, modernising social
dialogue and securing career paths (43) reduced the minimum duration of required
experience from three years to one, strengthened the support and guidance
offered to candidates, simplified procedures, and removed the timeframe for thevalidity of parts of qualifications obtained through VAE. The latter aspect is linked(41) The 2018 Law for the freedom to choose one’s professional future defines (Article 4)
four types of lifelong vocational training: training schemes; competence assessments;
schemes providing VAE; and apprenticeship schemes (Referencing report 2021, p.
22).
(42) Law No 2014-288 of 5 March 2014 on vocational training, employment and social
democracy.
Decree No 2014-1354 of 12 November 2014 on measures regarding the validation of
acquired experience [Décret No 2014-1354 du 12 novembre 2014 portant diverses
mesures relatives à la validation des acquis de l’expérience]. JORF, No 0263, p.
19184, 14.11.2014).
https://www.legifrance.gouv.fr/eli/decret/2014/11/12/ETSD1417561D/jo(43) Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue andsecurisation of professional career [Loi n° 2016-1088 du 8 août 2016 relative au travail,à la modernisation du dialogue social et à la sécurisation des parcours professionnels].
JORF, No 0184, 9.8.2016.
https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=LEGITEXT000033000929&d
ateTexte=20160908

14

France – European inventory of NQFs 2020

to the use of units/blocks of competences (blocs de compétences), which remain
valid without a time limit and which facilitate the articulation of VAE with training.
Since 2002, more than 330 000 full qualifications awarded by ministries havebeen obtained through VAE, mostly in the health and social sectors. Although VAE
constitutes a third route to qualifications on equal footing with initial education andtraining and continuing training schemes, the number of applications has been
gradually decreasing across all ministries. Within the State certifying bodies(ministries), the number of VAE applicants that acquired a qualification through
VAE in 2019 was the lowest since 2004. There is no unique information system formonitoring VAE applications by State awarding bodies, data are yearly collected
and aggregated by Dares (44). Data are not available for other types of awarding
bodies.
The governance of the VAE system, considered one of its weak points, isbeing reorganised along with the governance of vocational training following the
new 2018 Law for the freedom to choose one’s professional future (45). The new
governing body, France Compétences, ensures registration of qualifications in the
RNCP is also available through VAE. Overall governance of the VAE system andstatistical monitoring of the use of VAE remains under the responsibility of theState (46).

NQF implementation and impact
The revised French framework established in 2019 is a comprehensive one anddemand-driven, open to all vocational and professional qualifications awarded in
vocational education and training and higher education with clear professional
scope. They are awarded by a range of institutions:diplomas and degrees (47) issued on behalf of the State, legislated by French
ministries and created on recommendation and in cooperation with 11
tripartite inter-ministerial vocational advisory committees (Commissions
professionnelles consultativse, CPCs (48));(44) Annex of the draft finance law on vocational training 2021, pp. 132-135.
(45) Law No 2018-771 of 5 September 2018 for the freedom to choose one’s professional
future.
(46) All legal acts regulating VAE are available here.
(47) These are secondary and higher education qualifications and continuing training
qualifications issued by the Ministry of Labour.
(48) CPCs are inter-ministerial advisory bodies involving representatives of employers,
employees, local authorities and professionals.

15

France – European inventory of NQFs 2020

qualifications issued on behalf of the State but where no consultative
committee is in place (49);qualifications awarded by public or private bodies in their own name, such as
higher education institutions, chambers and private education providers;sector-specific or industry-level qualifications (certificats de qualification
professionnelle, CQP).
State-issued qualifications are registered by law and other qualifications (ondemand) are registered after assent of the committee of vocational andprofessional qualifications established within France Compétences. The French
NQF is open to qualifications awarded outside the regulated national qualification
system, including private sector and international qualifications, as long as theysatisfy the respective quality criteria in place (50).
The upper secondary general and technological baccalaureates (baccalauréat
général and technologique) are now included in the framework and assigned tolevel 4 as they ‘constitute a social indicator of level for the labour market, even
without a professional contextualisation’; they legitimate entry into higher
education; they are not listed in the RNCP where only the vocational/professional
baccalaureate is listed. There is a national consensus that learning acquired ininitial education up to grade 9 (nursery school, primary school and first cycle/lower
secondary level) has no professional dimension and remains outside the scope ofthe framework (France Compétences, 2021, p. 14).
There are two qualifications registers in place in France. The RNCP continues
to act as technical support to the NQF where all levelled qualifications are listed(registered by law or on demand). The second register (or inventory, Inventaire)
originally set up by the CNCP in 2014 (51) to include awards that could not belevelled as they were not directly associated with an occupation recognised
through an industry-level agreement (52) (Paddeu et al., 2018) has been kept and(49) For example, qualifications awarded by the Ministry of Defence or Ministry of Culture
are not developed through, and following recommendation from, advisory bodies.
(50) Qualifications, independent of their origin, are included in the national registers(France Compétences, 2021, p. 6) in line with the respective criteria in place for the
RNCP – https://www.cti-commission.fr/communication-concernant-la-proceduredenregistrement-des-fiches-rncp
–
and
the
Specificregister–
https://www.francecompetences.fr/app/uploads/2020/12/FC_Guide_RS_final_interactif.pdf.
(51) Law 2014-288 of 5 March 2014 on vocational training, employment and social
democracy.
(52) Examples include accreditations resulting from a legal obligation and required to workin a particular profession (e.g. electrician accreditations); those highly valued in certain
fields and recommended by social partners or certain bodies (e.g. qualification in16

France – European inventory of NQFs 2020

renamed the Specific register (SR). The awards in the SR are complementary to aqualification in the RNCP or attest transversal or basic skills. The two registers
together give an overview of all diplomas and certificates relevant to the labour
market, with or without a level, awarded within and outside the education system;
the RNCP keeps the record of former qualifications which are not awarded any
longer (53). The number of qualifications has decreased in recent years, especiallyin higher education, where the number of diplomas registered has been reducedby half (European Commission and Cedefop, 2020). There is a fiche for types of
diploma, with a list of higher education institutions which provide them (54).
Providers of qualifications are strongly encouraged to create common
qualifications and to operate within networks.
Requirements for inclusion of qualifications in the RNCP are specified inlegislation (55), aiming for national coherence and the overall quality andtransparency of qualifications. As of 2019, these requirements include:
definition of qualifications using an occupational standard (référentiel
d’activités); a competence standard (référentiel de compétences) specifying
competences and knowledge, including transversal ones; and an assessment
standard (référentiel d’évaluation) defining the criteria and methods forassessing learning outcomes;
structure of qualifications using units/blocks of competences (56) that can beassessed and validated;classification by field of activity and allocation of an NQF level.

copper welding as per standard NF EN ISO 9606-3); and those related to ahomogeneous set of competences required in one or more occupations and that help
to access the labour market (e.g. Certificat Voltaire (spelling skills)).
(53) Both registers are constantly updated; in late 2020 there were 4 841 active records (2744 qualifications registered by law and 2 097 on demand) and 15 726 inactive records(France Compétences, 2021, p. 5).
(54) In the former system, it was a more detailed fiche – for each university which provided,for instance, a master degree in economy, there were 20 fiches with small optionalvariations; now there is only one fiche.
(55) Decree No 2018-1172 of 18 December 2018 on the conditions for registering
vocational qualifications and certifications and authorisations in the national registers[Décret no 2018-1172 du 18 décembre 2018 relatif aux conditions d'enregistrement
des certifications professionnelles et des certifications et habilitations dans lesrépertoires nationaux]. JORF, No 0294, 20.12.2018.
https://www.legifrance.gouv.fr/eli/decret/2018/12/18/2018-1172/jo/texte(56) A unit/block of competences is an ‘identified part of a vocational qualification’, defined
as a ‘homogeneous and coherent set of competences contributing to carrying out aprofessional activity autonomously, and which can be assessed and validated’ (Labour
Code, Art. L6113-1).

17

France – European inventory of NQFs 2020

Inclusion in the NQF signals that all stakeholders, as represented in thecommission within France Compétences, underwrite the validity and quality of aparticular qualification or certificate and ensures parity of esteem between
qualifications at the same level independent of the awarding body (the State andother awarding bodies), national/international validity of the qualification or training
and other funding schemes in place to acquire them.
Registration is necessary to:receive funding;finance validation of non-formal and informal learning;
exercise certain professions and occupations;enter apprenticeship schemes.
The introduction of the RNCP in 2002 (57) opened the possibility for inclusionof industry or sectoral qualifications recognised by the professional branches(Certificats de qualification professionnelle – CQPs), diversifying the range of
qualifications that could be nationally recognised. However, CQPs did not have alevel. As of 2019, CQPs can be registered on demand after the assent of thecommittee within France Compétences (58) in either a) the SR without a level, orb) in the RNCP with a level, thus making them valid nationally and eligible forfunding through the CPF. They can be obtained through training or VAE processes,
but not in apprenticeship (Cedefop and Centre Inffo, 2019; France Compétences
2021, p. 79) (59).
The French qualifications framework is closely associated with the system forvalidating non-formal and informal learning (VAE), the two being mutually
supportive: qualifications included in the RNCP (60) can be acquired throughvalidation and need to have a VAE procedure specified. The gradual introductionof units/blocks of competences from 2014 became mandatory in 2019 for all RNCP
qualifications to facilitate equivalences and bridges between qualifications. Those(57) Law No 2002-73 of 17 January 2002 on social modernisation.
(58) CQPs are designed by joint employment and vocational training committees(CPNEFP, Commission paritaire nationale de l’emploi et de la formation
professionnelle) and can be submitted for inclusion in the RNCP by the CPNEFPs.
(59) More information here.
(60) A main distinction is made between diplomas, degrees and qualifications issued onbehalf of the State and referring to national laws (Ministries of National Education,
Higher Education and Agriculture); they are included by entitlement and eligible for
automatic inclusion; ‘private’ qualifications are included by request (i.e. on demand)and awarded by education and training providers, chambers and social partners intheir own name (Paddeu et al., 2018).

18

France – European inventory of NQFs 2020

units can be assessed through VAE (61), allowing adults to acquire a given
qualification gradually or by combing a training course with one or more VAE
processes (Cedefop and Centre Inffo, 2019).
NQF levels are indicated on qualification documents issued for VET andhigher education qualifications, and on private and international qualifications
included in the RNCP; EQF levels are included only on some qualification
documents. Both NQF and EQF levels are included on Europass certificate
supplements, NQF levels are included in higher education diploma supplements
and, following the adoption of the new referencing report, EQF levels will be
included in RNCP records. All necessary elements (except for ISCED fields) (62),according to Annex VI of the 2017 EQF Recommendation, are covered by the
RNCP.
The French NQF is known and used by education and training institutions andproviders in France. They are currently rewriting qualification standards to be
expressed in units/blocks of competences. A common working group is in place tobetter align the learning outcomes of the NQF with the learning outcomes of the
new version of the ROME database (63) established by the national employment
service, Pôle Emploi. The regions, through their involvement with local guidanceand counselling schemes and contacts with ONISEP, are mostly concerned withthe use of units of competences established in the new NQF (European
Commission and Cedefop, 2020). Employers are aware of the levels, though they
may not be aware of the NQF itself. Guidance and counselling practitioners andrecognition authorities use the national registers in their daily work. Cooperation
has been established between the EQF NCP and the National office for guidance(Office national d'information sur les enseignements et les professions, ONISEP),
French Labour agency (Pôle emploi) and ENIC NARIC France. There is interest in
the NQF among the general public (pupils and parents), as registration of aqualification in the RNCP is seen as proof of recognition by the State. The NQF
registered qualifications are important from the point of view of workers andjobseekers. Financing of training by the CPF is deeply connected with thequalifications registered in the two national registers. There may be also othertypes of training actions, especially for jobseekers or unqualified people (European
Commission and Cedefop, 2020)(61) the validity of the VAE assessment is without time limit from an individual perspective
as long as the qualification they relate to is active/offered.
(62) The law retained the RNCP, which classifies vocational/professional qualifications bylevel and by sector of activity (France Compétences, 2021, p. 36).
(63) Register of occupations in the French labour market (Répertoire opérationnel desmétiers et des emplois, ROME)

19

France – European inventory of NQFs 2020

The main channels for disseminating information on the NQF and the EQF
have been the EQF NCP website and, as of 2019, France Compétences is also
hosting the RNCP and SR and interviews for the media.

Referencing to the EQF
The French five-level structure was referenced to the EQF in October 2010 (CNCP,
2010). The evolution of the national qualifications system, many recent policy
developments and reforms and the new national qualifications framework eightlevel structure established in 2019 called for an updated referencing report. A
single/combined report for the referencing of the French qualifications framework
to the EQF and for self-certifying the compatibility of the framework with the
QF-EHEA was adopted in February 2021.

Important lessons and future plans
The French NQF has evolved through different stages over decades to address
new challenges, policy objectives and trends in the national and European context.
Being one of the oldest in Europe, the French NQF is embedded in the national
context, characterised by ‘a long history of labour organisation and social dialogue’(Allais, 2017, p. 465). Its main distinctive feature is the strong labour market focus
and, consequently, in the 2002 framework the exclusion of secondary general
education qualifications.
The national register of vocational and professional qualifications (RNCP) –set up in 2002 – ratified the separation between qualifications and the training
courses that may lead to them and opened up to a wider range of awarding bodies.
Given that the French qualifications system and, in particular, that relationships
between qualifications were gradually shaped by stakeholder negotiations andagreements linking qualification levels to occupations and wage levels, updating
the level structure was a lengthy process. The new eight-level structure andlearning-outcomes-based level descriptors, adopted in 2019, have brought the
French framework closer to the EQF, increasing comparability between French
qualifications and those in other European countries. The revised framework from2019 is broader in scope. It not only includes vocational and professional
qualifications from VET and higher education with the objective of professional
integration, but also upper secondary general and technological baccalaureates(baccalauréat général and technologique) are now included in the framework andassigned level 4 as they ‘constitute a social indicator of level for the labour market,

20

France – European inventory of NQFs 2020

even without a professional contextualisation’; they legitimate entry into higher
education. From a European perspective this is an important development as now
most European NQFs include this type of reference qualification in theirframeworks. As in some other countries, level 1 does not have a descriptor and is
not linked to the EQF and level 2 is currently empty and does not include any
qualification.
Developments related to the French NQF since 2002 illustrate the need for
NQFs to evolve continuously to stay relevant. Three main trends have been notedin the evolution of the qualifications system in France: the remarkablediversification of the range of qualifications recognised by the State; the shift in theobject of recognition from duration of training to learning outcomes; and more
recently, in light of concerns about the proliferation of qualifications, the decreasein the number of qualifications and the strong encouragement of providers to createcommon qualifications, share blocks of competences between different
qualifications and to operate within networks.
The conception of what can be considered a qualification in France may also
be subject to change. Departing from the strong emphasis on ‘full qualifications’(qualifications complètes), developments in recent years have included several
initiatives to make qualification and training pathways more flexible: theintroduction of units/blocks of competences as identifiable parts of qualifications
that can be assessed and validated independently – now mandatory for all new
qualifications registered in the RNCP; the personal training account (compte
personnel de formation, CPF) which follows the same logic of breaking down
qualifications into blocks of learning outcomes that can be acquired gradually (withthe help of the CPF); and the introduction of a new SR – in addition to the existing
RNCP – for inclusion of smaller awards not levelled. One of the aims of the revised
framework and qualifications registers is to support recognition of competences
acquired through another awarding body (France Compétences, 2021, p. 34) and,in higher education, recognition of cross-disciplinary competences in degrees ofan equivalent level (France Compétences, 2021, p. 84). In the years to come,developing the system of blocs of competences for all NQF qualifications would
facilitate clarity and transparency between different types of qualifications,especially within the same occupation or profession as well as equivalences andpathways between RNCP and non-levelled qualifications in the SR, and accesspathways to a qualification. However, this would greatly depend on the willingnessof, and agreements between, providers on setting up such equivalences. The newlegal framework gives France Compétences the ability to remove thosequalifications with similar content for which bridging pathways cannot beestablished (European Commission and Cedefop, 2020).

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France – European inventory of NQFs 2020

The role of the CNCP until recently and, since 2019, that of the newcommission within France Compétences replacing the CNCP as ‘gatekeeper’ of
the French framework, has been important for two reasons: it has supported thecredibility of registered qualifications and ownership of registration decisions
across a wide range of stakeholders due to the quadripartite composition of thesestructures.
The revised French qualifications framework was referenced to the EQF andself-certified its compatibility with the QF-EHEA in February 2021. A
single/combined report was prepared combining both processes. This is now acommon practice.

Main sources of information:• The EQF NCP for France is hosted by France Compétences:https://www.francecompetences.fr/• National register of vocational and professional qualifications (RNCP) and Specificregister (SR):https://www.francecompetences.fr/recherche_certificationprofessionnelle/• CNCP (2010). Referencing of the national framework of French certification in thelight of the European framework of certification for lifelong learning.
https://europa.eu/europass/system/files/202006/France%20Referencing%20Report%20.pdf• France Compétences (2021). The French qualifications framework to the European
Qualifications Framework for Lifelong Learning and the Qualifications Frameworkfor European Higher Education Area. https://europa.eu/europass/en/reportsreferencing-national-qualifications-frameworks-eqf

22France – European inventory of NQFs 2020

French national framework for vocational andprofessional qualifications
NQF
levels

Qualification types

EQF
levels8Doctorate degrees (Doctorat)
Professional certificates/titles (Titres professionnels) – level 8 (*)
Professional qualification certificates(Certificat de qualifications professionnelles – CQP) – level 8 (**)
Professional qualifications on demand – level 8 (***)

8

7

Master degrees (Grade de Master)
Professional diploma in engineering with Master degree(diplôme / titre d’ingénieur)
National diplomas at level 7 (****)
Professional certificates/titles (Titres professionnels) – level 7
Professional qualification certificates (CQP) – level 7
Professional qualifications on demand – level 7

7

6

Bachelor degrees (Grade Licence)
Bachelor (Licence)
University Bachelor of technology(Bachelor universitaire de technology – BUT)
National diploma in arts (Diplôme National d’Art – DNA)
National diplomas at level 6 (****)
Professional certificates/titles (Titres professionnels) – level 6
Professional qualification certificates (CQP) – level 6
Professional qualifications on demand – level 665Undergraduate technician certificates(Brevet de technicien supérieur – BTS)
Undergraduate technician certificates in agriculture(Brevet de technicien supérieur agricole – BTSA)
Undergraduate diploma in technology(Diplôme universitaire de technologie – DUT)
National diploma ‘One of the best workers in France’(Diplôme d’Etat ‘Un des meilleurs ouvriers de France’)
National diplomas at level 5 (****)
Professional certificates/titles (Titres professionnels) – level 5
Professional qualification certificates (CQP) – level 5
Master craftsman qualifications issued by the Chambers of Trades(Brevets de maîtrise – Chambre des métiers)
Professional qualifications on demand – level 554National baccalaureate diploma –general, technological or vocational education(Diplôme national du baccalauréat
général, technologique ou professionnel)
Applied arts certificates (Brevet des métiers d’art – BMA)
Professional certificate for youth, adult education and sports(Brevet professionnel de la jeunesse, de l’éducation
nationale et du sport – BPJEPS)Higher technical diploma in craftmanship(Brevet technique des métiers)

423

France – European inventory of NQFs 2020

Secondary vocational certificates at level 4 (****)
Professional certificates/titles (Titres professionnels) – level 4
Professional qualification certificates (CQP) – level 4
Professional qualifications on demand – level 4
3

2
1

Secondary vocational certificates(Certificat d'aptitude professionnelle – CAP;
Brevet d'études professionnelles – BEP (*****)
Secondary vocational certificates in agriculture(Certificat d'aptitude professionnelle agricole – CAPA;
Brevet d'études professionnelles agricoles – BEPA (*****))
Secondary vocational certificate for youth, adult education and sports(Certificat professionnel de la jeunesse, de l’éducation
nationale et du sport – CPJEPS)
Certificate issued by the Chambers of Trades and crafts(Certificat technique des métiers – CTM)
Secondary vocational certificates at level 4 (****)
Professional certificates/titles (Titres professionnels) – level 3
Professional qualification certificates (CQP) – level 3
Professional qualifications on demand – level 3
Currently no qualifications
-

3

2
1

NB: (*) Professional certificates/titles are awarded by the Ministry of Labour, Employment and Social
integration; they are registered by law and may be classified at any level.
(**) CQPs are under the responsibility of social partners; they are registered on demand and may beclassified at all levels.
(***) Qualifications registered on demand are awarded by public or private bodies and may be classified at
all levels.
(****) An overview of national diplomas and vocational certificates registered by law is available in Annex
9 of the 2021 referencing report (France Compétences, 2021, p. 103).
(*****) BEP and BEPA are intermediary qualifications granted to young people who have passed the BEP
exam and are preparing for the vocational baccalaureate.
Sources: France Compétences (2021), pp. 7 and 102-103 https://europa.eu/europass/system/files/202105/France-%20updated%20referencing%20report.pdf; the national register of vocational andprofesssional qualifications (RNCP) hosted within France Compétences.
https://www.francecompetences.fr/recherche_certificationprofessionnelle/24France – European inventory of NQFs 2020

Acronyms
CNCP

Commission nationale de la certification professionnelle [National committee on
vocational qualifications]

CPC

Commission professionnelle consultative [Vocational advisory committee]

EQF

European qualifications framework

NQF

national qualifications framework

QF-EHEA

qualifications frameworks in the European higher education area

RNCP

Registre national de la certification professionnelle [national register of vocational
and professional qualifications]

ROME

Répertoire opérationnel des métiers et des emplois [register of occupations in the
French labour market]

RS (RSCH)

Répertoire spécifique des certifications et habilitations [specific register of awards]

VAE

validation des acquis de l'expérience [validation of non-formal and informal
learning]

References[URLs accessed on 12.4.2021]
Allais, S. (2017). Labour market outcomes of national qualifications frameworks in
six countries. Journal of education and work. Vol. 30, No 5, pp. 457-470.
http://dx.doi.org/10.1080/13639080.2016.1243232
Annex of the draft finance law on vocational training 2021 [Annexe au projet de loi
de finances pour formation professionnelle 2021].
https://www.budget.gouv.fr/documentation/documents-budgetaires/exercice2021/le-projet-de-loi-de-finances-et-les-documents-annexes-pour-2021
Cedefop (2016). The application of learning outcomes approaches across Europe– a comparative perspective. Country: France [unpublished].
Cedefop; Centre Inffo (2019). Vocational education and training in Europe: France[From Cedefop; ReferNet. Vocational education and training in Europe
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Cedefop; ReferNet (2021). VET REF: developments in vocational education andtraining policy database. Cedefop monitoring and analysis of VET policies[unpublished].
Cedefop ReferNet (2020). France: a new generation of apprenticeship training
centres officially launched. https://www.cedefop.europa.eu/en/news-and-25

France – European inventory of NQFs 2020press/news/france-new-generation-apprenticeship-training-centres-officiallylaunched
CIEP (2014). The use or potential use of QFs by HEIs and other stakeholders
linked to mobility. Sèvres: CIEP.
http://www.ciep.fr/sources/expert_educ/reconnaissance-desdiplomes/Final-Report-QFs-UHSE/index.html
CNCP (2010). Referencing of the national framework of French certification in thelight of the European framework of certification for lifelong learning.
https://ec.europa.eu/ploteus/sites/eac-eqf/files/Report-FR-NQF-EQF-VF.pdf
CNCP (2016). Rapport d'activité 2016 de la CNCP.
http://www.cncp.gouv.fr/actualites/rapport-dactivite-2016-de-la-cncp
European Commission (2019). Education and training monitor 2019: France.
https://ec.europa.eu/education/resources-and-tools/documentlibrary/education-and-training-monitor-2019-france-report_en
European Commission (2020a). Education and training monitor 2020: France.
https://op.europa.eu/webpub/eac/education-and-training-monitor2020/countries/france.htmLEuropean Commission (2020b). Education and training Monitor 2020. EU targets
for 2020. https://op.europa.eu/en/publication-detail/-/publication/2a3f70fc2564-11eb-9d7e-01aa75ed71a1/language-en/format-PDF/source172898768
European Commission and Cedefop (2020). Survey on implementation,communication and use of NQF/EQF [unpublished].
France Compétences (2021). Update of the referencing report of the French
qualifications framework to the European qualification framework for lifelong
learning and the qualifications framework of the European higher educationarea.
https://europa.eu/europass/system/files/2021-05/France%20updated%20referencing%20report.pdf
Mathou, C. (2019). European inventory on validation of non-formal and informal
learning 2018 update: France.
https://cumulus.cedefop.europa.eu/files/vetelib/2019/european_inventory_va
lidation_2018_France.pdf
Ministère de l'enseignement supérieur et de la recherche (2012). Référentiels decompétences en licence [Detailed criteria for writing learning outcomes forbachelor
level].
http://cache.media.enseignementsuprecherche.gouv.fr/file/Plan_licence/61/4/referentiel_227614.pdf
Paddeu, J; Veneau, P; Meliva A. (2018). French national qualification framework:its genesis, working and new challenges. Céreq Études, Vol. 9, November
2018.
http://www.cereq.fr/publications/Cereq-Etudes/French-nationalqualification-framework-its-genesis-working-and-new-challenges

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