European Inventory on NQF 2012 France

Le cedefop vient de publier un ouvrage en anglais sur la mise en oeuvre des cadres nationaux de qualifications en 2012 (application de la recommandation d' avril 2008 sur le cadre européen des qualifications et de la formation tout au long de la vie).
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European Inventory on NQF 2012 FRANCE - Cedefop - Europa.
Introduction
The setting up, in 2002, of the National Committee for Professional Certification (CNCP) and the national register of vocational qualifications (RNCP) signals the establishment of the French national qualifications framework. Supported by the system for validation of non-formal and informal learning (validation des acquis de l'experience), the French framework can be seen as belonging to the first generation of European qualifications frameworks. While more limited in scope than the new comprehensive NQFs now developing throughout Europe, in its focus on vocationally or professionally oriented qualifications, its regulatory role is strong and well established.
A number of stakeholders consider the existing five-level structure dating back to 1969 to be in need of replacement, possibly by an eight-level structure more closely aligned with the EQF. This discussion has now been going on for a number of years, notably since 2009 when a note on the issue was submitted to the office of the Prime Minister. Partly due to the change of government in 2012, this reform has been further delayed and it is, for the moment, unclear when a new structure could be put in place. The framework was referenced to the EQF in October 2010, using the original five-level structure as reference point. A new referencing report will be submitted as soon as a revised structure is in place, possibly in the next one to two years.
Main policy objectives
The French NQF, as defined by the RNCP, covers all vocationally or professionally oriented qualifications, including all higher education qualifications with a vocational and professional orientation and purpose. The framework covers three main types of qualification:
· those awarded by French ministries (in cooperation with the social partners through a CPC);
· those awarded by training providers, chambers and ministries but where no CPC is in place;
· those set up and awarded by social partners under their own responsibility.
To be registered in the RNCP, a qualification should meet a number of requirements; aiming at national coherence and strengthening the overall quality and transparency of qualifications. All qualifications registered in the RNCP must be possible to acquire through validation of non-formal and informal learning. Registration signals that all stakeholders, as represented in the CNCP, underwrite the validity of a particular qualification. Registration is necessary for:
· receiving funding;
· financing validation of non-formal and informal learning;
· exercising certain professions and occupations;
· entering apprenticeship schemes.
The French NQF has more limited scope than the comprehensive NQFs now being developed throughout Europe. Its focus is strictly on vocationally or professionally oriented qualifications and it does not include certain qualifications from general education, notably primary and lower secondary education (>16) and general upper secondary qualifications (the General Baccalaureate).
The French NQF is defined by its labour market focus. The framework responds to a situation where students increasingly find themselves without jobs after finishing education and training. Recent policy initiatives and reforms have emphasised the need to give higher priority to employability and having candidates better suited to the labour market. Universities have therefore been obliged to reformulate and clarify their qualifications also in terms of labour market relevance, in effect obliging them to use the same qualifications descriptors (skills, knowledge, competence) as other areas of education and training. This movement towards employability, and the obligations of universities to adapt, has been present in French policies since 2006.
This also means that, while the learning outcomes approach is now increasingly being implemented for the qualifications forming part of the responsibility of the CNCP, this principle is only to a very limited extent applied for general education at primary, lower and upper secondary level. Download Analysis and overview of NQF developments in European countries.