The main goal of Anlehre+ is to offer more flexible and shorter low-threshold training pathways that allow people with (multiple) placement barriers to stay in the VET system and thus increase their chances of obtaining a training qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2022, the Centre for Education and Training (ZAWM) in Eupen submitted a new ESF-project application to develop and implement flexible, low-threshold and shorter training pathways, targeting also migrants (including refugees) and learners with disabilities.
Concrete objectives are the development and implementation of:
the individualisation of support and guidance for youths and young adults with (multiple) placement obstacles;
flexible, low-threshold and shorter training pathways based...
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.
Raise the attractiveness of following an apprenticeship programme for young people so that more training places can be occupied.
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 expressed its willingness to increase monthly minimal remuneration in order to increase the attractiveness of VET for young people.
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.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
In response to the increased need for higher VET graduates on the labour market, a new higher VET programme at bachelor level was introduced. This programme lasts three years (each year counts for 60 ECTS) and leads to a qualification at EQF level 6.
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 Institute for VET in small and medium-sized enterprises (IAWM) reacted to labour market demand for higher VET and implemented a new VET bachelor programme in 'public and business administration'. This higher VET programme was built on the basis of the VET bachelor education for accountants; graduates receive a bachelor diploma (180 ECTS).
This higher VET programme started in the school year 2019/20.
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.
Institute for vocational and educational training in small and medium-sized companies (IAWM)
The main objectives of updating VET programmes are to:
align VET programmes to the constantly changing labour market needs;
increase employability of VET graduates;
increase learners' satisfaction and reduce dropout;
increase attractiveness of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each year some existing VET programmes are updated to respond to new developments on the labour market, so that graduates have up to date qualifications allowing them to find an employment.
To update a VET programme, companies request the Institute for vocational and educational training in small and medium-sized companies (IAWM) to adapt its VET offer. When a programme has then been modified, the government requires three types of expertise from training companies, which certifies that all...
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.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
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.
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.
Facilitating access to employment through a close-to-reality learning experience in a highly realistic training environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the CVET centre in Sankt Vith introduced the virtual enterprise Vithalit as a new learning scheme to allow a close-to-reality learning experience in a highly realistic training environment. From merchandise traffic to business relations, all procedures mirror commercial practice. The programme promotes integrated learning and aims at facilitating (re-)entry into employment. Since the launch of the programme, the trainees participated in various national and international fairs for...
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.
The ADG aims to improve their support to jobseekers, through the provision of a comprehensive support to job seekers in the context of reform projects 'One stop placement (Vermittlung aus einer Hand)' and internal modernisation. The different processes are to interlock more effectively and thus ensure a more efficient service and outcome.
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 ADG and the Institute for Vocational Training in Small and Medium-Sized Enterprises (IAWM) exchange information on apprenticeships. Since mid-2016, ADG advisors have had access to weekly updated information on available apprenticeships, which enables them to plan measures to integrate jobseekers into the labour market.
As part of supported employment, jobseekers can begin in-company vocational training. This is one of the existing labour market policy measures. The main difference from...
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.
German-speaking Community Public employment service (ADG)
The aim of this project is to support citizens in shaping their career paths by offering opportunities for validating and recognising their vocational competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, a strategy for the introduction of a validation system was developed and a public launch event on the recognition of competences took place in October 2016. Sixty key actors from the German-speaking Community were invited to participate in a debate. Subsequently, a steering group was established with the participation of stakeholders from formal and non-formal education, as well as employment and social partners. Between February and November 2017, the steering group developed a...
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
Institute for vocational and educational training in small and medium-sized companies (IAWM)
BIDA's goal is to support young people facing difficulties in entering apprenticeship programmes as well as apprentices who are at risk of breaking their training contract or who have already dropped out of training. The aim is getting them back into the dual vocational education and training (VET) system. The target group also includes migrants (including refugees) and learners with disabilities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA's goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.
The BIDA project offers custom-made services to young...
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.
This agreement was concluded to facilitate the mobility of graduates from apprenticeships and to counteract future possible skill shortages. This measure is also expected to attract more learners and might be extended to other professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, an agreement was signed between the authorities from the German-speaking Community (IAWM and the Ministry) and German authorities. This agreement offers cabinetmaking apprentices the opportunity to acquire a certificate of apprenticeship from both countries, one from Belgium and one from Germany. In order to receive the certificate from both countries, the apprentice needs first to complete the apprenticeship in one country and then pass an additional exam in the other. This...
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.
To increase the attractiveness of apprenticeship, especially for professions which struggle to find enough candidates, by providing incentives addressing mainly young learners, NEETs and migrants
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To increase the attractiveness of apprenticeship, various measures have been taken in the German-speaking Community since 2015:
an online apprenticeship exchange platform was set up to help learners find apprenticeship places;
one-day tasters in companies were offered to pupils from secondary general education in the academic year 2016/17, to familiarise them with various IVET and apprenticeship programmes in different sectors (such as bank, health, transport and logistics). Different...
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.
