Digital infrastructure for teachers and secondary learners

Policy development
Practical measure/Initiative
Belgium-DE
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Timeline
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Completed
ID number
42130

Background

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

Due to COVID-19, all classes were suspended for certain time periods. Continuity in secondary education was provided through online classes and virtual communication. However, many teachers, and even more learners, were not sufficiently equipped for digital classrooms and showed poor knowledge of specific online tools.

Objectives

Goals and objectives of the policy development.

Providing teachers and secondary learners with laptops so that they can participate in digital classrooms.

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 Government of the German speaking community decided to equip teachers and secondary learners (including apprentices) with laptops to guarantee good functionality of online classes. The Ministry of the German-speaking Community is responsible.

2021
Implementation

In November 2021, the provision of the laptops for teachers and learners was made available through a leasing concept, which included maintenance, service, and guarantee. Since December 2021, all teachers are invited to order a laptop via the established ordering platform, where they can order a device with maintenance, on-site warranty and service. The costs for standard laptops are covered by the government of the German-speaking Community.

The laptops are purchased by the Ministry of German-speaking Community and delivered to the schools. Altogether EUR 3.68 million were invested, jointly co-financed through the European Union project Next Generation.

2022
Implementation

In 2022, computer equipment was distributed to teachers and to learners of the 1st and 2nd secondary school cycle:

  1. provision for learners: in June 2022, a total of 1 828 laptops with protective covers were delivered to schools. An additional 1 804 devices were distributed in August, followed by 104 more in October.
  2. provision for teachers: in 2022, a total of 888 laptops were ordered for teachers.
2023
Implementation

In 2023, computer equipment was continued to be distributed to teachers and now also to learners of the 3rd secondary school cycle.

  1. provision for learners: in August 2023, an additional 1 569 devices were delivered to schools. In total, 5 305 laptops were distributed in 2022 and 2023, enabling all learners in the 12 secondary schools of the German-speaking Community to be equipped. This marked the completion of the 'initial provision phase' for learners;
  2. provision for teachers: in 2023, a total of 232 laptops were ordered for teachers.

From September 2023, another important step followed. From then on, all staff members employed at schools are entitled to a free work tool.

2024
Implementation

In 2024, the provision of computer equipment to learners and teachers continued.

  1. provision for learners: since 2024, the project has entered a ’long-term supply and exchange’ phase. In 2024 (for the 2024-25 school year), a total of 1 760 laptops for learners were delivered: 1 007 for first-year secondary learners and first-year apprentices. The concept is based on a leasing model, which means that laptops are replaced after three years. In 2024, 753 replacement devices were made available for fourth-year secondary learners;
  2. provision for teachers: in 2024, a total of 184 laptops were distributed to teachers.
2025
Completed

In 2025, the provision of computer equipment to learners and teachers continued:

  1. provision for learners: in 2025, the exchange logic was adjusted. A total of 903 laptops were delivered for first-year secondary learners. In addition, the service contract for 2 243 laptops was extended to prolong the lifespan of existing devices;
  2. provision for teachers: in 2025 (as of 10 September 2025), a total of 227 laptops were ordered for teachers. The project continued to operate and has become a regular, ongoing practice.

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.
  • Ministry of German-Speaking Community
  • Government of the German-Speaking Community

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

  • Learners in upper secondary, including apprentices

Education professionals

  • Teachers
  • Adult educators

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.

Subsystem

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

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.
Provision of school laptops

Country

Belgium-DE

Type of development

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

Cedefop, & ReferNet. (2026). Digital infrastructure for teachers and secondary learners: Belgium-DE. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/it/tools/timeline-vet-policies-europe/search/42130