- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
With the Act on the qualification structure, the Flemish parliament and government adopted in 2009 a comprehensive qualifications framework based on learning outcomes and covering all types and levels of qualifications from formal education and training and from the professional qualifications system. In 2011, the Flemish qualifications framework (FQF) was referenced to the European Qualifications Framework (EQF) and has been populated with qualifications since then and was implemented in 2012. The referencing report was updated in 2014. Amongst other things, information was added on the first recognised professional qualifications.
Objectives
The National qualifications frameworks (NQFs) facilitate the understanding and comparison of qualifications. The NQF classifies qualifications by level, based on learning outcomes, which the holder of a specific diploma or certificate is expected to know, to understand and to be able to do. This approach facilitates the moving between education and training institutions and sectors.
The FQF includes the:
- professional qualifications (beroepskwalificaties), which are the basis for formal vocational education, professional training and validation processes and thus ensure a validated and unambiguous framework for competences needed for exercising a certain profession.
- educational qualifications (onderwijskwalificaties), which can only be acquired through formal education, by institutions recognised by the Flemish Government. In IVET and CVET educational qualifications of levels 1-5, the competences of one or more professional qualifications are embedded.
Description
In 2016 arrangements were made to facilitate the update of the content of the professional qualifications and to provide partial qualifications. Professional qualifications have been levelled individually (as opposed to being placed as a block) in a process involving the main social partners. Since 2017 it is possible to update the content of the professional qualifications. The procedures take into account the nature of the changes: technical or substantive changes, changes with or without impact on the classification level. In this way, it is possible to respond quickly to changing competence needs on the labour market. It also became possible to cancel a professional qualification that is no longer needed in the labour market. In recent years, 348 professional qualifications have been updated and 10 professional qualifications were cancelled.
The professional and educational field indicated the need to be able to delineate partial qualifications within professional qualifications. This has been possible since 2017. Partial qualifications describe the competences of a (part of a) profession, with which one can work within a narrower segment of the labour market.
Professional qualifications regulation is carried out in partnership between the Flemish Ministry of Education and Training and the Flemish Ministry of Labour and Social Economy. Providers from education and the labour market can deliver professional...
In 2016 arrangements were made to facilitate the update of the content of the professional qualifications and to provide partial qualifications. Professional qualifications have been levelled individually (as opposed to being placed as a block) in a process involving the main social partners. Since 2017 it is possible to update the content of the professional qualifications. The procedures take into account the nature of the changes: technical or substantive changes, changes with or without impact on the classification level. In this way, it is possible to respond quickly to changing competence needs on the labour market. It also became possible to cancel a professional qualification that is no longer needed in the labour market. In recent years, 348 professional qualifications have been updated and 10 professional qualifications were cancelled.
The professional and educational field indicated the need to be able to delineate partial qualifications within professional qualifications. This has been possible since 2017. Partial qualifications describe the competences of a (part of a) profession, with which one can work within a narrower segment of the labour market.
Professional qualifications regulation is carried out in partnership between the Flemish Ministry of Education and Training and the Flemish Ministry of Labour and Social Economy. Providers from education and the labour market can deliver professional qualifications, if following the right procedures (set out by the common quality framework), which were established in partnership with the Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS). All the professional qualifications are found in the Flemish qualification database, which is also managed by AHOVOKS.
In 2018, an additional decision recognised professional qualifications for social roles. These are professional qualifications that lead to roles in leisure or voluntary work. The structure and method of the Flemish classification method were retained, but the composition of the validation and classification/levelling committee was adjusted.
FQF/EQF levels have to be mentioned on certificates and diplomas, for the IVET apprenticeship system, dual learning, in adult education, in higher education and professional qualifications awarded outside formal (regulated) education and training.
In 2019, the content of the professional qualifications was updated.
By December 2020, the Flemish qualifications database covered a total of 520 professional qualifications and 500 educational qualifications. There are 778 education, training and validation pathways based on a professional qualification. This concerns both regular and special secondary education courses, including dual courses, graduate courses, courses within adult education as well as validation pathways and some training courses outside the regular education system. Up to the end of 2020, 66 partial qualifications have been defined and recognised.
In 2021, a total of 547 professional qualifications and 500 educational qualifications existed in the Flemish qualifications database. There are 826 education, training and validation pathways based on a professional qualification. This concerns both regular and special secondary education courses, including dual courses, graduate courses, courses within adult education as well as validation pathways and some training courses outside the regular education system. In the database, 69 partial qualifications have been defined and recognised.
In 2022, a total of 651 professional qualifications and 500 educational qualifications existed in the Flemish qualifications database. There are 973 education, training and validation pathways based on a professional qualification. This concerns both regular and special secondary education courses, including dual courses, graduate courses, courses within adult education as well as validation pathways and some training courses outside the regular education system. In the database, 75 partial qualifications have been defined and recognised.
Bodies responsible
- Flemish Ministry of Education and Training
- Flemish Ministry of Work and Social Economy
Target groups
Education professionals
- Guidance practitioners
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
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.
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 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.
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 the development and implementation of qualifications that are smaller than full qualifications (alternative credentials) or are acquired in a shorter learning experience. It includes microcredentials, partial qualifications, units of learning outcomes (ECVET principle), digital badges, etc. These are owned by learners and can be combined or not to get a full qualification.