Under its remit to investigate the relationship between education and employment, Céreq is involved in the process of designing vocational qualifications and is therefore both actor in and observer of the institutional system put in place to manage the offer of public and private certifications. It is an actor through its participation in the consultative bodies that make up this system, supporting the dialogue between the stakeholders with the results of the various types of studies conducted within the establishment. From this position, Céreq is able to observe how the social compromise on the levels of qualification required to carry out the various types of jobs, as well as the desirable degree of matching between training and jobs, is negotiated over time. In a changing context, the question of the regulation of this certification policy and the roles of the various stakeholders is at the heart of Céreq’s deliberations.

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Since the Act of 23 April 2005 came into force, curricula in the compulsory stages of education have been drawn up on the basis of a “common core of knowledge and competences”. Updated and extended by the 2013 Act, this common core is the French version of the European recommendations on transversal competences. In the course of the European Track-Vet project, a team from Céreq investigated…

Training and Employment 4 p