Timeline
  • 2016Approved/Agreed
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28030

Background

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

To organise the training offer, Bruxelles Formation was appointed as its manager for French-speaking training actors in Brussels (representing more than 500 training courses).

Objectives

Goals and objectives of the policy development.

The long-term goals are:

  1. in a concerted manner, ensure the security of the training pathways of our target groups;
  2. make Bruxelles Formation the benchmark public service for vocational training and skills validation in Brussels;
  3. fully put Brussels Formation at the service of its users (trainees and partners);
  4. make vocational training and skills validation more visible and readable for education stakeholders, employers and the business world;
  5. strengthen the coherence of Brussels vocational training systems by relying on concerted strategies supported by transparent processes.

Description

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

Following the amendment of the training decree in 2016, Bruxelles Formation (the French-speaking public vocational training provider in Brussels) is in charge of regulating French-speaking training and validation in the Brussels Region. Operational objectives and actions were set out in the Management plan 2017-22 approved in December 2017. On 26 January 2018, the management board of Bruxelles Formation agreed on the extension of the body's mission, in which also social partners and the local committees for VET (Bassins) are involved, by adding following tasks:

  1. monitoring labour market and learner needs;
  2. designing a common training and validation programming framework;
  3. monitoring provider activity.

On October 1, 2018, the governance mission of Bruxelles Formation was established around four transversal axes, dedicated to the offer of French-speaking vocational training in the Brussels Region:

  1. supply regulation;
  2. securing training pathways;
  3. guarantee of training and certification quality;
  4. development of partnerships.

Between October 2018 and March 2019, during the initialisation phase of the governance service, internal and external consultations aimed at establishing contact with the partners' network, especially to identify the management actions already existing within Bruxelles Formation.

2016
Approved/Agreed
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, the first governance action plan was set up, which initiated the first management cycle in the second half of 2019. The governance will take place according to a three-year cycle and a transparent and specified process, aimed particularly at the development of a common programming framework (FP 2020, measure 36), the implementation of which will be monitored annually and then evaluated.

2020
Implementation

In 2020, Bruxelles Formation coordinated an offer that covered nearly 20 areas of different training offers such as digital, management, languages, eco-construction, logistics as well as health, fashion and security, while looking after the needs of jobseekers and the labour market of the Brussels Region.

2021
Implementation

The offer coordinated by Bruxelles Formation underwent many changes in 2021 to meet the needs of job seekers and Brussels companies: the number of modules allowing the orientation of job seekers has increased, along with the number of vocational training programmes available. Prioritised training areas have also undergone a substantial change in 2021: management and administration as well as the digital sector are the two priority areas.

The Common programming framework of the training offer in Brussels continues to be enriched by the gradual addition of information related to the training calendars, the prioritised target groups and links between training courses.

2022
Implementation

The first management cycle ended in 2022 and was evaluated by Bruxelles Formation. This self-evaluation highlights in its analysis the positive outcomes of the first cycle and offer recommendations for the future, amongst which:

  1. the main observation stands out very strongly: the motivation of training providers in Brussels is positive, securing training paths and getting people into employment is at the heart of all providers' concerns;
  2. networks building has been identified as crucial to achieve a common development of a more coherent and secure training offer. There is a need for a more concerted and better articulated construction of the offer, which Bruxelles Formation, as manager, will work on. This includes the training prerequisites and the bridges between training paths with an approach by professional sectors;
  3. the registration process for learners is still too complicated for the public and must be simplified. This should be accomplished with a future update of the registration platform;
  4. ensuring the quality of training and certification: the training certification process is a guarantee of the quality of the training. It is mastered within Bruxelles Formation and gradually being extended to the training partners;
  5. the access to vocational training remains a major obstacle for people with financial problems. The measures launched as part of the Plan to combat precariousness from Bruxelles Formation must be continued and expanded, not only by Bruxelles Formation but in collaboration with all the relevant actors;
  6. for each field, the involvement of employers and professional sectors varies, which lead to difficulties for the training providers. There is a great need to reach employers directly to involve them more deeply in the construction of the training offer;
  7. the integration of 'soft skills' modules into training courses is essential. Too great a dissonance between the expectations of the learner and the encounter with the world of work discourages many of them and makes contact with the employer more difficult, as well as retention in long-term employment.
2023
Implementation

On 27 January 2023, the Management Committee approved the 2023-25 Governance Action Plan. Like its predecessor, the new Action Plan is structured around four themes.

The four pillars of the 2023-25 Action Plan remains:

  1. supply regulation

An initiative to align the training offered by the Bruxelles Formation training centres is being implemented (initially in the digital and management/accounting professions) in order to improve the clarity of the offer for users and coordination between the centres. This approach will gradually be extended to partners, through meetings of training providers networks.

  1. securing training pathways

All the actions in the Plan contribute to making users' career paths more secure, by offering training paths with no gaps between modules, that are clearer, more predictable, administratively simpler and, as far as possible, faster.

Issues relating to the socio-economic and digital insecurity of trainees are the biggest obstacles to making training paths more secure, and are the subject of Bruxelles Formation's Precariousness Plan and the Autonomy and Digital Inclusion Plan.

  1. guarantee of training and certification quality

The certification process for training courses and product development is the guarantor of training quality and is solid within Bruxelles Formation. It is gradually being extended to the partners respeoncsible for the social integration and is the subject of a Certification Plan, the various aspects of which are regularly discussed by the Régie's governing bodies. The widespread dematerialisation of certifications is also helping to simplify transitions between the various stages of the training pathway.

  1. development of partnerships.

The networks of training providers, organised by domain, will be extended and strengthened to enable them to reach more domains.

2024
Implementation

In 2024, the Action Plan was further under implementation.

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.

Entities providing VET

  • Companies
  • VET providers (all kinds)

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.

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.

Coordinating VET and other policies

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.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Learners' possibilities of accumulation, validation and recognition of learning outcomes acquired non-formally and informally

This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms. 

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.

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.

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. (2025). Improving the governance of VET supply in Brussels: Belgium-FR. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28030