- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
Despite a high level of unemployment, many jobs cannot find suitable candidates. Such difficulties in matching labour supply and demand lead to shortages on the labour market.
Objectives
Fight against labour shortages in Wallonia and assign employers which are in need of additional employees the responsibility to train the people which are directed to them.
Description
In August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.
Coup de poing pénuries (Shortages punch) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least eight workers for the same job, they can submit a request to Le Forem. Le Forem will offer them a tailor-made programme: joint selection of candidates and a flexible training plan. At the end of the training, the hiring of at least 80% of jobseekers who have successfully completed their training is guaranteed;
An optimised Insertion training plan (PFI) system based on a training plan responding better to the real needs of companies, the extension of the system to public employers, and administrative simplification. The new Insertion training plan changes the old monthly bonus system so that an intern does not earn more than a worker of equivalent function in the company, which was a perverse effect of the old system;
The establishment of a financial incentive paid to learners following a training in shortage trades (EUR 350). A financial incentive of EUR 350 is granted to any jobseeker who has successfully completed training in a trade in...
In August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.
Coup de poing pénuries (Shortages punch) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least eight workers for the same job, they can submit a request to Le Forem. Le Forem will offer them a tailor-made programme: joint selection of candidates and a flexible training plan. At the end of the training, the hiring of at least 80% of jobseekers who have successfully completed their training is guaranteed;
An optimised Insertion training plan (PFI) system based on a training plan responding better to the real needs of companies, the extension of the system to public employers, and administrative simplification. The new Insertion training plan changes the old monthly bonus system so that an intern does not earn more than a worker of equivalent function in the company, which was a perverse effect of the old system;
The establishment of a financial incentive paid to learners following a training in shortage trades (EUR 350). A financial incentive of EUR 350 is granted to any jobseeker who has successfully completed training in a trade in short supply. Furthermore, jobseekers will benefit in addition from support in preparing for the job interview, which will be guaranteed at the end of their training. The list of jobs in short supply is published by Le Forem and jobseekers can register for training leading to one of these jobs.
Le Forem has also relaunched a new wave of discovery days, Mardis d'avenir, for jobs with shortage issues. The objective is to promote to jobseekers training courses leading to a trade in shortage. On the programme: workshops, visits to centres, and exchanges with trainers and trainees.
Every Tuesday, several discovery sessions are organised in different training centres or competence centres, with a focus on a particular sector or profession.
In 2018, le Forem identified 88 critical professions, of which 55 were in short supply. Various measures have been put in place to help jobseekers to find and train in these trades, such as the Tuesdays of the future, information sessions aimed at making young people aware of the jobs in shortage and the training that leads to them, as well as the shortages punch actions.
Since the launch of the measure, 41 business requests have been received by the services and 15 agreements have been signed until 2020. 145 jobseekers benefited from training organised jointly by Forem and 33 companies.
The requests received mainly concern the construction (15), agro-food and ICT (6 each), and transport and logistics (5) sectors.
In 2021, the proportion of shortage occupations covered by training was 103 out of 126 (81.74%) and the proportion of training in shortage/critical professions compared to all the training offered was 193 training courses out of 352 which respond to shortages (54.83%).
In 2021, due to the pandemic situation, the production capacity of centres was reduced. Le Forem received 10 requests from companies for the Coup de poing pénuries programme. 179 new learners were registered out of which 119 successfully completed the training and 95 of them were then recruited by the requesting company.
In 2022, the proportion of shortage occupations covered by training was 113 out of 141 (80.14%) and the proportion of training in shortage/critical professions compared to all the training offered - 211 out of 346 (60.98%).
Bodies responsible
- Le Forem (The Walloon Office for Vocational Training and Employment)
Target groups
Learners
- Young people (15-29 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
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.
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.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
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.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges