- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Brussels labour market suffers from a mismatch between available skills and those required by companies. There is a shortage of specialist skills in various sectors and a strong demand for cross-disciplinary skills.
Objectives
The In-company individual vocational training programme (Formation professionnelle individuelle en entreprise, FPIE) offers jobseekers, who are registered with an employment organisation, the possibility to acquire skills in the relevant professional field and thereby facilitates their employment afterwards. The FPIE programme provides thereby a direct response to the specific needed skills of companies.
Description
The FPIE programme enables an employer to take on a qualified job seeker for a period of one to six months, to improve his or her skills according to the specific needs of the company. After the training period, the employer has the obligation to hire the trainee under an employment contract, at least equivalent to that of the duration of the in-company training. The training must be at least half-time. During the in-company training, the employer pays neither salary nor social security contributions, but a training allowance. In the case of a six-month in-company training, an additional financial bonus will be paid at the time of the recruitment.
As the development of in-company training is a priority for Bruxelles Formation (BF), actions have been undertaken since 2018 and are being implemented by the FPIE Service within the Training Production Directorate and the BF Employers Service within the General Directorate:
- Administrative simplification through the development of an online tool allowing all employers to publish their internship offers and for other measures/partners (Actiris and others);
- Development of synergies and partnerships
- a communication strategy for the various partners (including the Municipalities, the Brussels Federation of Socio Professional Integration and Social Integration Economy Organisations FeBISP, local missions, employers' federations and social secretariats) in collaboration with Actiris; ...
The FPIE programme enables an employer to take on a qualified job seeker for a period of one to six months, to improve his or her skills according to the specific needs of the company. After the training period, the employer has the obligation to hire the trainee under an employment contract, at least equivalent to that of the duration of the in-company training. The training must be at least half-time. During the in-company training, the employer pays neither salary nor social security contributions, but a training allowance. In the case of a six-month in-company training, an additional financial bonus will be paid at the time of the recruitment.
As the development of in-company training is a priority for Bruxelles Formation (BF), actions have been undertaken since 2018 and are being implemented by the FPIE Service within the Training Production Directorate and the BF Employers Service within the General Directorate:
- Administrative simplification through the development of an online tool allowing all employers to publish their internship offers and for other measures/partners (Actiris and others);
- Development of synergies and partnerships
- a communication strategy for the various partners (including the Municipalities, the Brussels Federation of Socio Professional Integration and Social Integration Economy Organisations FeBISP, local missions, employers' federations and social secretariats) in collaboration with Actiris;
- identification of training employment centres and partners likely to implement in-company training.
- Promoting in-company training to jobseekers
- brochure, flyers, collective information sessions at the Cité des Métiers;
- new in-company training tutorial on the Bruxelles Formation website.
- Promoting in-company training to employers and supporting training companies
- new in-company training online tool and tutorials for training companies (incl. SMEs);
- promote in-company training through employers' federations and social secretariats or at events dedicated to employers;
- support for businesses concerning administrative procedures;
- short brochure on tutoring for companies, making it possible to design better the trainee's reception, training, supervision and evaluation.
- Statistical management: definition of indicators to identify the causes of fluctuations of in-company training
- Improving the quality of in-company training through the analysis and development of work-based learning projects.
- Analysis of the training allowance.
In 2019, the action plan to further develop in-company training was introduced.
In 2020, the action plan ran as a regular practice.
In 2021, Bruxelles Formation launched a strategy for consolidating relationships with employers: Employer plan (Plan Employeurs), which will contribute to the development of in-company training. Bruxelles Formation, as training partner of Brussels employers, provides continuing training which addresses skills mismatches. The objective is to clarify and increase the Bruxelles Formation training offer for employers, to facilitate accessibility and to promote its visibility:
- advise employers on existing solutions and direct them to the most appropriate provider;
- create a single point of contact for employers' needs related to training and skills.
As a driving force of sustainable integration into the labour market, in-company training has been tagged as a priority by the Brussels' Government in its Go4Brussels 2030 Strategy.
In 2022, Bruxelles Formation continued to promote existing in-company training programmes to jobseekers.
In 2023, the Qualification-Employment Strategy (Stratégie Qualification-Emploi, SQE) was developed in consultation with the social partners by the Minister for Employment and Vocational Training. The SQE provides an effective response to the qualification needs of jobseekers, by ensuring their long-term integration into the labour market; moreover the strategy responds to employers' labour requirements and the problem of shortage occupations. Together with the 'GO4Brussels 2030' Strategy and the 2021-27 ESF Operational Programme, it defines the objectives assigned to Bruxelles Formation concerning the organisation and implementation of its training courses. Further emphasis was put on the development of the in-company training scheme at Bruxelles Formation.
Indeed, the following measures highlighted under axis 1 of the SQE, supports the FPIE programme and encourage employers to provide a permanent employment contract following the in-company individual vocational training programme:
- Measure 6: Increase the visibility of in-company immersion and training opportunities,
- Measure 7: Promote schemes enabling people to gain initial professional experience after training.
In this respect, the Employers' Service was set up in the new Department of Strategic and Transversal support of Bruxelles Formation and was put in charge of the Employer Plan.
The 2024-27 Action Plan of the Employers Service is based on its four missions:
- SPOC for employers;
- Coordination/ Facilitation;
- Analysis and
- Promotion of services.
Bodies responsible
- Bruxelles Formation (Brussels Institute for Vocational Training)
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Adult learners
- Unemployed and jobseekers
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
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 focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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 initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
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).
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.
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
VET Recommendation
- VET agile in adapting to labour market challenges
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Promoting in-company training for jobseekers 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/28036