Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28238

Background

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

Raising the qualification level of the workforce to secure career development and improve the competitiveness of companies is a shared belief among social partners who initiated the work for the creation of an inter-professional certificate attesting basic knowledge and skills (CléA); the legal foundation for this development is the decree of 13 February 2015. The set of knowledge and skills developed are equally useful for social, civic and cultural life.

Objectives

Goals and objectives of the policy development.

The CléA certificate is aimed at individuals without qualifications and serves to identify achievements, rather than shortcomings, to establish a basis for further development and training. Employers use it as a tool to support their employees. For recruiters, it is a new, unique certification which is comparable across sectors (no levels or grades).

Description

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

In 2015, the social partners through the national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) created the CléA certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning.

2015
Implementation

A nationwide publicity campaign and a call for training projects towards the Cléa certificate were organised.

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

The Order of 19 February 2019 on the professional knowledge and skills assigned the management of the CléA certificate to the association Certif'Pro, the national association for interprofessional certification, was created in December 2018. By 2019, around 27000 Cléa certificates had been issued.

A new certificate, CléA Numérique (created by decree on 8 January 2019), now completes the CléA certificate. It focuses on knowledge and skills relating to the basic use of digital technology. It was designed by the association Certif'Pro and the Ministry of Labour and is listed in the special directory of qualifications and accreditations held by France Compétences.

2020
Implementation

In 2020 CléA and CléA numérique become eligible for Pro A (alternance training scheme, created by the 2018 Law) for promotion or retraining of employees. Extended agreements define eligible certifications for each branch.

2021
Implementation

The measure is operational and runs as regular practice.

CléA and CléA Numérique have been renewed for 5 years within the national certification framework/specific directory. A CléA Management is being developed at the request of the social partners in partnership with the executive employment association (Association pour l'emploi des cadres, APEC, which is subsidised for public service missions). The skills reference framework has been validated.

2022
Implementation

From 2022, this policy development is part of the national implementation plan (NIP) under the measure 'contributing to equal opportunities in all areas', action 'Measures to support entry into training'.

Following on from CléA and CléA Numérique, the joint employee-employer association 'Certif Pro' is launching CléA Management. Cléa Management is a standards framework enabling the evaluation and certification of basic management skills. It is designed for people who would like to move into management, people starting their managerial careers, as well as individuals currently occupying managerial positions. This new qualification is registered in France Compétences' specific directory along with the authorisation of service providers to assess and train prospective candidates.

This standards framework was called for in the national inter-professional agreement on managerial staff, signed on 28 February 2020. The framework is divided into three areas of competence:

  1. organising business activities with regard to the expectations and constraints of the company and its environment;
  2. leading and supervising the working team;
  3. supporting employees and fostering the development of their skills.

In 2022, a report was produced on the Cléa competence framework, focusing on participation in the Region Paris for the Clea main certificate. Among the 3 842 participants for 2021, 1 802 were certified. The majority of candidates were jobseekers (88%). The main reasons for the low level of employees' participation are lack of awareness about the certificate and the reluctance of companies to allow their employees to take a few days off for training. The report reveals also that half of the candidates were aged under 30, and one third were under 25. The five most popular sectors related to the participants' professional project or area of activity were: childcare, health/paramedical, reception/secretarial/administrative, care giving and retail.

The following initiative can be considered as additional support to the framework: training providers (Association for adults vocational training - Afpa, Digischool) and the business, La Poste, have launched a new free educational application, SuperCléA Num, which helps people to acquire digital skills and to improve their ability to use digital technology in their daily life or in a professional setting. The application can also be used to help obtain the digital CléA qualification.

2023
Implementation

Certif'Pro launched two new campaigns to accredit additional training organisations for the CléA and CléA digital certifications. This accreditation is mandatory for any organisation intending to evaluate or train within the CléA certification framework, which focuses on foundational professional skills.

To address evolving managerial practices and the growing need for structured skill development in leadership, Certif'Pro has been tasked by social partners to create a unified foundational skills framework, CléA Management. Currently under review for registration with France Compétences, CléA Management comprises three core areas aimed at defining essential managerial competencies. With this certification, Certif'Pro adds a new dimension to its interprofessional certification offerings—expanding the scope beyond CléA and CléA numérique.

CléA Management is designed to assess and certify fundamental management skills for those aspiring to supervisory roles, new managers, and existing team leaders seeking to enhance their capabilities. Upon approval, the next steps will include registration in the specific certification registry and the accreditation of providers qualified to assess and train candidates in this new managerial skills standard.

Additionally, a regional survey, 'CléA: where are they now?', was conducted in Île-de-France to track the progress and outcomes of individuals certified under the CléA programme.

2024
Implementation

In 2024, Certif'Pro launched new accreditation campaigns for CléA, CléA digital, and the recently developed CléA Management. These initiatives aim to update the network of qualified organisations authorised to assess and deliver training under each certification framework, improving access to pathways for skills development across core, digital and management skills.

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.
  • National cross-sector jobs and training committee (COPANEF) (until 2019)
  • Association CertifPro

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

  • Adult learners
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)

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.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Integrating digital skills and competences in VET curricula and programmes

This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges
  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
  • VET promoting equality of opportunities

Osnabrück Declaration

  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation

Subsystem

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

Country

Type of development

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

Cedefop, & ReferNet. (2025). CléA certificates for developing and assessing key competences of work force: France. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28238