Francophone qualifications framework for lifelong learning

Policy development
Regulation/Legislation
Belgium-FR
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Timeline
  • 2015Legislative process
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Implementation
ID number
28034

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The Francophone qualifications framework for lifelong learning (cadre francophone des certifications pour l’apprentissage tout au long de la vie, CFC) had been fully developed and linked to the European qualifications framework (EQF) at the end of 2013. The CFC is based on learning outcomes and comprises all levels, but distinguishes between qualifications awarded within and outside formal education and training. As it takes into account principles that also underpin the Flemish qualifications framework, it might help improve inter-regional transparency.

Objectives

Goals and objectives of the policy development.

​The objectives of the francophone qualifications framework for lifelong learning are:

  1. to promote continuity and progressiveness within citizens’ learning paths by:
    1. facilitating the organisation of those paths between providers from education, training and competences accreditation;
    2. facilitating joint paths between initial and lifelong training;
    3. promoting, within each path, the recognition of formal and informal knowledge;
  2. to strengthen the inherent quality of education, training and competences accreditation processes by ensuring each qualification matches perfectly the CFC-CEC level it has been granted;
  3. to increase the visibility of the French-speaking community certifications in Belgium and in the EU and, by doing so:
    1. to facilitate the set-up of connections between the certifications from different countries and regions allow citizens and employers to use CFC as a tool to understand and compare the levels of certification from different countries, regions, and education and training systems;
    2. to allow citizens and employers to use CFC as a tool to understand and compare the levels of certification from different countries, regions, and education and training systems.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Francophone qualifications framework for lifelong learning (CFC) was formally adopted in February 2015. A steering and positioning authority has been operational since 2016. This body is tasked with managing the implementation of the CFC, including positioning qualifications. In the first stage of implementation, only qualifications delivered by public providers will be included. The qualifications directory was opened in August 2017, making it possible to position qualifications for a period of two years under a transitional procedure, after which a new application will have to be submitted for final positioning. The need for this progressive approach comes from the differences between existing systems, which implies agreements for criteria shared by all providers. The positioning phase has started, aiming to reach a critical mass of qualifications that is needed for parties to use the framework.

2015
Legislative process
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, the framework was operational and ran as a regular practice.

2020
Implementation

At the end of 2020, almost 200 qualifications for education and vocational training had been positioned from level 2 to level 5. The 450 graduates from the Belgian higher education system were placed at level 6 of the CFC. The master degrees were placed at level 7. The upper secondary certificate CESS (certificat d'enseignement secondaire supérieur) has been positioned at level 4 of the CFC.

2021
Implementation

In 2021, 158 qualifications were positioned, bringing the total of positioned qualifications to 344 (254 related to vocational training and 88 related to education).

2022
Implementation

In 2022, 53 qualifications were positioned, bringing the total of positioned qualifications to 397 (284 related to vocational training and 113 related to education).

2023
Implementation

In 2023, 46 qualifications were positioned, bringing the total of positioned qualifications to 443 (318 related to vocational training and 125 related to education – 318 certifications organised and issued by vocational training providers and the skills validation consortium; 125 certifications organised and delivered by the education sector, including the positioning of the generic grades of PhD’s, Masters, Bachelors and Higher education diploma (BES, Brevet de l’enseignement supérieur).

2024
Implementation

In 2024, 545 certifications were listed in the register of the Francophone Qualifications Framework, distributed as follows:

  • 332 certifications from vocational training and skills validation;
  • 208 certifications from technical and vocational secondary education (qualification certificates and diplomas);
  • 1 certification from general secondary education;
  • 4 certifications from higher education (generic degrees: Higher Education Diploma, Bachelor’s, Master’s, and Doctorate).
2025
Implementation

At the time of reporting, 2025 data were not yet available.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of the French Community

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Adult learners

Other stakeholders

  • Social partners (employer organisations and trade unions)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Decree of 15 May 2015
The Francophone Qualifications Framework

Country

Belgium-FR

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2026). Francophone qualifications framework for lifelong learning: Belgium-FR. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28034