Timeline
  • 2018Design
  • 2019Approved/Agreed
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Implementation
ID number
39264

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Vocational training stakeholders in Brussels regularly highlight the precarious situations experienced by the public in training. In a situation of poverty, the basic needs of people are not met (poor housing conditions, poor nutrition, etc.), which can have a negative impact on the follow-up and completion of vocational training (poor learning conditions, absenteeism or even dropout). These situations can be detrimental to trainees and complicate the work of training providers.

Objectives

Goals and objectives of the policy development.

The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: ’everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market’. Bruxelles Formation has developed the action plan aiming at mitigating the impact of precariousness on the training paths through:

  1. encouraging the public to participate in vocational training (both IVET and CVET) and motivate them to complete the training (particularly young unemployed people, excluded from unemployment benefits);
  2. allowing Brussels inhabitants to strengthen their vocational skills.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:

a. measures related to the financial benefits of trainees and to well-being in training:

  • extension of the training allowance (EUR 1/hour) and the travel allowance to all trainees;
  • provision (loan) of computer equipment and support in handling the equipment for users impacted by the digital divide (action developed to allow the continuation of distance training following the COVID-19 health crisis).

b. measures related to supporting trainees and securing training paths:

  • strengthening of the psycho-social support within Bruxelles Formation: human resources strengthening for social support and creation of a social service;
  • support for trainees with learning disabilities.

c. measures related to the information of trainees:

  • creation of flyers with answers to the daily difficulties of trainees.

d. complementary studies intended to improve knowledge of the living conditions of trainees and the securing of training paths in particular for the most precarious.

2018
Design

In 2018, the action plan was drafted.

2019
Approved/Agreed

In 2019, the implementation of the action plan started.

2020
Implementation

In 2020, the implementation of the action plan continued.

2021
Implementation

In 2021, the action plan was implemented and runs as a regular practice. Moreover, a study on the living conditions of trainees and the obstacles to training was published and the training allowance was increased from EUR 1 to EUR 2 per hour for all trainees.

Trainee welfare: recruitment of two social workers and creation of a social support service; creation of thematic brochures about trainees’ rights, aid available from existing social services; establishment of social permanencies in all training centres requesting it; language therapist and neuropsychologist available for trainees (pilot programme). Continuous supply of a social/health resource platform in support of the staff in charge of social support for interns, organisation of support workshops for interns with learning difficulties.

Distance training: loan for personal computers for unequipped trainees. Reflection on the implementation of an action plan for inclusion and digital autonomy of trainees.

2022
Implementation

In 2022, the decision was taken to focus on the training activities for trainers on the learning difficulties, a problem that they find very difficult to deal with. The following training modules were introduced:

  1. general introduction and awareness-raising webinar on learning difficulties,
  2. our brain, an 'unexplored' treasure: neurosciences at the service of learning in adult education,
  3. discovering multiple intelligences: a tool for learning and motivation,
  4. how to (de)motivate trainees through feedback.

These new training actions for the staff of Bruxelles Formation and its partners have started in 2022 and will continue in 2023.

New actions to prevent the digital divide: in 2022, the Management Committee of Bruxelles Formation validated an action plan for the digital inclusion and autonomy of trainees. The Plan is in line with Bruxelles Formation priorities, which aim to increase the digital skills of our users and staff and to support the inclusion of everyone in this major challenge.

The action plan is structured in four axes:

  1. facilitate access to training and retainment of digitally vulnerable jobseekers.
  2. give access to digital equipment to trainees in a situation of digital divide (distance learning).
  3. reinforce the digital autonomy of trainees, knowing that basic digital skills and their effective use have become indispensable for integration into a sustainable and quality job, as well as for the full exercise of their citizenship.
  4. intensify communication and information towards the public in a situation of digital divide and position itself as a player in the digital empowerment of the people of Brussels, and of the jobseekers.
2023
Implementation

In 2023, Bruxelles Formation continued its efforts to combat the precariousness faced by its trainees. Among its numerous initiatives, to combat food insecurity, meals were provided for trainees at training centres: one centre offered a daily hot soup service for approximately 50 learners over 180 days, while at the other a project introduced an affordable food truck stationed at the centre for approximately 250 learners in 2023.

Additionally, continuous training for trainers working with vulnerable populations (BF/OISP) was expanded, focusing on support for people with learning difficulties commonly observed among socio-economically disadvantaged learners. Issues like lack of study methods, low motivation, negative perceptions of learning, limited metacognitive skills, and high mental stress from difficult social situations were core topics. This cycle of training, which involved 114 participants, including 45 from partner organisations, received positive evaluations for its practical approach and valuable tools, prompting a rerun in 2024.

Bruxelles Formation also ramped up its digital inclusion efforts: a new role, the Digital Inclusion and Autonomy Advisor, was created in July 2023, significantly advancing the 'Inclusion and Digital Autonomy for Trainees' plan.

Finally, a report titled Precariousness of Trainees at Bruxelles Formation and its Partners: A Snapshot of the Living Conditions of Job-Seeking Trainees was published on October 17, 2023, aligning with the International Day for the Eradication of Poverty. This report, based on two sets of data collected in previous years from job-seeking trainees (excluding those incarcerated), provides a detailed analysis of the economic and social conditions affecting this group.

2024
Implementation

In 2024, the initiatives within the different areas of the precariousness action plan continued to expand. Amongst multiple activities, there was the coordination of a shared network involving Bruxelles Formation and its partners, designed to address issues of precariousness experienced by learners. This effort included active participation in a working group organised by the Help and Litigants network (Réseau Aide et Justiciables, RAJ), focusing on training for (ex-)detainees.

On 1st February 2024, a reflection day was held at the Cité des Métiers to discuss training access for (ex-)detainees, building on the release of a guide titled Training an Audience with a Judicial Past: Insights and Resources. This guide, coordinated, published, and funded by Bruxelles Formation under the current agreement, serves as a valuable resource for training professionals working with (ex-)detainees in the Brussels-Capital Region.

2025
Implementation

The actions under the ‘precariousness plan’ continued throughout 2025. This plan led to the creation of a social support service for participants, helping them access their social rights, and the rollout of an ‘Inclusion and Digital Autonomy’ plan. The latter included a laptop loan system for trainees and activities aimed at strengthening basic digital skills.

Alongside these initiatives, Bruxelles Formation has been examining the issue of learning difficulties and disorders, exploring suitable approaches and partnerships to raise awareness among staff and to better support trainees facing such challenges.

By the end of 2025, the ‘precariousness plan’ was integrated into a broader ‘Equal Opportunities’ action plan, which also includes measures to promote gender equality and to improve access to and retention in training for vulnerable groups, such as people with disabilities, single parents, parents of young children, and individuals in contact with the justice system.

In 2025, Belgium amended its unemployment benefit legislation: starting in 2026, unemployment benefits in Belgium are strictly conditioned and limited to a maximum of two years (with certain exceptions), while integration benefits (accessible after completing studies to people under 25) capped at one year. The social support service concentrated on informing and assisting learners affected by the new government measures.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Bruxelles Formation (Brussels Institute for Vocational Training)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Young people (15-29 years old)
  • Learners at risk of early leaving or/and early leavers
  • Learners with disabilities
  • Adult learners
  • Unemployed and jobseekers

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

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.

Improving digital infrastructure of VET provision

This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.

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.

Financial and non-financial incentives to learners, providers and companies

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).

Providing for individuals' re- and upskilling needs

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.

Ensuring equal opportunities and inclusiveness in education and training

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

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • Flexibility and progression opportunities at the core of VET
  • VET promoting equality of opportunities

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2026). Precariousness plan – incentives for vocational learners in Brussels: Belgium-FR. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/es/tools/timeline-vet-policies-europe/search/39264