The training program: a foundational document
A training program is far more than a simple content description. It is a contractual document that binds the training organization to the learner, the client company, and the funders. Under Qualiopi, it sits at the heart of several RNQ (Referentiel National Qualite) indicators and receives particular scrutiny during audits.
A well-constructed program is also a powerful sales tool: it reassures prospects, facilitates OPCO or CPF funding, and lays the foundation for effective training. This guide shows you how to write a program that is compliant, compelling, and pedagogically sound.
Mandatory elements of a training program
The Code du Travail (French Labor Code) and the Referentiel National Qualite require a number of elements in every professional training program. Here is the complete list, with explanations of what each one involves.
1. The training title
The title must be clear, descriptive, and professional. Avoid vague marketing titles. A good title allows the learner to immediately understand what the training covers.
- Poor: "Become a web pro!"
- Good: "Mastering Google Ads: creating and optimizing advertising campaigns"
- Best: "Google Ads — Create, manage, and optimize Search and Display campaigns (intermediate level)"
2. Learning objectives
Learning objectives are arguably the most scrutinized element during a Qualiopi audit (indicator 5). They must be:
- Measurable: you can verify whether they have been achieved
- Observable: you can see the result
- Formulated using action verbs: no "understand," "know," or "be familiar with"
Bloom's taxonomy: your best tool
Bloom's taxonomy classifies learning objectives into six levels of increasing complexity. For each level, specific action verbs are recommended:
| Level | Description | Recommended action verbs |
|---|---|---|
| 1. Remember | Recall knowledge | Identify, list, name, define, recite |
| 2. Understand | Explain concepts | Explain, describe, summarize, interpret, paraphrase |
| 3. Apply | Use in a concrete context | Apply, use, implement, calculate, execute |
| 4. Analyze | Break down and examine | Analyze, compare, distinguish, categorize, examine |
| 5. Evaluate | Judge and justify | Evaluate, judge, critique, justify, argue |
| 6. Create | Produce something new | Design, create, develop, plan, build |
Concrete examples:
- Level 1: "Identify the components of a Google Ads campaign"
- Level 3: "Create a Search campaign with 3 ad groups and keyword targeting"
- Level 5: "Evaluate campaign performance and propose budget optimizations"
- Level 6: "Design a multichannel advertising strategy integrating Search, Display, and Remarketing"
Tip: aim for 4 to 8 objectives per training course. Too few and the program seems thin. Too many and they become unachievable within the allotted time.
3. Prerequisites
Prerequisites specify what the learner must know or have before starting the training. They serve to:
- Ensure the learner can follow the program (indicator 8)
- Justify a potential refusal of enrollment
- Adapt the learning path if necessary
Examples:
- "Proficiency in the fundamentals of digital marketing (or completion of level 1 course)"
- "Minimum 2 years of experience in project management"
- "Laptop with up-to-date Chrome or Firefox browser"
- "No prerequisites — training accessible to complete beginners"
Even when there are no prerequisites, state it explicitly. The auditor wants to see that you have considered the question.
4. Target audience
Describe precisely who the training is for:
- Job title or function: "Marketing managers, digital project managers, community managers"
- Level: "Beginner, intermediate, or advanced"
- Context: "Current employees, jobseekers, self-employed professionals"
5. Duration and delivery methods
- Total duration: in hours (not days). Example: "14 hours (2 days)" or "21 hours spread over 3 weeks"
- Delivery method: face-to-face, synchronous remote (video call), asynchronous remote (e-learning), blended
- Pace: continuous, discontinuous, part-time
- Location: physical address or online platform
For asynchronous e-learning, specify the estimated course duration and the access period (example: "10 hours of content, access open for 30 days").
6. Detailed content (pedagogical outline)
The heart of the program. It must detail the content of each sequence, ideally with an hourly breakdown. The Qualiopi auditor expects a sufficiently precise outline to understand the pedagogical progression.
Example outline for a 14-hour training (2 days):
Day 1 — Fundamentals (7h)
| Time | Sequence | Content | Method |
|---|---|---|---|
| 9:00-9:30 | Welcome and introduction | Introductions, objectives, round table | Lecture |
| 9:30-10:30 | Module 1: Understanding the Google Ads ecosystem | Account architecture, campaign types, key vocabulary | Lecture + demonstration |
| 10:30-10:45 | Break | ||
| 10:45-12:00 | Module 2: Keyword research | Planning tools, match types, targeting strategy | Active (practical workshop) |
| 12:00-1:00 | Lunch | ||
| 1:00-2:30 | Module 3: Creating a Search campaign | Structure, setup, budget, bidding | Demonstration + active |
| 2:30-2:45 | Break | ||
| 2:45-4:00 | Practical workshop | Creating a complete campaign on a test account | Active |
| 4:00-4:30 | Intermediate quiz and debrief | Formative assessment, group review | Active |
7. Pedagogical methods
Describe the approaches you use. The four main pedagogical methods are:
- Lecture method (expository): the trainer transmits knowledge (courses, presentations). Suited to theoretical content, but should be used in moderation — a 7-hour lecture is not professional training.
- Demonstration method: the trainer shows how to do something, then the learner replicates it (tutorials, demonstrations). Ideal for technical skills.
- Active method (discovery): the learner drives their own learning (workshops, case studies, role-playing, simulations). The most effective for skill retention.
- Questioning method (Socratic): the trainer guides learning through questioning (quizzes, debates). Stimulates reflection and participation.
Qualiopi tip: show that you vary your methods. A training that relies solely on lectures will be questioned by the auditor. Conversely, a 100% active training without a theoretical framework may lack structure.
8. Pedagogical and technical resources
List the resources provided to learners:
- Materials: slide decks, summary documents, practical guides, videos
- Tools: software, e-learning platform access, demo accounts
- Equipment: computers, projector, whiteboard, sticky notes
- Supplementary resources: bibliography, list of useful websites, online community
9. Assessment methods
Assessments are a pillar of Qualiopi (indicators 8, 11, and 32). Your program must specify:
Types of assessment
| Type | Timing | Objective | Examples |
|---|---|---|---|
| Diagnostic (placement) | Before training | Assess initial level | Entry quiz, interview |
| Formative | During training | Check progress | Intermediate quizzes, exercises |
| Summative | End of training | Measure objective achievement | Final exam, case study, simulation |
| Satisfaction (immediate) | Immediately after | Gather feedback | Satisfaction questionnaire |
| Transfer (delayed) | 30-90 days after | Measure real-world impact | Follow-up questionnaire, interview |
Tip: do not settle for just a quiz at the end. Integrate formative assessments throughout the course. They reinforce learning AND provide evidence for the audit.
10. Access terms and timelines
- Registration deadline: "Registration possible up to 15 days before the start date"
- Registration process: "Via the online form, by email, or by phone"
- Access timeline: "Training accessible within 30 days after funding validation"
- Class size: "4 to 12 participants" (for face-to-face)
11. Accessibility for people with disabilities
Mandatory since the Qualiopi reform (indicator 18). You must mention:
- The name and contact details of your disability officer (referent handicap)
- Available accommodations (adapted materials, flexible scheduling, wheelchair accessibility)
- Partner organizations that can be mobilized (Agefiph, Cap Emploi)
Template wording: "This training is accessible to people with disabilities. Our disability officer, [Name], is available to assess your needs and arrange appropriate accommodations. Contact: [email/phone]."
12. Pricing and funding options
- Price including tax (or excluding tax if VAT-exempt — article 261.4.4 of the CGI)
- What is included: materials, platform access, certification
- What is not included: accommodation, meals, travel
- Funding options available: OPCO, CPF, France Travail, company skills development plan
Structuring programs for e-learning
Remote training programs have specificities that Qualiopi auditors know well. Here are the key points to address.
Estimated duration vs. access period
In asynchronous e-learning, the course duration is not the access period. Specify both:
- "Estimated course duration: 10 hours"
- "Access period: 30 days from enrollment"
Pedagogical support
The learner must not be left alone in front of their screen. Specify your support mechanisms:
- Email or chat support with the trainer
- Live Q&A sessions via video call (frequency, duration)
- Discussion forum for learners
- Individual tutoring if offered
Progress tracking
Describe how you monitor attendance and progress remotely:
- Module-by-module completion tracking
- Connection logs
- Intermediate quiz results
- Automatic digital attendance sheets
OpenFormations automatically generates Qualiopi-compliant training programs from your learning objectives. The AI assistant proposes a structured outline, objectives formulated according to Bloom's taxonomy, and adapted assessments — which you can then customize.
The most common mistakes in training programs
Mistake 1: Vague or unmeasurable objectives
"Understand the basics of management" is not a learning objective. It is an intention. An objective must be verifiable: "At the end of this training, the participant will be able to conduct a corrective feedback interview using the DESC method."
Mistake 2: Copy-pasted programs without adaptation
The Qualiopi auditor checks that the program is consistent with the target audience and the stated objectives. A generic program used across all your courses will be spotted. Each training must have its own program, adapted to its audience and objectives.
Mistake 3: No time-based outline
A program that lists modules without indicating duration is insufficient. The auditor wants to see a coherent sequence: how long for each module, in what order, with what breaks and assessment slots.
Mistake 4: Forgetting disability accessibility
Even if the mention is brief, it must appear on the program. The total absence of an accessibility statement is an almost systematic non-conformity during audits.
Mistake 5: Inconsistency between program and reality
If your program announces 14 hours and 6 modules, but your attendance sheets show 10 hours and 4 modules, you have an inconsistency that the auditor will flag. The announced program must match what is actually delivered.
Training program template
Here is a template you can adapt to your courses:
[TRAINING TITLE]
Learning objectives At the end of this training, the participant will be able to:
- [Action verb] + [skill] + [context/criterion]
- [Action verb] + [skill] + [context/criterion]
- [Action verb] + [skill] + [context/criterion]
- [Action verb] + [skill] + [context/criterion]
Target audience: [description of the target audience]
Prerequisites: [list of prerequisites or "No prerequisites"]
Duration: [X] hours spread over [X] days/weeks
Delivery method: [Face-to-face / Synchronous remote / E-learning / Blended]
Class size: [X] to [X] participants
Detailed program: [Outline with hourly sequencing — see example above]
Pedagogical methods: [Lecture, demonstration, active, questioning — with approximate proportions]
Pedagogical and technical resources: [list of materials and tools]
Assessment methods:
- Placement: [type of diagnostic assessment]
- During training: [formative assessments]
- End of training: [summative assessment]
- Satisfaction: [immediate questionnaire]
Access terms and timelines: [registration process, timeline]
Price: [amount] EUR [excl./incl. tax] per participant
Funding: [OPCO, CPF, France Travail, company, personal]
Disability accessibility: [disability officer mention + contact]
Performance indicators: [satisfaction rate, pass rate, or "First session — indicators not yet available"]
Evolving your programs over time
A training program is not set in stone. Qualiopi expects a continuous improvement approach (indicators 31 and 32). In practice, this means:
- After each session: analyze the feedback from immediate evaluations. If a module is consistently rated poorly, rework it.
- Every quarter: verify that content is still current (regulatory changes, new software versions, new practices).
- Every year: conduct a global review. Which programs are working? Which need an overhaul? Which should be retired?
Document every modification with the date, the reason, and the expected impact. The auditor will appreciate seeing a version history that shows your programs are alive.
Questions? Contact us at ${CONTACT_EMAIL}.
