Timeline
  • 2023Implementation
  • 2024Implementation
ID number
48866

Background

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

The employment challenge in Brussels can be explained by several interconnected factors, linked to the specific characteristics of the Brussels area, its economic fabric and its demography, which has also grown in recent years as a result of significant incoming migratory flows and internal demographic growth. However, despite a sufficient supply of young labour, the Brussels labour market is facing structural difficulties resulting largely from the mismatch between the skills available on the Brussels labour market and those required by companies (both private and public). The importance of language skills and the impact of the digital and environmental transitions are also accentuating the shortages.

On the one hand, Brussels has a higher proportion of higher-skilled jobs than other regions. This is partly due to the 'tertiarisation' of its economy. On the other hand, not all occupations in demand require high-level training.

The sustained demand for labour in Brussels does not affect all occupations in the same way. Low- and medium-skilled occupations are also concerned.

It is necessary to provide workers with sufficient and appropriate training so that their skills are adapted to the dynamic needs of the labour market, and this involves both initial training and lifelong continuing training.

Objectives

Goals and objectives of the policy development.

The aim of the 'training-employment pathway' is to equip suitable job seekers with the skills they need to facilitate their integration into the workplace, either directly with the employer or elsewhere. The emphasis is on developing skills that bring real added value to the job market, and not just skills that are specific to the company applying for them. The pathway to employment combines the acquisition of technical skills, soft skills and in-company experience.

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 'employment-training pathway' supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.

The principle of the 'training-employment pathway' is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the form of a partnership agreement between the involved parties (employer, Actiris, Bruxelles Formation and VDAB Brussels in some cases), which defines, among other things, the objective(s) pursued, the rights and obligations of each of the parties and the resources made available by the parties. There is thus no financial flow between the parties but a mutualization of the costs (from providing training rooms to equipment, etc.). Besides, also private stakeholders are involved and the first collaboration agreement with a company was signed in 2017.

Agreements are submitted to the Bruxelles Formation Management Committee for approval.

Employers are supported by a support committee, which exists out of Bruxelles Formation, Actiris and, when relevant, VDAB Brussel, is then set up to monitor the proper implementation of the action: it supports and monitors trainees throughout the training pathway (including during the in-company training period).

The...

The 'employment-training pathway' supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.

The principle of the 'training-employment pathway' is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the form of a partnership agreement between the involved parties (employer, Actiris, Bruxelles Formation and VDAB Brussels in some cases), which defines, among other things, the objective(s) pursued, the rights and obligations of each of the parties and the resources made available by the parties. There is thus no financial flow between the parties but a mutualization of the costs (from providing training rooms to equipment, etc.). Besides, also private stakeholders are involved and the first collaboration agreement with a company was signed in 2017.

Agreements are submitted to the Bruxelles Formation Management Committee for approval.

Employers are supported by a support committee, which exists out of Bruxelles Formation, Actiris and, when relevant, VDAB Brussel, is then set up to monitor the proper implementation of the action: it supports and monitors trainees throughout the training pathway (including during the in-company training period).

The target group for this training pathway are jobseekers registered with the Brussels PES. They are entitled to the same rights as any other conventional training offered by Bruxelles Formation, including a training allowance of EUR 2 per hour. Depending on their situation, they thus may also benefit from assistance such as unemployment benefit. However, the training itself is not remunerated. The training is covered by a training contract between the Bruxelles Formation and the learner.

´When examining a 'training-employment pathway', the following points are checked:

  1. structural training offered at Bruxelles Formation cannot be transformed into a training-to-employment pathway, but the reverse is possible if there is a recurring need;
  2. if an existing structural training programme covers 70 to 80% of what is required by an employer, two options are favoured:
    1. customize the end of training programme in conjunction with structural training;
    2. initiate a discussion on a proposed pathway based on existing structural training, with some minor and innovative additions, but always with a view to a real opportunity for employment.
  3. there must be real added value on the job market: the skills developed during the course must be transferable;
  4. there must be a clear commitment of the company, to offer a contract to at least 80% of the trainees after the completion of their training;
  5. in the event of a proven shortage, a pathway can be followed if specific regulations limit the potential placement of job seekers. If not, structural training should remain the priority way of responding to a long-term shortage.

The training duration is determined during the programme development, and the location follows the same principle—it can take place either at Bruxelles Formation facilities or at the employer's premises.

In the 'training-employment pathway', the partners (employer, Bruxelles Formation, Actiris and VDAB Brussel) undertake to:

  1. co-construct the training programme and any entry tests: prerequisites, educational objectives, professional and cross-disciplinary skills, etc.;
  2. promote the programme;
  3. organise and run information sessions;
  4. organise the selection and possible screening of candidates;
  5. co-supervise and monitor learners throughout the programme (including the work placement);
  6. participate in the Support Committee.

Role of the employer (obligations):

  1. define their needs in terms of profiles, skills, deadlines, etc.;
  2. participate in the screening and selection of candidates;
  3. supervise the learner with competent and trained staff (company tutor);
  4. limit the learners' tasks to those set out in the programme;
  5. hire a minimum of eight trainees and offer at least to 80% of the group probationary, fixed-term or permanent contracts at the end of the training course (deadline to be set in the agreement).

Role of Bruxelles Formation:

  1. host the information session and entry test;
  2. provide the space and equipment for the training;
  3. issue and manage vocational training contracts for learners;
  4. provide some or all of the training via in-house trainers or trainers recruited under public contracts.

Role of Actiris and VDAB Brussel (depending on the project):

  1. send out a targeted mailing to promote the programme to the job seekers and find participants;
  2. organise a pre-selection of candidates before the information session;
  3. check aid conditions: Activa, ICT cheques, training cheques, etc.
2023
Implementation

In 2023, this scheme was implemented on request and in cooperation with eight companies (five companies in 2022).

2024
Implementation

In 2024, this scheme was implemented on request and in cooperation with 10 companies.

In 2024, internal facilitation at Bruxelles Formation for the agreement of 'employment-training pathways' has been entrusted to the Employers' Service within the General Directorate of Bruxelles Formation. This gives new impetus to the project, with the aim of formalising the scheme framework, monitoring key elements in agreements, harmonization of procedures across training centres, promoting and increasing the number of pathways.

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.

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

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 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.

Modernising VET standards, curricula, programmes and training courses

VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.

Acquiring key competences

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).

Reinforcing work-based learning, including apprenticeships

This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.

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.

Promotion strategies and campaigns for VET and lifelong learning

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.

Financial and non-financial incentives to learners, providers and companies

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).

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.

Ensuring equal opportunities and inclusiveness in education and training

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

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
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.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Tailor-made training pathway leading to employment 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/48866