- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
Background
By presenting an integrated vision of the digital transition for compulsory education in the French Community (Wallonia-Brussels Federation), the Digital strategy for education (Stratégie numérique pour l'éducation en Fédération Wallonie-Bruxelles) underlines the need to invest in digital skills from compulsory education (starting from age 5 until age 18), to give all citizens the capacity and the means to act.
The French Community Wallonia-Brussels Federation thus joins the initiatives of the Federal Government and the regional governments, which aim to develop a long-term digital vision for society.
Objectives
To address the skills required by the digital society for today and tomorrow.
Description
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following 5 axes:
- defining digital content and resources for learning,
- providing support and training to teachers and heads of school,
- defining modalities of school digital equipment,
- sharing, communicating and disseminating,
- developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital education will require active practice in all disciplines and will play a key role in bringing together mathematics, science, manual, technical and technological skills, especially in the new common core compulsory curriculum of learners up to age 16.
Non-compulsory education/adult education
In 2017, as part of the implementation of e-learning in adult education, a good practice sharing platform and a learning platform were set up (crp.education). Modules of online courses were made available to all adult education institutions. In 2018, the first call for collaborations for the production of shared online course modules was organised and were then shared in 2019.
A digital strategy for adult education was formalised in 2020, in view of the collective experience of remote learning during the COVID-19 pandemic crisis. It is the result of consultation and should enable schools to adapt to the evolution of digital practices and new...
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following 5 axes:
- defining digital content and resources for learning,
- providing support and training to teachers and heads of school,
- defining modalities of school digital equipment,
- sharing, communicating and disseminating,
- developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital education will require active practice in all disciplines and will play a key role in bringing together mathematics, science, manual, technical and technological skills, especially in the new common core compulsory curriculum of learners up to age 16.
Non-compulsory education/adult education
In 2017, as part of the implementation of e-learning in adult education, a good practice sharing platform and a learning platform were set up (crp.education). Modules of online courses were made available to all adult education institutions. In 2018, the first call for collaborations for the production of shared online course modules was organised and were then shared in 2019.
A digital strategy for adult education was formalised in 2020, in view of the collective experience of remote learning during the COVID-19 pandemic crisis. It is the result of consultation and should enable schools to adapt to the evolution of digital practices and new connected uses. It focuses on four areas:
- increasing the equipment available,
- increasing support for teachers and in-service training,
- implementing quality standards for hybrid teaching,
- creating more shareable course modules.
Pedagogical Resource Centre (CRP)
The initial objective of the CRP is to support the production and use of techno-pedagogical resources for teachers of adult education and the E-Learning department. The centre is involved in a process of sharing content and inspiring practices. In this context, its productions have been made available to the entire teaching community of all types and at all levels since the health crisis of March 2020.
It accompanies the deployment of the digital strategy supported by the European recovery plan and coordinates the communities of techno-pedagogues in social promotion education and in full-service higher education.
Its objectives include:
- to develop, coordinate and improve the organisation of e-learning teaching units by providing teachers technical and techno-pedagogical resources;
- to design a platform for sharing good pedagogical practices initiated by the teachers and endorsed by the inspection service.
In 2019, a digital educational resource platform was set up (e-classe), to which all teachers have access free of charge.
Collaboration between CRP and the inter-network continuing vocational training institute (Institut interréseaux de la Formation professionnelle continue) for the production of a hybrid training course for nursery schoolteachers based on the initial competency framework.
Compulsory education/Adult education
In 2020, in the course of the COVID-19 crisis, the Government boosted the implementation of the strategy by accelerating the provision of digital equipment. It adopted the ‘1:1 model’, one device per upper-secondary learner.
A new platform for hybrid learning and teaching has been set up and is available to all schools - HAPPI.
Accelerated e-learning courses have been designed and delivered to strengthen French Community’s teachers’ digital skills needed for hybrid teaching.
The production of educational resources has been accelerated and shared on the ‘e-classe’ tool. Examples include guidelines on communication tools with learners and a General Data Protection Regulation (GDPR) guide for schools, a guide to video-conferencing tools for distance learning and TV broadcasts for learners with pedagogical support sheets for teachers.
Non-compulsory education
Increased knowledge sharing:
- extension of productions sharing for teachers of all types and levels in March 2020 on a free and guided access learning platform (‘maclasse.crp.education’).
- broadcast of peer-supported experience-sharing videos: ‘What's new in digital pedadogy?’ and others on elements of digital use ‘Pinch of salt’.
- webinars for teachers to support the use of digital tools.
‘New Delegated Nursing Acts’ modules were completed in 2020. These modules are produced by teachers from several institutions and encourage collaboration.
In 2021, a second component regarding access to digital equipment was delivered for secondary learners through the provision to parents of flat-rate compensation to buy digital equipment, and specific solidarity mechanisms to ensure equal access to disadvantaged groups.
A communication campaign of 9 video clips, Grâce au numérique, je peux, has been launched. It aims for teachers to capitalise on digital practices acquired during the COVID-19 crisis and to motivate them to pursue and develop new practices.
The deployment of coach/advisors specialised in digital learning and in charge of accompanying teachers and school leaders in the implementation of the digital transition has been sped-up. High level specialised training sessions in digital learning and teaching were held, targeting the coach/advisors specialised in digital learning, trainers of the continuing vocational training for teachers institute, ministry agents in charge of digital transition.
The law reforming continuing vocational training for teachers has been introduced. The framework chosen to define education professionals’ competences is the EU DigCompEDU. A partnership between the Government and the French public interest group Pix has taken place for the future deployment of Pix as a solution for teacher self-evaluation regarding their digital competences.
New publications, guidelines and updates when necessary were published on the digital educational resource platform, covering cyberbullying, digital environmental impact and associated topics. TV broadcasts for primary pupils are still airing once a week, with pedagogical support for teachers available on the digital educational resource platform. A digital format aiming at secondary learners went through from 23 March 2021 to 18 May 2021.
Created by law, the stakeholder committee in charge of school digital transition has initiated its works.
Non-compulsory education
Activities launched in 2020 were continued in 2021.
Moodle modules of online courses were made available to all 'social promotion' institutions. The new delegated nursing acts modules were completed in 2020 and shared in 2021. The Childcare assistants modules are being developed and will be disseminated in 2022. Both of these projects have encouraged collaboration between a number of institutions and teachers, promoting the idea of a community of practice.
The recovery and resilience facility is a four-year project. Start digital is a project being developed with other regional actors to support and train adults who are not digitally literate.
Compulsory education
A new version of the ‘e-classe’ educational resources platform has been implemented and has been available since 25 January 2022.
New publications, guides and their updates, where appropriate, have been released on the ‘e-classe’ educational resources platform, covering such topics as women in the digital world, cybersecurity for schools, and a multimedia teaching pack including a directory of tools and activities. TV programmes for primary school pupils are still broadcast once a week, with teaching support for teachers available on the e-classroom platform.
Non-compulsory education/Adult education
Several new developments were implemented:
- follow-up of the winners of the calls for projects and implementation of the new projects in the educational institutions;
- in addition to the ‘women in digital’ file, production of an online on the subject and sharing of an interactive publication;
- first meetings of techno-pedagogical teams in adult education;
- organisation of training sessions and webinars to support schools, managers and teachers in the adoption of techno-pedagogical practices;
- new Decree of the Government of the French Community laying down the conditions for the organisation of hybrid teaching in adult education was adopted on 21 December 2022;
- within the framework of the partnership with the French public interest grouping Pix, Pix environments have been offered to Adult Education establishments, colleges, higher arts establishments, and universities wishing to use it. A working group defined 12 diagnostic campaigns which were implemented for all Adult Education institutions.
Compulsory education
In January 2023, a self-diagnosis pathway was launched and made available to members of the teaching staff. The pathway is divided into two modules and deals with topics related to the manual, technical, technological and digital training reference framework.
Bodies responsible
- Government of the French Community
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
Education professionals
- Teachers
- Trainers
- School leaders
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
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.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
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 initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
European priorities in VET
VET Recommendation
- Flexibility and progression opportunities at the core of VET
- 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
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation