Supporting learners in accessing and completing apprenticeship (BIDA projects)

Policy development
Practical measure/Initiative
Belgium-DE
Download PDF version
Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Completed
ID number
28000

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The dropout rate among apprentices in the first year of their training increased in recent years and was at 15% in 2020.

Objectives

Goals and objectives of the policy development.

BIDA's goal is to support young people facing difficulties in entering apprenticeship programmes as well as apprentices who are at risk of breaking their training contract or who have already dropped out of training. The aim is getting them back into the dual vocational education and training (VET) system. The target group also includes migrants (including refugees) and learners with disabilities.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

On 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA's goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.

The BIDA project offers custom-made services to young people who, after starting their training, are thinking about dropping out early. Depending on the individual's needs, personalised help covers a wide variety of support:

  1. screening of the individual and personal career;
  2. analysis of strengths, interests and motivation;
  3. coaching in a new career or education path;
  4. preparation of an individual support and guidance plan;
  5. training modules to reduce personal anxieties and weaknesses;
  6. referral to other support services.

Participation in the project is voluntary in the sense that a young person must be willing to take up the offer. However, it is problematic that many young people tend to be unaware of, or fail to recognise, their own weaknesses and difficulties; this stands in the way of their early rectification.

The first round of the ESF project BIDA came to an official end in December 2017. A second round (BIDA II) started in January 2018 and ended in December 2020. It included a new...

On 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA's goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.

The BIDA project offers custom-made services to young people who, after starting their training, are thinking about dropping out early. Depending on the individual's needs, personalised help covers a wide variety of support:

  1. screening of the individual and personal career;
  2. analysis of strengths, interests and motivation;
  3. coaching in a new career or education path;
  4. preparation of an individual support and guidance plan;
  5. training modules to reduce personal anxieties and weaknesses;
  6. referral to other support services.

Participation in the project is voluntary in the sense that a young person must be willing to take up the offer. However, it is problematic that many young people tend to be unaware of, or fail to recognise, their own weaknesses and difficulties; this stands in the way of their early rectification.

The first round of the ESF project BIDA came to an official end in December 2017. A second round (BIDA II) started in January 2018 and ended in December 2020. It included a new 'pre-apprenticeship' strand, targeted at young people not yet ready to enter the IVET system in the German-speaking Community. The pre-apprenticeship strand consists of 1-year special classes at school (2 days) and in a company (3 days), with lesson content adjusted to individual needs of students.

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

Ongoing implementation of the second round of the project (BIDA II, January 2018 - December 2020).

2020
Completed

At the end of 2020, the BIDA II+ project came to an end and the service will be offered as a regular part of the VET school offer.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Centre for Education and Training (ZAWM)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Learners with migrant background, including refugees
  • Learners at risk of early leaving or/and early leavers
  • Learners with disabilities
  • Adult learners

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Cedefop ReferNet news

Country

Belgium-DE

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Supporting learners in accessing and completing apprenticeship (BIDA projects): Belgium-DE. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28000