Vocational Education and Training in Flanders

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1 Vocational Education and Training in Flanders February 2010

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3 Vocational Education and Training in Flanders 1. Introduction Flanders in a nutshell Structure and political decision making Demographic situation Macro-economical developments 1.2. Scope of the report VET in Flanders Initial and continuing VET in Flanders 2. Policy related to VET Basic principles, recent and future policy initiatives Vocational education within the education system Compulsory (vocational) education Adult education Professional bachelor as part of higher education The Flemish Agency for Entrepreneurial Training: SYNTRA Vlaanderen The Flemish Public Employment and Vocational Training Service: VDAB 2.2. Towards an integrated policy for education, training and work The Competence Agenda for Flanders The Flemish Qualifications Structure Professional qualifications Educational qualifications Flemish Agency for Quality Assurance Priorities in the Flemish Government Agreement ( ) 3. Different types of VET programmes and statistical information Initial VET programmes Compulsory secondary vocational and technical education (BSO and TSO) Compulsory secondary technical education (TSO) Compulsory vocational education (BSO) Dual System: Apprenticeship and Centres for Part-time Education Non-compulsory secondary after secondary education (previously 3 rd year of 3 rd stage of secondary technical education (TSO)) Associate degree (90 or 120 ECTS) Professional bachelor degree (180 ECTS) Pupil flow in initial VET 3.2. Continuing VET Secondary adult education Entrepreneurial training and Additional training (SYNTRA) Vocational programmes of the Flemish Employment and Vocational Training Service (VDAB) 4. Pupil performance and literacy in secondary education 4.1. Tools for promoting and controlling the quality of learning outcomes in secondary education Final objectives of compulsory secondary education Initial secondary education Secondary adult education 4.2. Standardised assessments of literacy and numeracy in Flanders International Adult Literacy Survey (IALS) OECD s Programme for International Student Assessment (PISA) Programme for the International Assessment of Adult Competences (PIAAC) The Progress in International Reading Literacy Study (PIRLS) (2006) Other literacy screenings tools 4.3. Support for secondary students with literacy and numeracy problems Identification of potential problems Initial secondary education Secondary adult education Apprenticeship system at SYNTRA Higher education 63

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5 4.4. PISA data on pupil performance in reading, mathematics and science in secondary education in Flanders Pupil performance per educational track 4.5. PISA data on the relationship between socio-economic background and student performance for each secondary education programme 5. Labour market outcomes The VDAB school-leavers study 5.2. Labour Force Survey (LFS) 5.3. Results for apprenticeship and entrepreneurial training at SYNTRA (Vlaanderen) ( ) Apprenticeship Entrepreneurial training 5.4. SONAR survey From education to labour market (Van Onderwijs Naar Arbeidsmarkt) 6. The provision of VET Educational institutions 6.2. Flemish Agency for Entrepreneurial Training: SYNTRA Vlaanderen 6.3. Flemish Employment and Vocational Training Service: VDAB 6.4. Conclusion on the provision of VET 6.5. Curricular content of VET programmes 7. Organisation of work-based learning in VET How is work-based learning organised in VET? Work-based learning in compulsory education in VET Work-based learning in professional bachelor Work-based learning in centres for adult education Work-based learning in SYNTRA VlaandereN Work-based learning in the Flemish Employment and Vocational Training Service (VDAB) 7.2. Legal arrangements for students in workplace training 7.3. Mechanisms for assuring the quality of workplace training Part-time secondary education Apprenticeship system (SYNTRA) Entrepreneurial training (SYNTRA) Inspectorate of Education and Training Higher education 8. Career guidance for (potential) VET students Career guidance for VET students Career guidance in educational institutions Legal framework and national objectives Responsibilities Vocational guidance education in the curriculum Contacts with the professional world Guidance services for pupils in compulsory education: Pupil Guidance Centre (CLB) Access to information on vocational guidance Guidance services at university colleges Guidance in SYNTRA programmes Apprenticeship Other VET courses offered by SYNTRA 8.2. Career guidance for employees 8.3. Career guidance for jobseekers

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7 9. VET teacher and trainer workforce 9.1. Initial training of teachers in education, including VET teachers Entry to the profession in secondary education Professional status 9.2. Teachers and trainers in continuing VET Adult education Evaluation of teaching staff Professional bachelor Trainers at SYNTRA Vlaanderen Trainers in the Flemish Employment and Vocational Training Service (VDAB) Training programme for trainers of adults Pedagogical preparation for employers offering other types of workplace training 10. VET funding Financing educational and training institutions Educational institutions Secondary education Adult education Higher education The Flemish Employment and Vocational Training Service (VDAB) Flemish Agency for Entrepreneurial training (SYNTRA Vlaanderen) Apprenticeship funding SYNTRA Entrepreneurial training and additional training funding SYNTRA Public cost per student of different types of training at upper secondary level 10.2 Funding individuals Student grants Other financial incentives to stimulate lifelong learning Training and guidance vouchers Paid training leave Encouragement premium for training credit Compensation for social promotion Refund of VDAB training fee Incentives for pupils in the dual system Incentives for students in the entrepreneurial system (SYNTRA) Individual in-company training: IBO Statistics on participation in education and training among employees Financial incentives for companies The SME Portfolio Sector agreements Sector funds in Flanders VDAB incentives for companies Incentives for employers to provide workplace training to VET students Compulsory secondary education Apprenticeship Entrepreneurial training at SYNTRA Vlaanderen 11. Labour market context Data on unemployment by educational background Data on youth unemployment (by educational background) Specific incentives for employers to employ young people Indicators on job-to-job mobility (movement from one employer to another, from one year to the next) Data on the share of employees in different types of employment (regular, temporary, part-time, etc.), broken down by educational background

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9 11.6. Licensed occupations (i.e. which cannot be exercised without a particular qualification) Regulated on the federal level Regulated professions under the responsibility of the Flemish Government Regulated professions under the responsibility of the regional or local government Regulated by the sectors Minimum wage Conditions for entitlement to unemployment benefits 12. Involvement of social partners in VET Educational VET Flemish Education Council (VLOR) Weight of employers in the Education Council Role of VLOR in VET policy making Flemish Agency for Entrepreneurial Training (SYNTRA Vlaanderen) Board of Directors Practice Commission Sectors covenants and commissions Flemish Employment and Vocational Training Service (VDAB) 13. Existing knowledge sources on VET, the availability and quality of research and data on VET Flemish Ministry of Education & Training Labour Force Survey Flemish Ministry of Work and Social Economy 13.4 Flemish Public Employment and Vocational Training Service (VDAB) Glossary Colophon

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11 INTRODUCTION13

12 The purpose of this report is to inform about the systems of vocational education and training in Flanders (VET systems), the main challenges it currently faces and recent or planned policy reforms in response to these challenges Flanders in a nutshell Structure and political decision making 1 Belgium is a federalised state. It has three communities: - The Flemish Community: the Flemish Region and the Dutch-language institutions within the territory of the Brussels-Capital Region - The French Community: the Walloon Region, excluding the German-language region, but including the French-language institutions within the territory of the Brussels-Capital Region - The German-speaking Community: the German-language region. Belgium also has three regions: the Flemish region, the Walloon region and the Brussels-Capital region. For Flanders, there is one combined government for the Flemish Community and the Flemish Region. 14 Since 1989, the Flemish Community has been in charge of matters of education. It is responsible for the administration of education in its language region. All responsibilities regarding the educational system belong to the different Communities, except for three items, which remain a federal responsibility: - Specifying when compulsory education starts and ends - Establishing minimum requirements for qualification conferrals - the pension system. The legislative body for Flanders is the Flemish Parliament, which performs three functions: legislation, formation of the Flemish government and a supervisory function. The Flemish parliament exercises its legislative powers by means of Acts. These have the same legal force as the laws from the federal parliament. The elections for the Flemish parliament are held every five years. The most recent elections were held in June The executive power is vested in the Flemish government. This consists, by act, of maximum 11 members. The ministers are appointed by the Flemish Parliament. The Flemish Public Administration has 13 policy areas. Each policy area comprises: - A ministry in charge of policy support - Autonomous agencies in charge of policy implementation - A strategic advisory council - A governing council. 1 Source: Eurybase. The information Database on Education Systems in Europe. The education System in the Flemish Community of Belgium (2007/08).

13 The policy areas of the Flemish Administration relevant to vocational education and training are mainly: - Education and Training - Work and Social Economy Two other policy areas responsible for specific vocational programmes are: - Agriculture and Fisheries - Culture, Youth, Sports & Media In the scope of this report, these programmes will not be discussed further. For matters of education and other community matters in Brussels, the Flemish Community has the competence of an organising body. Although education is a responsibility of the Flemish Community, the access to professions and a number of financial incentives are a federal matter. 15

14 Demographic situation 2 Flanders is an extremely densely populated region. The population has doubled over the past hundred years. Urbanised areas clearly predominate in Flanders. Region Population Surface area (km 2 ) Population density (inhabitants/km 2 ) Flemish Region 6,161,600 13, Walloon Region (including the Germanspeaking Community) 3,456,800 16, Brussels-Capital Region 1,048, ,496 Belgium 10,666,900 30, The Netherlands 16,405,400 33, Source: Vrind 2009 Flanders has been faced with the same problem of an ageing population and dejuvenation of its society as the rest of Europe. The prospects are that by 2021 the Flemish Region will have 33% inhabitants younger than 30 and 21% aged 65+. The ageing population also has consequences for education and training staff. While the educational staff in Flanders is still relatively young e.g. in secondary education 18% of the teachers are younger than 30, which is a higher percentage than in other European countries Flanders is still expected to face a shortage in teaching staff in the coming years. 16 The main source for the growing population in Flanders is immigration. In 2005, 105,000 registered immigrants and officially registered asylum seekers entered Belgium. More than half of them came from another EU member state, mainly the Netherlands or France. The Flemish Community is the most popular destination, followed by the Brussels-Capital Region. 3 The majority of immigrants do not speak Dutch upon arrival in Belgium. In 2009, approx 90,000 adults attended a Dutch language course in an official language centre in Flanders. In 2006, approx 2/3 of year olds in the Flemish Community had a diploma of secondary school or a higher qualification. More than 30% of this age group had a diploma in higher education. The Flemish situation is comparable with France, Luxembourg and the UK Macro-economical developments The driving force behind the Flemish economy are mainly the small and medium-sized enterprises (SMEs), which often operate in the supply sector and account for at least 40% of employment in that sector. Only 1.3% of Flanders GDP is generated by the agricultural sector. The most important industries are trade and services, which represent approx 60% of the GDP, followed by steel production (almost 10%), the chemical industry (approx 5%), and the textile industry. Flanders has felt the impact of the current global economical crisis. In comparison with the first quarter of 2 Source: vrind 2009: Vlaamse regionale indicatoren. 3 Source: Bijdrage Vlaamse administratie aan het regeerprogramma van de aantredende Vlaamse regering. Beleidsdomeinspecifieke bijdrage. Deel 3.6. Onderwijs en Vorming (Mei 2009).

15 2008, Belgium s GDP shrunk by 3.1% in the first quarter of The Federal planning bureau estimated that over the course of 2009, the economical activity would drop by 4% and that the year 2010 will result in 0% growth. At the end of July 2009, Flanders had 223,532 non-working jobseekers. This is a 19.8% increase compared to the previous year. November 2008 showed an increase on a year-to-year basis for the first time. The unemployment figure increased further in the subsequent months. Only in May-June 2009 did the numbers stabilise (23.2 and 23.5%). The cause for the past rise of unemployment has mostly been a loss of jobs rather than a lack of vacancies. The number of male jobseekers has risen by 32% in Unemployment among women rose by 9%. The explanation for this difference is that men work more often in sectors that are sensitive to economic fluctuations, e.g. industry, building and transport. The tertiary and government/public sectors, which employ many women, are much less sensitive to economic fluctuations. Another explanation is the use of service vouchers, a system that employs mostly women. Youth unemployment (-25y) has risen by 23% in the past year. Unemployment in the age category between 25y and 50y rose by 23%. Remarkably, unemployment in the age group of 50y+ has not risen as sharply (10%). Older employees are more often employed in stable jobs and have more years of work experience. 4 In spite of the economic crisis and the ensuing job losses, a large number of jobs remain unfilled. VDAB, the Flemish Public Employment and Vocational Training Service, has identified 162 professions for which it is problematic to fill vacancies. 24 of these require a diploma of higher education. Primarily the professions of IT engineers, engineers and nurses face the greatest challenge to reach full employment. 88 of these professions require a diploma above secondary education but below a bachelor degree. These are mainly specialised technicians in the industry or the building sector. There are, however, 50 professions facing labour shortages that require no qualification or at the most a diploma of secondary education. Most of these are in the building industry, the transport sector and the butcher sector. These shortages show that Flanders not only needs more people with higher education qualifications, but especially that there are mismatches between demand and supply on the labour market, persisting even in times of global economic crisis. The influx in vocational education and training remains insufficient Scope of the report VET in Flanders VET in Flanders encompasses any educational or training programme that leads directly to the labour market. Such programmes are primarily designed to equip people with knowledge, skills and competencies that are directly employable in the labour market. VET typically takes on the form of practical training, i.e. working with realistic, job-related tasks and situations 6. 4 VDAB Ontcijfert: Werkloosheidscijfers juli Environment analysis from draft coalition agreement. 6 From the Quick Survey on the Definition of Vocational Education and Training (response for Flanders) (OECD, 2009).

16 Although language courses can be very useful in the labour market, these are not included in VET, except for courses directly related to a profession, such as interpreter. Also not included in this report are the vocational programmes for special education and artistic education, although we do consider the vocational special education programmes as VET. 11,389 students attended the vocational programme within special education in Finally, specific teacher courses will not be discussed in detail as a VET programme in the scope of this report. The scope of this review encompasses all vocational programmes provided by - educational institutions - the two public institutions providing vocational training primarily oriented towards a specific group: o SYNTRA Vlaanderen, the Flemish Agency for Entrepreneurial Training o VDAB, the Flemish Employment and Vocational Training Service The data used in this report are from the school year , because not all data from the school year are available yet. For the scope of this review, only certified vocational programmes are included. Programmes specifically designed and organised at the request of a private company or enterprise are not included, even if they are organised by an educational institution, by SYNTRA Vlaanderen or VDAB (although these programmes do match the Flemish definition of VET). 18 Vocational programmes within the educational system are provided by schools for secondary education, centres for adult education and university colleges. They are supervised by the Flemish Ministry for Education and Training, with the exception of a few vocational programmes that are the responsibility of other Ministries of the Flemish Community, e.g. vocational programmes in agriculture or shipping, which fall under the supervision of the Ministry for Agriculture and Fisheries. SYNTRA Vlaanderen and VDAB fall under the supervision of the Flemish Ministry for Work and Social Economy, with the exception of one specific vocational programme, the apprenticeship programme within the dual system for vocational education. This is also offered by SYNTRA Vlaanderen but falls under the supervision of the Ministry of Education and Training.

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18 The Flemish Community Ministry of Education and Training Ministry of Work and Social Economy Vocational programmes provided by secondary schools Vocational programmes provided by SYNTRA Vlaanderen (not apprenticeship/dual system) Vocational programmes provided by centres for parttime education (dual system) VDAB 20 Apprenticeship programme provided by SYNTRA Vlaanderen (dual system) Vocational programmes provided by Special Education schools Vocational programmes provided by centres for adult education Vocational programmes provided by university colleges

19 Ministry of Agriculture and Fisheries Socio-cultural adult work Vocational training aimed at the agricultural sector Courses on socio-cultural adult work 21

20 Initial and continuing VET in Flanders OECD makes a distinction between initial and continuing VET. These definitions are applicable to the VET programmes in Flanders, although the distinction between initial and continuing VET becomes increasingly blurry 7. In the table below, the associate degree programme is placed in both initial and continuing VET, since it is designed both as an initial course and as a course for people who are already working but want to gain new skills or re-train for a different job. However, programmes in continuing VET also attract young people to enter straight after leaving school. In , the following vocational programmes in Flanders corresponded mainly to the definition of initial VET: Table 1: Initial VET in Flanders in Initial VET programmes Regular secondary education, 2 nd and 3 rd stage of vocational secondary education (BSO) (Regular secondary education, 4 th stage of vocational secondary education) 1 Regular secondary education, 2 nd and 3 rd stage of technical secondary education (TSO) 3 rd year of 3 rd stage of technical secondary education (since 1/09/2009: Secondary after secondary education (Se-n-Se)) Organised by Schools for secondary education Schools for secondary education Schools for secondary education Schools for secondary education Dual system: Part-time education for year olds Associate degree Professional bachelor degree Schools for part-time education SYNTRA Vlaanderen (Flemish Agency for Entrepreneurial Training) Centres for adult education, university colleges, schools for secondary education (only nursing) University colleges The following vocational programmes correspond mainly to the definition of continuing VET: 7 Definitions of initial and continuing VET: OECD questionnaire on vocational education and training (2007).

21 Table 2: Continuing VET in Flanders in Continuing VET programmes Secondary adult education Associate degree Vocational programmes Entrepreneurial training course and additional courses Organised by Centres for adult education Centres for adult education, university colleges, schools for secondary education (only nursing) VDAB (Flemish Employment and Vocational Training Service) SYNTRA Vlaanderen (Flemish Agency for Entrepreneurial Training) The table below attempts to situate the different Flemish VET programmes in one structure, using the 8 levels of the Flemish Qualifications Structure (FQS) as a reference. The FQS has the same levels as the European Qualifications Framework (see ). For education, the connection between the different programmes and the corresponding FQS levels has been adopted by the Act on the Flemish Qualifications Structure in April The connection between the vocational programmes of SYNTRA Vlaanderen and VDAB has not yet been established, hence the hatching in the table below. In this respect, the table should be interpreted with caution. ISCED levels are mentioned as well, but this classification is not straightforward. For example, the professional bachelor currently has been allocated ISCED 5B. However, similar programmes in Europe have been allocated ISCED level 5A. Efforts are being made to change the ISCED level to 5A. Also, with recent policy changes (i.e. the Act on the dual system and the Act on the associate degree), for some programmes no ISCED level has been determined yet. 23 The table below represents the situation as of 1 September 2009.

22 Table 3: VET programmes in Flanders according to their level in the Flemish Qualifications Structure (FQS) FQS Qualification level Vocational Education 8 Doctoral degree 7 Master Degree 6 Bachelor Degree 5 Associate degree nursing (ISCED 4C) Secondary education Diploma Special education, vocational track (up to ISCED 3C) Dual system: parttime education and apprenticeship (up to ISCED 3C) 2 nd and 3 rd stage of vocational secondary education (BSO) (ISCED 3C) (4 th stage of vocational secondary education (BSO)) (up to ISCED 4C or 4A) 3 2 nd and 3 rd stage of technical secondary education (TSO) (ISCED 3A) Secondary after Secondary education (Se-n-Se) ISCED 4C) 2 (Literacy skills) 1 Primary education Schools for parttime education and SYNTRA Schools for secondary education

23 Vocational Training Professional Bachelor (ISCED 5B)?? Associate Degree (ISCED 5B) 2? Secondary adult education (ISCED 3C)? Programme for entrepreneurship (ISCED 4C) and other vocational programmes leading to a certificate (ISCED 2C to ISCED 4C) Vocational programmes leading to a certificate (ISCED 2C to 4C) Centres for adult education University colleges Flemish Agency for Entrepreneurial Training (SYNTRA Vlaanderen) Flemish Employment and Vocational Training Service (VDAB)

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25 Policy related 27 to VET

26 2. Policy related to VET In this chapter, we first discuss basic principles, recent and future policy initiatives specifically related to VET within the educational system, at SYNTRA Vlaanderen and at VDAB. Subsequently, important policy initiatives regarding attempts to bring the different existing VET systems in Flanders closer together are discussed Basic principles, recent and future policy initiatives Vocational education within the education system Compulsory (vocational) education Policy on compulsory VET education Contrary to most other European countries, education in Belgium is compulsory up to 18 years. 28 The Belgian Constitution is central to the Belgian education legislation, which guarantees freedom of education. This is a two-sided freedom: - The active freedom for every natural or legal person to organise education and to set up institutions to that end. - The freedom of choice of school for pupils and their parents. This active freedom, which in Flanders is often called pedagogical freedom, entails the rights of establishment, orientation (e.g. religion) and organisation for schools. As a consequence, the decisive power of the school boards and school management cannot be curtailed in a manner that is clearly unreasonable and/or unequal. The Constitution prohibits all preventative measures. However, these may not be confused with regulatory measures. Freedom of choice of school and right of registration means that parents and their children should have access to a school of their choice. Every pupil who meets the general admission requirements (in terms of age and capability) is entitled to register in the school selected by their parents (in consultation with the pupil aged 12 years or older). According to the type of organising body, we distinguish: - Public schools set up by public administration (Community, provinces, cities, municipalities or other statutory bodies) - Subsidised private schools set up by a natural person or an entity governed by private law.

27 According to the type of financial resources, we distinguish between financing and subsidising by the State: - Flemish Community education (GO!) is directly and fully funded by the Flemish Community. - Subsidised education receives subsidies from the Flemish Community, provided it complies with the programme and meets rationalisation standards and certain accreditation criteria. Since 2008, a new financing system for compulsory education ensures that the operational resources for all schools are distributed according to the same operational criteria. An educational network is a representative association of governing bodies and often takes over some of their responsibilities. E.g. they draw up their own curriculum and timetables. The governing bodies surrender some of their autonomy to the networks. The three main educational networks often include both secondary schools and centres for adult education. GO! Education of the Flemish Community is publicly run education, organised by the public body GO! Onderwijs van de Vlaamse Gemeenschap, acting under the authority of the Flemish Community. According to the constitution, GO! Education is required to be secular. Publicly funded, publicly run education (OGO) comprises municipal education (organised by local authorities) as well as provincial education (organised by provincial authorities). The governing bodies of this education network are united in two umbrella organisations: the Educational Secretariat of the Association of Flemish Cities and Municipalities (OVSG) and the Flemish Provincial Education (POV). Publicly funded, privately run schools (VGO) deliver education organised by a private person or a private organisation. The governing body is often a non-profit organisation (vzw). Privately run education mainly consists of Catholic schools, associated in the umbrella body Flemish Secretariat for Catholic Education (VSKO). 29 Compulsory secondary education consists of 3 stages of 2 years each, starting at age 12 until age 18. Vocational education starts mainly from the second stage, although there are a small percentage of pupils who follow the B stream, directly preparing for the 2 nd and 3 rd stage vocational programmes. This B stream does not give access to general (ASO) and technical (TSO) education in the 2 nd and 3 rd stages. Since this is a very small group of pupils, the B stream will not be discussed further in this document.

28 Situation of secondary education (1 September 2009) 1 st stage 1 st year A 2 nd year 1 st year B + preparatory vocational year 2 nd stage General secondary education (ASO) 1 st year ASO 2 nd year ASO Technical secondary education (TSO) 1 st year TSO 2 nd year TSO Artistic secondary education (KSO) 1 st year KSO 2 nd year KSO Vocational secondary education (BSO) 1 st year BSO 2 nd year BSO 3 rd stage 1 st year ASO 2 nd year ASO 1 st year TSO 2 nd year TSO 1 st year KSO 2 nd year KSO 1 st year BSO 2 nd year BSO 3 rd year BSO In secondary vocational education (BSO), a 3 rd year is added in the 3 rd stage. Although not compulsory, pupils in the BSO track can only receive a diploma of secondary education by following this 7 th year. After the 2 nd year of the 3 rd stage, they only receive an attestation. 30 Until September 2009, secondary technical education (TSO) also had a 3 rd year in the 3 rd stage, although pupils were not required to complete this year in order to get their diploma of secondary education. With the Act of April 2009, these programmes have been renamed into secondary after secondary programmes (Se-n-Se) Recent acts that have affected compulsory VET education a. Modularisation in secondary vocational education The modularisation experiment, which started in 2000, was designed for pupils attending vocationally oriented training courses. The experiment was started in 10 out of 20 study areas in compulsory vocational education (BSO), in the dual system (only in the part-time vocational education system, not in Syntra s apprenticeship system) and the special education vocational programmes. A modular structure makes it possible for learners interim successes to be expressed in (modular) certificates, thus enhancing their chances of entering the labour market. This combats the problem of pupils leaving school without qualifications, while at the same time the experience of success gives pupils a strong motivation for lifelong learning. Vocational training courses are organised in individual study areas and are independent of stages or years of study. Within an area of study, pupils choose from the different vocational courses (learning pathways) defined by the government. The learning pathway consists of one or more modules, the contents of which are derived from the occupational profiles drawn up by the social partners (see ). For each module the pupil completes, he or she receives a modular certificate recognised by the government. Once the learner has successfully completed the training, they will be issued with a certificate.

29 In 2008, the experiment was adapted and implemented for all study areas in the part-time educational vocational system within the dual system. Also in BSO and in special vocational education it was made structural for study areas and schools that participated in the project. The modular system has not been generalised for all BSO programmes. One of the reasons is that the remuneration system for teachers is not adapted to the modular system. In schools were - apart from (modular) BSO programmes - teachers are also involved in the linear TSO programmes, this causes problems. b. Act on the dual system Learning and Working A recent Act on Learning and Working (July 2008) aimed at attuning two existing dual systems of learning and working to each other: the apprenticeship system provided by Syntra and the part-time education system provided by centres for part-time education. It also aims at changing students commitment from part-time to full-time. Both systems contain: - A full-time commitment - A programme leading to a profession - Qualifications to be obtained can be profession-oriented certificates or educational certificates such as a diploma of secondary education, so that the same qualifications as the full-time compulsory secondary vocational education (BSO) can be obtained. - Cooperation with the pupil guidance centres and with VDAB for study and career guidance and support - Compulsory intake/screening procedure before admission. The dual system will be discussed further below (see ). 31 c. Act on secondary after secondary education and associate degree With the Act on Se-n-Se and the associate degree, the 3 rd year of the 3 rd stage of secondary technical education (TSO) and the 4 th stage of secondary vocational education (BSO) was abandoned. Until 2009, there were 3 courses in the 4 th stage: nursing (majority of students), plastic arts and fashion design. Since September 2009, nursing has become an associate degree (although as an exception still organised by secondary schools). By 2012, the courses of plastic arts and fashion design will either have to become 3 rd years of the 3 rd stage of secondary vocational education, or secondary after secondary educational programmes. d. Paper on changing secondary education The paper Quality and opportunities for every pupil: a vision on the renewal of secondary education was published at the end of the last legislative term (May 2009). An independent commission was assigned by Minister of Education Frank Vandenbroucke ( ) to outline a vision for the future of secondary education in Flanders. In contrast to primary, higher and adult education, there were a number of smaller changes to the system of secondary education in the past years, but no fundamental adjustments. A year long, the independent commission discussed and reflected with stakeholders and experts, all with direct experience in schools, policy and secondary education. The commission s report points out the strong points of secondary education in Flanders: high quality compulsory education until age 18, good transfer of knowledge, attention for pupil guidance, committed school teams, a fairly good balance between local autonomy and central steering There are also clear areas for improvement: many pupils make a wrong choice in their studies, with obvious consequences in their study career. There is a high amount of study delay, which means that pupils are not in their age group, and a high dropout rate.

30 Another weak point is the waterfall effect, meaning that a pupil starts in general education (ASO) but does not succeed, moves on to technical education (TSO) and if he or she does not succeed there either, goes on to vocational full-time education (BSO), and finally part-time education (dual system) which clearly shows the status of the dual system in our secondary education system. There is a limited focus on the application of knowledge, creativity, teamwork and communication, and insufficient attention is being paid to learning how to critically process the stream of information. Finally, there is a difficult transition between primary and secondary education and also from secondary to higher education. The paper contains many proposals in different areas. Only those directly related to VET are discussed here: 32 - The commission proposes a system in which pupils can gradually develop and explore their own talents and interests by getting to know broad areas of interest from the last years of primary education on, but certainly in the 1 st stage of secondary education. - The commission proposes a broad 1 st stage of secondary education in which pupils do not yet have to make choices excluding certain subjects. However, learning how to choose is central. The 1 st stage should provide a broad foundation, focusing on languages, mathematics and sciences, and providing a basis in technology, society, economy, art and culture. - This does not exclude different approaches. For the 2 nd and 3 rd stages, the commission proposes a distinction between vocational and continuing programmes, where study areas and courses are grouped in areas of interest instead of the current distinction between general, technical and vocational education. At all times, there must be structural ways to change direction by building bridges between continuing and vocational tracks. The reform of secondary education will be a priority in the current legislative term Adult education Adult education in Flanders consists of four levels: 1. Adult basic education, organised by centres for adult basic education (CBE) 2. Secondary adult education, organised by centres for adult education (CVO) 3. Associate degrees, organised by centres for adult education (CVO) 4. Specific teacher training programmes, organised by centres for adult education (CVO). We will only consider the last three levels as VET. In June 2007, a new Act provided the legal framework for a thorough reform of adult education, which, amongst others, resolutely opted for the following goals: - A modular structure for all programmes - All programmes should pursue competences as defined in the programme profiles, as designed by a newly established steering board for adult education. - A new support structure for adult education - The introduction of the associate degree - Elimination of the distinction between vocational and technical programmes in secondary adult education programmes - Creation of 13 regional consultation platforms or adult education consortiums.

31 - The tuition fee is raised to 1/hour, with a maximum of 400 per programme. These reforms were gradually introduced between 1 September 2007 and 1 September The Act on Adult education of 2007 was quickly followed by the Act on secondary after secondary education and the associate degree in April One part dealt with the secondary after secondary education (Sen-Se) programmes, provided by secondary schools but not part of compulsory education. The other (main) part regulated associate degrees or the short cycle of higher education. The aim of the Act was to attune both types of programmes better to the needs of the labour market, using the Flemish Qualifications Structure as a leading element. The Act was also used to position both programmes better. In the past, they suffered from an unclear position. Therefore they did not attract enough students and were not being valued enough on the labour market. Apart from centres for adult education, university colleges will now also be able to organise associate degrees, and stronger cooperation between university colleges and centres for adult education is encouraged. Likewise, stronger cooperation with SYNTRA Vlaanderen and VDAB is encouraged. In this decree, the associate degree is directly linked to the Flemish Qualifications Structure, i.e. at level 5 of the Flemish Qualifications Structure or the Short Cycle within the European Higher Education Area. Positioning the associate degree in the Short Cycle of higher education affected the quality assurance system for this degree in centres for adult education. It changed from the inspectorate (secondary education) to the system of quality assurance in higher education, with an accreditation procedure by the Accreditation Organisation of the Netherlands and Flanders. This organisation is already responsible for quality assurance in the other higher education programmes. A consequence of linking the associate degree directly with the Flemish Qualifications Structure is the tight connection of the programmes with the job competence profiles designed by Flanders Social and Economic Council. The competences described in these profiles serve as minimum objectives in the associate degree programmes (see ) Professional bachelor as part of higher education Flemish higher education consists of three levels: The bachelor programmes, which can be academic or professional The master programmes The doctoral programmes Only the professional bachelor programmes are considered VET. The signing of the Bologna Declaration in 1999 led to this new, radical reorganisation of higher education in Flanders. The implementation of the Bologna Declaration in Flanders was shaped by the Higher Education Reform Act (Structuurdecreet) of 4 April 2003, the Act on Participation (Participatiedecreet) of 19 March 2004 and the Act on Flexibilisation (flexibiliseringsdecreet) of 30 April The Higher Education Reform Act of 2003 reformed higher education into an integrated higher education system, as shown in the table below, and saw the establishment of five university associations. This means that every university college is part of one of the associations formed around the five Flemish universities.

32 Table 4: The structure of higher education in Flanders Organised by Associate degree 4 Bachelor degree Centres for adult education University colleges Professional Bachelor Academically oriented Bachelor Advanced Bachelor s programmes Master degree Master degree programmes Advanced Master s programmes Promotion to the title of doctor University colleges University colleges University colleges in association with a university University colleges in association with a university University colleges in association with a university Universities Universities Universities Universities 34 The Flexibilisation Act adjusted the organisation of education, i.e. the introduction of a system of study progress through the accumulation of credits, introducing a fully flexible study system. Moreover, open access to higher education was established. The Act concerning a new financing system for higher education (university colleges, universities and associations) led to an Act in the spring of It will apply in a similar way to the entire higher education system. The policy objectives of the new system are: - Promotion of participation in and a successful completion of higher education - Increasing the efficiency of learning paths and making institutions responsible for their study progress policy - Enhancing democratisation and accessibility - Improving the chances of higher education for youths from ethnic minorities - A more effective and rationalised educational provision - Financing of more flexible itineraries, with due regard for study progress and successful completion - Successfully implementing the academisation of the former two-cycle university college programmes - Stimulating the quality of scientific research. The Act on the Associate Degree of April 2009 allows university colleges to organise the associate degree besides centres for adult education as of 1 September University colleges and centres for adult education are encouraged to join forces in organising these programmes. University colleges are also required to design short-track programmes into their professional bachelor programmes if there is an occupational link between the two.

33 The Flemish Agency for Entrepreneurial Training: SYNTRA Vlaanderen The mission of the Flemish Agency for Entrepreneurial Training (SYNTRA Vlaanderen) under the supervision of the Ministry of Work and Social Economy 8 - is to stimulate more and better entrepreneurship. This agency acts as a co-ordinator for entrepreneurial learning in Flanders by organising, stimulating, supporting and subsidising different activities for SMEs, self-employed people, managers and their staff. The Agency uses of a network structure consisting of - SYNTRA Vlaanderen (= the Agency itself), consisting of o The headquarters in Brussels o Five bases in the Flemish provinces - Five institutions (= SYNTRA), which are independent non-profit organisations. Together, these five SYNTRA institutions have 24 training centres in total. - External partnerships for thematic cooperation (e.g. social partners, cities, associations for immigrants ) The training centres are recognised, subsidised and monitored by SYNTRA Vlaanderen (an agency of the Flemish government). Most of the decisions are made at the Flemish level, e.g. the number of students in a class group, student selection criteria, entry criteria, curriculum in theoretical VET, content of practical training, teacher salaries This vocational training network is responsible for the following training levels: 1. Apprenticeship system: a system of alternating learning in which the apprenticeship trainee gains practical experience in a work environment under the guidance of a tutor-supervisor. This training leads to a (regulated) profession. 2. Entrepreneurial training: This training is organised (mainly in evening or weekend sessions, sometimes during the day) in the SYNTRA training centres. Two kinds of programmes are being offered: business management / business administration and technical, vocational training. This training leads to a (regulated) profession and aims at stimulating students towards entrepreneurship and self-employment. 3. Additional training or specialisation: because small and medium enterprises grow, markets develop and new techniques arise, there will always be a need for training, both for new companies and established entrepreneurs. Additional training can be organised by the SYNTRA training centres and is certified. There are short- and long-term modules about topics such as technical aspects of a profession, or new legislation. 4. Tailor-made training programmes for companies (not discussed in this review) The apprenticeship system for youngsters is also supervised by the Ministry of Education.

34 Specific characteristics of these four training levels are: - Most of the trainers are fully active in their chosen profession and wish to impart their knowledge and experience to students. - Training within the company (on-the-job) is the main element; this is an alternating training system. - Courses in the SYNTRA training centres are in addition to the practical training on the job and complement the practical experience. - Lifelong training throughout the four levels. - Focus on labour market in combination with intrapreneurship and entrepreneurship - Development in the direction of competence-based curricula/programmes and flexible pathways. The network collaborates with other bodies such as VDAB, professional and inter-professional organisations, VLOR (Flemish Education Council) and SERV (Flanders Social and Economic Council). SYNTRA Vlaanderen has a management agreement with the Flemish government about its objectives. As an agency depending on the department of Work and Social Economy, with the apprenticeship system depending on the Ministry of Education and Training, SYNTRA Vlaanderen also has to give input about different policy topics regarding work and education. 36 The Act of 2008 on Learning and Working about the dual system had a big impact on SYNTRA Vlaanderen for the apprenticeship system. For this specific programme, SYNTRA Vlaanderen now falls under the responsibility of the Ministry of Education and Training. For the apprenticeship system, SYNTRA Vlaanderen is allowed to award educational qualifications (e.g. diploma of secondary education). For this, they must adhere to the qualification system in effect in secondary education, i.e. the Inspectorate. The Flemish Qualifications Structure will also impact the Syntra network, since all vocational training programmes are now placed within the Flemish Qualifications Structure (see ) The Flemish Public Employment and Vocational Training Service: VDAB Within the framework of Belgium s language Communities, the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding VDAB) was established by Act in The implementation and transfer of responsibilities only took place after the 1988 revision of the constitution. Unemployment monitoring and payment of unemployment benefits remained the responsibility of the federal National Employment Service. Since 1989, the job placement service has been transferred to Belgium s regions, while vocational training falls under the authority of the Communities: - Flanders: VDAB - Walloon Region: Walloon Public Employment and Vocational Training Service (Office Wallon de la formation professionelle et de l emploi FOREM) - Brussels-Capital Region: The Brussels Regional Employment Office (Brusselse Gewestelijke Dienst voor Arbeidsbemiddeling BGDA). VDAB became an external autonomous agency (EVA) in Its administration is ensured by the representative Flemish employers and employees organisations. VDAB comes under the authority of the