- 2015Design
- 2016Design
- 2017Design
- 2018Design
- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In Flanders, the term EVC (erkennen van verworven competenties: recognition of acquired competences) is used to refer to the validation of formal, non-formal and informal learning. A number of professional qualifications can be acquired through the validation of non-formal or informal learning. Recognised assessment centres (validation bodies) are functioning under the auspices of both the Ministry of Education and the Ministry of Work.
Objectives
The aim of validation is to help individuals to achieve personal development, to contribute to a higher level of employment, to improve access to formal education systems and to stimulate lifelong learning. Developments at policy level aim at an integrated approach to validation, bringing existing separate validation measures together in a single comprehensive strategy.
Description
There is increased cooperation between different validation providers (inside as well as outside education) and the willingness to create a single framework linking validation processes to the Flemish qualifications framework (FQF). In July 2015, the concept for an integrated framework for validation in Flanders was approved by the Flemish government; a task force was set up to develop the integrated policy framework and to draft a decree on validation. A cost-benefit analysis has been undertaken to determine the financial implications of validation of non-formal and informal learning in Flanders.
A decree adopted by the Flemish Parliament on 26 April 2019 promotes an integrated policy on validation, regulates the role of validation bodies, the use of validation standards and provides for quality assurance in validation. In the context of the upskilling pathways policy, validation projects in the field of adult education and employment were piloted. The Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS), responsible for qualifications, follows up on the validation framework.
Several validation standards for professional qualifications were developed in 2020 and more will follow. Public and private education and training providers can apply for accreditation to become an assessment centre (validation body). The assessment instruments, which are based on the validation standards and used by the assessment centres are subject to a quality check by relevant bodies.
In 2021, there were 35 recognised assessment centres, both in adult education and in employment.
In 2022, there were a total of 40 recognised assessment centres, both in adult education and in employment.
The programme was operational and ran as a regular practice.
In 2023, there were still a total of 40 recognised assessment centres, both in adult education and in employment.
The programme was operational and ran as a regular practice.
The Flemish government further implemented the integrated EVC policy. On the one hand by pursuing an increase in the number of EVC pathways and EVC test centres. Since the adoption of the EVC Decree in 2019 an average of 10 EVC standards have been developed every year, in cooperation with stakeholders. On the other hand attention is also paid to the quality of the EVC instruments, as well as to the offer and the guidance provided to the candidates.
With funds from Edusprong the centres of adult education developed 9 EVC instruments in 2023. Tools for guidance were developed to provide better guidance to candidates and information was provided for organisations leading to EVC pathways (also with funds from Edusprong).
In addition in September 2023 it was made possible for an organisation to offer a recognised EVC pathway for a partial qualification.
In 2023 within the field of education, 41 EVC pathways were offered by 20 centres of adult education. Within the field of work, 6 EVC pathways were offered.
The Flemish government further implemented the integrated EVC policy.
With funds from Edusprong, the centres of adult education developed 5 EVC instruments in 2024.
With funds from the ESF project 'Learning Jobs', public and private providers developed 20 EVC instruments in 2024.
In 2024, there was an EVC offer for 32 vocational qualifications.
Within the field of education, 75 EVC pathways are currently offered by 17 centres of adult education. Within the field of work, 16 EVC pathways were offered by six test centres. The test centres can be found in the Register for vocational qualification pathways.
Bodies responsible
- Flemish Department of Education and Training
- Flemish Department of Work and Social Economy
- Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
Target groups
Learners
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
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.
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.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
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.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
European priorities in VET
VET Recommendation
- Flexibility and progression opportunities at the core of VET
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Validation framework: Belgium-FL. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/es/tools/timeline-vet-policies-europe/search/28010