The curricula and assessment framework of VET programmes are elaborated by curricular teams composed of representatives of the school and the labour market side. This composition makes sure that the learning outcomes of the VET programmes closely correspond with the demand of the labour market. The curricular teams also elaborate the integrated projects which are national tests organised at the end of DAP and DT programmes and evaluated by a tripartite assessment commission.

The curricula frameworks of the different VET programmes are structured into units and modules with each module leading to the development of a certain number of competences (learning outcomes) of the concerned trade or profession.

The elaboration of the curricula frameworks (programme-cadre) for each VET programme is in the responsibility of curricular teams (équipes curriculaires) composed of representatives from the school side, proposed by technical secondary schools and representatives from the labour market proposed by the professional chambers. The curricula framework of each trade or profession consists of a job profile (profil professionnel), a training profile (profil de formation) and a training framework (programme directeur). Curricular teams also elaborate assessment frameworks (référentiel d’évaluation) for each module of a VET programme defining the assessment criteria and methods applicable. The curricular and assessment framework cover both the school based and the work based learning part of a VET programme. Hence, one important mission of the curricular teams consists in guaranteeing the coherence between the learning outcomes of the school-based and work-based learning part of a VET programme. The curricula and assessment frameworks are binding for the VET teachers as well as for the trainers in companies offering apprenticeship or internship positions.

Curricular teams are also in charge of elaborating the integrated projects for the DT (technician’s diploma) and DAP (vocational aptitude diploma) programmes that replace the former theoretical and practical final exams in VET. Integrated projects are national tests assessed by a tripartite commission (équipe d’évaluation, assessment team) where the learner has to successfully cope with a simulated or real working situation in order to be eligible for the certification of a specific VET programme.

The curricular teams are also in charge of revising the curricula frameworks every time   needed, since there is no specific timeframe or cycle fixed for revision. However, revisions of curricula are subject to the authorisation of the minister.

The training programmes defining the contents of the school based modules are elaborated by National VET programme commissions (commissions nationales de formation) based on the assessment frameworks delivered by the curricular teams. The national VET programme commissions are composed of teachers proposed by each VET school offering the concerned VET programme as well as by representatives of the professional chambers.

The training programmes define the learning situations, the contents and the learning methods of each module of a VET programme. While the curricula and assessment frameworks are mandatory and binding for the VET teachers, the training programmes on the other hand are not. Hence, VET teachers are not obliged to comply with the training programmes when developing the competences of the learners, they rather use them as a resource when designing their courses.