- 2021Design
- 2022Approved/Agreed
Background
One of the objectives of the Pact for excellence in education introduced by the French Community is making of the vocational education a path of excellence, valuing each learner and allowing a successful socio-professional integration, while simplifying its organisation.
To increase the attractiveness of vocational education (nationally called qualification education), an evaluation of the system of certification per unit (CPU), to analyse the advisability of extending it to the whole of vocational education, will be carried out with a view to redrawing the path in vocational education.
The CPU system was implemented in parallel with the general school system (nationally referred to as ‘classic’), with the result that two systems coexisted: one for the options organised in the CPU and the other for the options outside the CPU (with distinct organisational principles). Therefore, they were extremely complicated for schools to organise simultaneously, and contributed to making the qualification pathway complex, unclear, and inefficient.
Objectives
The Vocational education pathway (PEQ) aims to harmonise the certification per unit (CPU) system with the general school systems.
The objectives are:
- positive orientation towards VET (nationally called qualification education) so that it becomes as often as possible a first choice;
- the upgrading of technical professions and the sectors that lead to them;
- simplification of the organisation of vocational education for better clarity;
- learning differentiation to fight against premature dropping out of school which leaves too many young people without secondary school certification and feeds the hard core of unemployment;
- mobility between the various training providers in Belgium and abroad;
- increase compatibility with the lifelong learning scheme;
- better integration into the labour market.
Better compatibility between the common core and the vocational part of the programme.
Description
Following the evaluation of the system of certification per unit, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ. PEQ applies to all secondary learners, regardless of the chosen education pathway, so it applies for technical and artistic secondary education, vocational (full time and dual programmes), general and specialised secondary education. The pathway organises the training and qualification of the student over three years, from the fourth to the sixth year of secondary education (learners aged 16-18), so it not longer starts from the third secondary year. Learning becomes modular: the training process is organised in learning units which are validated progressively. This system was already available for some programmes and will now become the norm for all vocational education.
The pathway allows the learner to confirm his or her choice of orientation in fourth year of secondary vocational education and, if he or she has experienced major difficulties, to complete an additional year.
Between the fifth and sixth years of secondary education (learners aged 17-18), the assessment processes are organised in a different way: the student has two years to acquire the required knowledge and skills in both the general course subjects and in the subjects of his vocational...
Following the evaluation of the system of certification per unit, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ. PEQ applies to all secondary learners, regardless of the chosen education pathway, so it applies for technical and artistic secondary education, vocational (full time and dual programmes), general and specialised secondary education. The pathway organises the training and qualification of the student over three years, from the fourth to the sixth year of secondary education (learners aged 16-18), so it not longer starts from the third secondary year. Learning becomes modular: the training process is organised in learning units which are validated progressively. This system was already available for some programmes and will now become the norm for all vocational education.
The pathway allows the learner to confirm his or her choice of orientation in fourth year of secondary vocational education and, if he or she has experienced major difficulties, to complete an additional year.
Between the fifth and sixth years of secondary education (learners aged 17-18), the assessment processes are organised in a different way: the student has two years to acquire the required knowledge and skills in both the general course subjects and in the subjects of his vocational option. At the end of the fifth year, the learner continues his or her education in the sixth year, and repetition will become the exception. At the end of the sixth (or seventh) year, to prevent learners who fail from dropping out, the end of their course is organised in a specific way to support the achievement of certification as quickly as possible. For learners who have not obtained their qualification certificate, this end of course must include a professional internship, which is a guarantee of motivation and a transition to the world of work.
The new PEQ system is to be implemented gradually, from 2022 to 2026.
Following the results of the evaluation of the CPU regime, a new PEQ was designed in 2021.
A Decree on PEQ was adopted on 20 July 2022 on Vocational Education Pathways.
From September 2022, PEQ is gradually becoming widespread for all learners, starting with the fourth and seventh years of secondary vocational education, in the options formerly organised under the CPU regime.
Bodies responsible
- Ministry of the French Community
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
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.
High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic sub-category.
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.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
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 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
- Flexibility and progression opportunities at the core of VET
Osnabrück Declaration
- European Education and Training Area and international VET