- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
The Walloon economy is an open economy made up of a large network of small and medium-sized enterprises (SMEs) and very small enterprises (VSEs), whose opening to non-local markets would allow them to further develop. However, the language skills of workers and jobseekers are not sufficiently developed. This mismatch between the needs of businesses and the training of (future) workers hinders the creation of economic activity and growth.
Since 2011, the platform Wallangues has offered a unique, dynamic and interactive pedagogical approach, combining essential elements in language learning and allowing effective progression in all the linguistic skills essential for communication: listening comprehension, reading, writing and speaking. Wallangues is free and accessible to any adult (18+) residing in Wallonia and offers the possibility to learn up to four languages or to deepen their knowledge.
Objectives
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled people.
Description
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay of the candidates according to its standards.
The training offer includes: language training in a company abroad or in Dutch-speaking or German-speaking Belgium to gain more professional experience and increase the level in a foreign language, business training.
In 2019, language training was offered to jobseekers in schools and companies in Flanders, CG in the German-speaking Community, and in Europe (English / German) and BRIC countries (Brazil, Russia, India, China, South Africa). Language immersion curricula for high school graduates: semester and / or second rhetoric type year, language courses, first year of university.
Applicants abroad at the onset of the COVID crisis were urgently repatriated as the pandemic spread, starting with applicants in China, then in Europe. Most of the applicants in Flanders could either stay or finalise their immersion remotely.
In 2020, new developments in the language plan at Le Forem and new digital developments for Wallangues. The Wallangues platform was offered also as a mobile application from May 2020. The Wallangues app gives users more flexibility to learn languages on their own. Downloadable in iOS and Android versions, the app not only incorporates the functionality of the existing platform, but its content has also been revised and optimised. The pandemic and the more widespread use of distance training has been beneficial for the platform in terms of use (general public / also outside le Forem). This had the impact of reaching a peak in terms of active users, which doubled compared to 2019, and of recording an 80% increase in overall connection time, bringing us back to historical connection levels despite a count.
The external service provider developing the Wallangues has been extended until 2023, but no major developments are planned. The platform is used now also in traditional courses given in training centres and advised as part of individualised remedies.
A new phase for the Plan Langues
In February 2021, a new committee was created to update and move forward the Plan Langues. The main objective is to provide the Walloon in general and the jobseeker in particular with a complete and innovative languages training offer. One main focus will be to strengthen motivation for language learning by expanding the offer of training in languages applied to the profession.
Wallangues platform
Since April 2021, Walloon residents can access the Wallangues platform from age 15 (instead of age 18).
In June 2022, the new Plan Langues, a four-year plan, was approved.
To boost the rate of socio-professional integration, Wallonia will be introducing new measures to promote language learning. 9 activities, based on people's professional projects, have been defined:
- Promoting language learning
- Development of new 'job-oriented language' training courses
- Identifying and developing tools for language positioning and certification
- Continuation of language immersion grants for jobseekers, pupils and/or students.
- Continuation of language training as part of the reform of support for continuing training for employees.
- Creation of a reference centre
- Tackling the shortage of trainers and teachers
- Pooling teaching resources between players
- Optimising the use of the Wallangues platform
At the end of 2022, a decree from the Walloon Government modified the modalities of granting scholarships in the framework of the Plan Langues (running up to the end of 2024).
For jobseekers, language grants are increased, with a particular focus on people experiencing financial difficulties.
For young people, the Plan Langues continues to award immersion grants to young people over the age of 18, with a focus on shorter grants and young people who have had less language learning as part of their curriculum.
Bodies responsible
- Le Forem (The Walloon Office for Vocational Training and Employment)
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Adult learners
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
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.
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 refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
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).
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills