The CFC was formally adopted in 2015, through a decree operationalising the agreement between the three francophone governments ( Ministère de la Communauté française (2015). Décret portant assentiment à l'accord de coopération conclu le 26 février 2015 entre la Communauté française, la Région wallonne et la Commission communautaire française relatif à la création et la gestion d'un Cadre francophone des certifications, en abrégé «CFC» [Decree of 15 May 2015 approving the cooperation agreement concluded on 26 February 2015 between the French Community, the Walloon region and the French Community Commission on the creation and management of the francophone qualifications framework, abbreviated as CFC]. Moniteur belge, No 145, p. 32947, 9.6.2015. http://archive.pfwb.be/10000000201500e). The three executive bodies of French-speaking Belgium (Federation Wallonia-Brussels, Wallonia and COCOF) ( The French Community or Federation Wallonia-Brussels (FWB), having competence for education; The Walloon Region or Wallonia, having competence for continuing vocational training for workers and jobseekers and for training for small and medium sized enterprises for the French-speaking part of the Region; The French Community Commission (COCOF) which has the same powers with regard to training as Wallonia for the French-speaking inhabitants of Brussels (Fédération Wallonie-Bruxelles; Wallonie; COCOF, 2013, p 12).) initiated the CFC development and consulted all CFC stakeholders (Fédération Wallonie-Bruxelles, Wallonie and COCOF, 2018).
The CFC Forum (Instance CFC) was established with the 2015 decree ( Ministère de la Communauté française (2015).) as a steering and allocation authority, responsible for managing the inclusion of qualifications in the framework and for disseminating the added value of the CFC and of the EQF to citizens, social partners, and education and training providers. It has four constitutive substructures ( For more information on the composition of the Management Board, the Committee of Experts and the Board of Appeal, please consult the Government Order of the French Community (February 2017) appointing these members. The order can be found here.), the Executive Committee ( The Executive Committee manages day-to-day requests for allocation of qualifications to levels, the evaluation of the CFC and the updating of the qualifications register.), the Management Committee ( The Management Committee assigns a level to the qualifications submitted by education and training operators. The organisation of the Management Committee is governed by internal regulations.), the Committee of Experts ( The Committee of Experts provides its opinion on current and future decisions by the Management Committee, along with useful information on the functioning of the system and evaluation of its implementation.), and the Board of Appeal ( The Board of Appeal deals with appeals on the allocation of levels to qualifications.). The secretariat supporting the implementation bodies of the CFC is hosted in the Francophone Agency for Education and Lifelong Training) ( Agence francophone pour l'éducation et la formation tout au long de la vie. (Francophone agency for education and life-long training). ) but the budget is received from the three French-speaking Governments (the French Community, the Walloon Region and the French Community Commission).
The division of the framework into two main strands – educational and professional qualifications – had implications for stakeholder involvement. The Ministry of the French Community regulates formal education and is responsible for defining and positioning educational qualifications at levels 1 to 4 in the framework. The Service francophone des metiers et qualifications (SFMQ) ( The SFMQ gathers public employment services, social partners, all VET providers from the French-speaking Community and the Skills Validation Consortium. The agency is responsible for creating profession profiles reflecting the reality of the job, creating training profiles based on profession needs, and thus assuring the consistency between the training offered and job-market needs. It establishes the link between profiles and structures of public employment services and improves the legibility of qualifying education systems, trainings, skills validation and job offers; it sets common references and language for all partners (Cedefop and Bruxelles Formation, 2019).) plays a key role in defining and positioning professional qualifications at levels 1 to 4. The SFMQ is well placed to play this role as its overall task is to develop occupational profiles based on the inputs from the social partners and in collaboration with employment services. Its role is also to develop training profiles for these occupational profiles, in liaison with education and training providers. The Academy of Research and Higher Education (ARES) is responsible for defining and positioning educational higher education qualifications at levels 6 to 8: this is still in process. ARES and SFMQ share responsibility for qualifications at level 5, reflecting the extensive 'mix' of professional and educational qualifications at this level.
The quality assurance system in French-speaking Belgium involves an external and formative assessment approach for higher education programmes, implemented by the Agency for Quality Assessment in Higher Education (AEQES) ( The AEQES is an independent public service and a full member of the European ENQA network and is included on the European quality assurance register for higher education (EQAR).). In addition, a legal assessment and inspection procedure is implemented by the General Inspectorate for basic, secondary, special and social promotion education in particular. This approach is also used by the IFAPME/SFPME through the Training Directorate whose role is to inspect training centres.