- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
Higher dual education enables learners to acquire the general education needed to obtain a degree, while at the same time being immersed in the reality of the business world.
Objectives
To set a framework for the cooperation agreement between the French Community and the Walloon region for the development of common higher education structures dedicated to continuing training and lifelong learning activities.
Description
The decrees from the Government of the French Community dated 30 June 2016 and February 2017 approve the framework agreements on dual programmes in higher education. They regulate dual programmes at bachelor and master levels and sets requirements for concluding framework agreements on higher dual vocational education programmes. The special feature of higher dual education is that part of it takes place in a company and part in a higher education institution.
The decree of 30 June 2016 defines the specific organisational framework of dual higher education programmes, such as the percentage of required work-based learning in a programme (between 40 and 60%), the rules governing the timetable for teaching activities and holidays, the rules governing the assessments grading, etc.
Dual higher education offers an opportunity to:
- discover the world of business and acquire the social, technical and professional skills expected on the job market;
- acquire a higher education qualification through a practice-based methodology, while receiving an allowance.
The practical arrangements are defined by an agreement between the higher education institution, the company and the learner (template as established by the Decree of February 2017). This agreement sets out the learners’ status, the timetable for teaching and assessment activities, school holidays, as well as commitments in terms of safety, work accident cover, work regulations and...
The decrees from the Government of the French Community dated 30 June 2016 and February 2017 approve the framework agreements on dual programmes in higher education. They regulate dual programmes at bachelor and master levels and sets requirements for concluding framework agreements on higher dual vocational education programmes. The special feature of higher dual education is that part of it takes place in a company and part in a higher education institution.
The decree of 30 June 2016 defines the specific organisational framework of dual higher education programmes, such as the percentage of required work-based learning in a programme (between 40 and 60%), the rules governing the timetable for teaching activities and holidays, the rules governing the assessments grading, etc.
Dual higher education offers an opportunity to:
- discover the world of business and acquire the social, technical and professional skills expected on the job market;
- acquire a higher education qualification through a practice-based methodology, while receiving an allowance.
The practical arrangements are defined by an agreement between the higher education institution, the company and the learner (template as established by the Decree of February 2017). This agreement sets out the learners’ status, the timetable for teaching and assessment activities, school holidays, as well as commitments in terms of safety, work accident cover, work regulations and professional ethics.
A Steering Committee for dual programmes in higher education was put in place (Decree of 30 June 2016, Article 13). It is responsible for:
- defining the framework model for dual‑learning agreements and submitting it for approval to the Government;
- proposing to the Government the updated minimum allowances;
- evaluating the processes;
- encouraging the sharing of best practices among higher education institutions.
In 2019, the legislation from 2016 and 2017 were in place and applied. Dual programmes in higher education continued to expand, with collaboration with the labour market proving crucial to their success. This success involved supporting the creation of platforms that facilitate networking, providing assistance in programme development, analysing market needs and programme opportunities in the French Community and sharing useful legal resources with dual learning programme providers and companies.
Funded by the European Social Fund (ESF) and the Government of the French Community, Alter4sup supports dual education development by providing tools and frameworks to ensure quality, sustainability, and identity in higher education. In 2019, Alter4sup began working closely with the Steering Committee in organising dual learning higher education programmes with a view to contributing to discussion on challenges and priorities for developing this form of education. They also sought to identify effective approaches for supporting companies in improving training quality, including compensation issues and enhanced educational collaboration between partners, while examining potential changes to the legal framework.
In parallel with Alter4sup support, the work was carried out in collaboration with the various stakeholders, including representatives of concerned institutions and inter-professional organisations of employers and employees, who are also members of the Steering Committee.
On 10 September 2020, the Government of the French Community approved the Decree establishing minimum allowances for professional immersion agreements in alternance higher education programmes. Starting in 2020, an annual circular specifies the minimum allowances for the current academic year, in line with the decree.
Allowances adjust according to the health index for August of the relevant academic year. The prior year’s amount is indexed, with changes effective from 14th September of each academic year.
Illustrative gross monthly allowances for 2020-21 academic year:
- Bachelor’s degree: EUR 550,
- Master's degree: EUR 766.
In 2021, implementation continued despite COVID-related and financial constraints. Steering Committee evaluations recommended clarifying the framework, strengthening partnerships, and increasing resources and visibility.
In 2022, diversification of education programmes advanced alongside Steering Committee meetings and evaluations.
In 2023, diversification of programmes advanced, focusing on planned expansion and structuring:
- planned 22 dual programmes for the following year, with higher education institutions aligning provision to sectoral needs;
- geographical and sectoral disparities persist;
- Steering Committee conducted meetings and evaluations.
In 2024, the 22 dual programmes were rolled out and consolidation and the Steering Committee continued to conduct meetings and evaluations.
Following the 2024 regional elections, the 2024-29 Community and regional policy declarations confirmed strong commitment to expanding dual learning across all educational levels. The Steering Committee on Dual Learning in Higher Education, collaborating closely with the Alter4sup project, prepared a new legislative framework for dual learning, planned to be implemented by the 2026-27 academic year.
In 2024, the missions and role of Alter4Sup were defined by a multidisciplinary team with expertise in pedagogy, legal affairs, research, and communication. Alter4Sup’s three core missions are to:
- strengthen stakeholder autonomy through the development of tools and frameworks;
- support high-quality, integrated, and inclusive dual higher education; and
- to contribute to defining the identity of dual programmes within higher education.
The Alter4sup project was co-funded by ESF+ and the French Community through the FormAlter ESF+ portfolio designed to boost dual education programmes in higher education institutions and universities in the French Community.
In 2025, Alter4sup conducted an analysis through thematic days and surveys, producing a report that Steering Committee members reviewed. A decree is being prepared for the forthcoming new legal framework.
Evaluations, recommendations and proposed actions:
In 2025, the Steering Committee reviewed evaluations of two bachelor’s programmes and an audit of a master’s programme. Key findings highlighted strong graduate employability and company satisfaction with student skills, but also administrative complexity, insufficient student support (status and rights), and the need for better alignment of dual schedules.
Recommendations:
- streamline and clarify the administrative framework to reduce complexity;
- strengthen partnerships with companies to improve placements and collaboration.
- adjust dual rhythms and modalities for greater flexibility and accessibility.
Proposed broader actions include simplifying programme authorisation, harmonising immersion standards, increasing funding and creating dedicated roles for company coordinators, enhancing pedagogical collaboration (co-construction of curricula, tutor training), consolidating evaluations under the single body AQES (Agency for the Evaluation of Quality in Higher Education), launching communication campaigns, providing legal support for stakeholders, and enacting the new legislative framework for 2026-27.
Bodies responsible
- Ministry of the French Community
Target groups
Learners
- Young people (15-29 years old)
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 refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
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 priorities in VET
VET Recommendation
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Legislation for higher dual education: Belgium-FR. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28016