- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In 2018, the Decree on the legislative framework for the implementation of dual learning at secondary education level was adopted. In 2018, the Ministers for Education and Work expressed their ambition to introduce dual learning also in higher education and formal adult education. These ambitions were echoed in the Coalition Agreement of the Flemish Government (2019-24), indicating that a policy framework and regulations for dual learning would be developed for these two education levels.
Objectives
The government of Flanders aims to intensify and increase the share of work-based learning in higher education and formal adult education programmes to close the gap between education and the labour market.
Description
In May 2018, the Flemish Parliament adopted the law to integrate higher profession-oriented education (formerly called HBO5 programmes) into a fully fledged component of higher education (as short-cycle programmes leading to an associate degree). To stress this difference, the name HBO5 was taken out and replaced by the associated degree programmes (HBO programmes). At least one third of the learning period in this type of programme has to be work-based, which is intended to attract adult learners (aged 18+) who have not yet found their place in higher education. The level of these associated degree programmes is higher than in secondary education, but lower than in a professional bachelor programme.
Inspired by the new dual learning in secondary education, the work-based component in higher and adult education is under revision. In 2019 and 2020, institutions from higher (HBO-programmes) and also adult education can respond to annual calls to test a new dual learning variant for their vocational programmes. These pilot projects aim to define a structured and generalised approach to dual learning which can be rolled out in formal adult education and higher education.
As education and labour market partners are involved, both the Flemish Ministry of Education and Training and the Flemish Ministry of Work and Social Economy are responsible for the development and implementation of dual learning in Flanders. The Flemish...
In May 2018, the Flemish Parliament adopted the law to integrate higher profession-oriented education (formerly called HBO5 programmes) into a fully fledged component of higher education (as short-cycle programmes leading to an associate degree). To stress this difference, the name HBO5 was taken out and replaced by the associated degree programmes (HBO programmes). At least one third of the learning period in this type of programme has to be work-based, which is intended to attract adult learners (aged 18+) who have not yet found their place in higher education. The level of these associated degree programmes is higher than in secondary education, but lower than in a professional bachelor programme.
Inspired by the new dual learning in secondary education, the work-based component in higher and adult education is under revision. In 2019 and 2020, institutions from higher (HBO-programmes) and also adult education can respond to annual calls to test a new dual learning variant for their vocational programmes. These pilot projects aim to define a structured and generalised approach to dual learning which can be rolled out in formal adult education and higher education.
As education and labour market partners are involved, both the Flemish Ministry of Education and Training and the Flemish Ministry of Work and Social Economy are responsible for the development and implementation of dual learning in Flanders. The Flemish Partnership Dual Learning is established with the authority to recognise a company as a high-quality workplace in the context of dual training and other alternating courses. It is also responsible for monitoring the implementation of the agreements in the workplace, informing companies about dual learning, supporting and mobilising companies according to the supply of workplaces and to provide advice on dual learning, such as through annual monitoring reports. Representatives of employers and employees, educational institutions, other providers of dual learning (training centres for entrepreneurial training, 'Syntra'), the Regional public employment agency (VDAB), Department of Work, Department of education, SYNTRA Vlaanderen are part of the partnership.
In the academic year 2019/20, full integration of the associated degree programmes at university colleges has started. From March 2019 to August 2020, 14 projects were financed by the Flemish ESF Agency, exploring the possibilities of dual learning in higher education and formal adult education.
In November 2020, ESF launched a second call for proposals to stimulate dual learning in the two education levels.
In 2021, several ESF funded projects concerning dual learning in higher and adult learning started for at least two academic school years (2021/22 and 2022/23).
In formal adult education, the Flemish Government adopted a decree on the implementation of dual learning in adult education on 25th of March 2022. Starting from 1 September 2022 Centra voor Volwassenenonderwijs (CVO) can offer dual tracks with up to 50% of workbased learning which lead to a professional qualification.
In higher education, dual learning is tested with pilot projects.
In 2023, the implementation of dual learning in formal adult education continued, especially in the healthcare sector this measure is used. Sectoral social partners are ready to extend their services to adult education centres in organising dual programmes.
New pilot projects in higher education institutions and centres for adult education were added. Additionally, more funding was made available to support the implementation of dual learning, including subsidies for companies who participate in dual learning tracks. Formal partnerships with companies were also made.
In 2024, the implementation of formal adult education in dual learning continued. The number of students participating in dual learning increases steadily, as are the number of possible study fields and agreements. This growth is being monitored. Most of the students participate in dual learning as an employee.
Bodies responsible
- Flemish Department of Education and Training
- Flemish Department of Work and Social Economy
- Flemish Partnership Dual Learning
Target groups
Learners
- Young people (15-29 years old)
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
European priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Introducing work-based learning in higher and adult education: Belgium-FL. 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/28006