Skills valorisation and validation

On 21 March 2019, vocational training: a new cooperation agreement concluded between the Walloon Region, the French Community and the French Community Commission. The governments have chosen the option of proposing a new text for the sake of readability without questioning the philosophy of the 2003 cooperation agreement, establishing the skills validation system in vocational training. The modernisation of the agreement is also based on the momentum initiated by the European Recommendation of 20 December 2012 on the validation of non-formal and informal learning and supported by ESF resources. The modifications concern points such as: new definition of target audience (removal of the restrictive list, which could exclude certain audiences); stronger legal basis for innovations already initiated or to come; and possibility of transmission of data to public employment services. More information can be found in the 2019 Skills Validation Consortium activity report.

In 2020, the Skills Validation Consortium completed the definition of a new Strategic orientation note (Nostra) framing the priority actions for 2020 to 2024. The four strategic axes for the coming years are:

1. improve the reactivity of the offer to meet better the skills needs of various publics (improve regulation, consultation and accessibility of the validation offer in the centres, diversify the methods of evaluating skills);
2. strengthen the validation public service (communication strategy, partnerships);
3. develop the value of use of qualifications (monitor the use of skills credentials, facilitate lifelong learning paths);
4. strengthen the governance of the validation of skills (implement the new 2019 cooperation agreement, staff support).

Each of these four axes includes general objectives that guide the priorities of the Skills Validation Consortium (CVDC). Each general objective is also broken down into operational objectives making it possible to achieve them.

In 2021, the Skills Validation Consortium continued the implementation of the priorities stated in the strategic orientation note (2020-24). Details can be found in the 2021 Skills Validation Consortium activity report.

In 2023, the Skills Validation Consortium continued the implementation of the priorities outlined in the strategic orientation note (2020-24) while celebrating its 20 years of existence. The Walloon Recovery Plan boosted its activities in Wallonia, allowing the Consortium to achieve pre-Covid-19 performance levels. The activities have also increased in the Brussels Region.

Comprehensive descriptions of these activities, along with annual results and comparisons, can be found in the activity report.

The 2024-29 legislature positions the recognition, valorisation and validation of prior learning at the core of education and training policies, emphasising it as a key lever for skills development, training and employment.

In 2024, 6 759 skills certificates were awarded across 57 occupations, which is the highest activity level since the creation of the skills validation system. This increase in services to the public has been made possible thanks to the initiatives of the involved stakeholders.

On 13 December 2024, the Decree ‘Procedures for the recognition of prior learning for admission, partial or full exemption in one or more course units in Adult education’ of the Government of the French-speaking Community of Belgium was adopted. The decree simplifies and clarifies the procedures for recognising prior learning in adult education within the French Community of Belgium.

On 1st January 2025, the Decree ‘Procedures for the Recognition of Prior Learning for admission, partial or full exemption in one or more course units in Adult education’ came into force. Validated units grant official certificates, which can be accumulated and allow access to the final examination unit and a degree. This reform enhances transparency, reduces administrative burden, and ensures fair recognition of diverse learning paths. It aims to improve accessibility, lifelong learning, and employability by valuing all forms of prior learning. The decree also aims at allowing greater mobility for learners by delivering the certificate of a course gained by valorisation. This certificate is recognised by all the 150 institutions of adult education.

Further, in 2025 a decision-support tool was established to guide a multi-provider strategy, thereby enabling the Steering Committee and Consultative and Approval Commission to jointly shape the development of the offer in a spirit of shared responsibility [public institutions, Skills Validation Consortium (Consortium de validation des compétences, CVDC), partners etc.]. This tool provides the basis for prioritising and deciding on the:

1. production of new occupational standards;
2. accreditation of centres;
3. scheduling of assessments by providers and their centres.

This mechanism addresses societal needs and aligns with the systemic reform agenda that centres job seekers within the system. Recent restructuring announcements at Audi and Cora exemplify how economic shifts can abruptly disrupt employment, highlighting the relevance of orientations in the Common Policy Declaration, which calls for enhanced coordination among providers, and in the Regional Policy Declarations, which emphasise employability, training, and skills validation as key levers for resilience. By operationalising these orientations, the decision-support tool ensures coherent governance, translating policy commitments into timely, coordinated and forward-looking actions in skills validation and labour market integration.

On 11 September, the Consultative and Approval Commission (CODA) held an intersectoral meeting on validation of learning. The session addressed future developments of the French-speaking Belgian skills validation system in the context of reforms in education and training, with contributions from France and Cedefop.

In the beginning of 2025, the Government of the French Community formally launched the Contract, which outlines new guidelines for adult education. The contract seeks to reposition Adult Education as a key driver of employability, upskilling, and personal development. It aims to modernise adult education by making it more flexible, inclusive, aligned with socio-economic needs, ensuring quality, and lifelong learning opportunities. It promotes micro credentials that can be accumulated towards full diplomas, supporting initial qualification, reskilling, or upskilling. The model emphasises lifelong learning and the sustainable return to studies through flexible pathways, hybrid learning, and recognition of prior experience.

The general orientations of the 2035 Contract are:

1. structuring lifelong skills development via modular, capitalisable certifications (accumulated and gradually recognised to count toward obtaining a degree);
2. improving professional integration by adapting training offers to local socio-economic demands;
3. increasing flexibility and individualisation of learning paths, recognising previous training and work experience;
4. engaging institutions in continuous quality improvement, both in pedagogy and governance;
5. strengthening student support systems, particularly for under-qualified adults, to foster engagement and success.

Besides, since 25 August 2025, the French name for adult education has changed, from enseignement de promotion sociale to enseignement pour adultes.