Digital infrastructure for teachers and secondary learners

Policy development
Practical measure/Initiative
Belgium-DE
Download PDF version
Timeline
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
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 on a specific platform. The costs for standard laptops are covered by the government of the German-speaking Community.

The distribution of laptops to learners has been organised in two phases:

• to learners of the 1st and 2nd secondary school cycle in September 2022;

• to learners of the 3rd secondary school cycle in September 2023.

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

2023
Implementation

In 2023, the provision of computer equipment to teachers and learners continued.

2024
Implementation

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

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. (2025). Digital infrastructure for teachers and secondary learners: Belgium-DE. 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/42130