1. From “learning and working” towards “dual learning” Flanders as an experiment

2. Current situation Decree 2008: ‘learning and working’ = alternance-training system Students between 15-25, 2 main providers of combination of learning and working ‘Syntra Vlaanderen’ (apprenticeships) Parttime vocational education Full time engagement Syntra: 4 days at work, 1 day at school Parttime: 3 days working experience, 2 days at school Working experience: personal development program, preparatory trajectory, bridging project, working in regular economic circuit.

3. Current situation: what is taught Combination of professional training and general education Modular system for professional training Order of modules: based on the student Content of modules: based on profile of profession made by ‘Flemish social-economical counsel’ and sectoral partners. Successful end of module ‘partial’ certificate Successful end of set of modules Certificate General education: based on ‘final attainment targets’ set by Flemish Parlement.

5. Current situation: how are students prepared? Screening at the start: ready to work? Working experience possible with +10 different types of contracts (all with different incentives for companies) If not: Personal development trajectory Preparatory trajectory Bridging project Students willing to work, but with a lack of professional skills and attitudes Next to training at school, they receive a practical course (often within the social economy) which prepares them for labour market.

6. Current situation Evaluation of this system: Full time engagement not guaranteed for every student. General education and professional education: quality aspects! Validity of qualification? Incentives for companies depending on the contract of the student System not highly valued; not possible for ‘stronger’ profiles

7. Towards dual learning Based on evaluation: reform of current system. Main topics: Stronger engagement of sector Quality of learning in company Curricula based on interaction between education and work Centralization vs. Local initiatives Screening of students

8. Quality of learning New decree on contract One contract for every student; same rights and responsibilities Clear framework for incentives Approval system for training companies Quality framework for mentor. Main actors in new decree: school, company and student Strong role for sector!

9. Sectoral engagement In current system: sectoral organisation varies between different sectors New decree: “Flemish partnership dual learning” -> delegation of competences to “sectoral partnerships” Sectoral partnership: 18 delegates 4 delegates of social economic council 4 delegates of employer organisations 5 delegates of education 1 delegate of PES 4 delegates of government Secretary & chairman Agency of entrepreneurship = coordinator

10. Sectoral engagement Sectoral partnership can be responsible for: Approval of training companies Supervision on the contracts Monitoring Marketing in companies Providing information on raising quality of WPL. Promotion of dual learning Next to sectoral partnership, sectoral work: (e.g.) Creating a learning culture in companies Provide material, tips-and-tricks to facilitate WPL Via counselor: contact with companies Providing framework for quality of mentor

11. Curriculum – engagement of labour market Curricula in dual learning: based on ‘professional qualification file’ (beroepskwalificatie) and educational qualification Professional qualification file and educational qualification = key to transferability and transparency! Goal: curricula in dual learning and fulltime education based on same professional qualification and educational qualification

12. Instrument: the Flemish Qualifications Framework Decree (April 30, 2009) Definitions, scope, application and purpose General characteristics: eight levels, level descriptors and 5 level descriptor elements for each qualification level (knowledge, skills, autonomy, context en responsibility) Procedures for: the description, classification and validation of professional qualifications, the description, classification and validation of educational qualifications level 1-5, the description, classification and validation of educational qualifications level 6-8, registration of qualifications

13. Instrument: the Flemish Qualifications Framework Main features VKS consistent with EQF Qualifications are ranked into 8 levels on the basis of the respective level descriptors Each qualification is described on the basis of the underlying competences (knowledge, skills and attitudes + autonomy, context and responsibility) Difference between professional qualifications and educational qualifications Qualifications are validated by the Flemish Government

14. Instrument: the Flemish Qualifications Framework VKS: Policy options Difference between Educational qualifications Complete and ranked set of competences necessary to function in society further studies in secondary or higher education can be undertaken or a profession can be exercised (in case the educational qualification contains a professional qualification) are only acquired through education Professional qualifications: with which a profession can be exercised (can be acquired in education and outside education) Educational and professional qualifications can be found at level 1 – 8

15. Instrument: the Flemish Qualifications Framework Summary of types of qualifications

16. Instrument: the Flemish Qualifications Framework Professional qualifications – involvement of stakeholders Social partners (employers and employees) through the advisory body SERV: definition of occupational competence profiles (OCP) (COMPETENT database) Social partners + educational partners/VDAB & Syntra allign OCP’s to the VKS (FQS) what leads to professional qualifications The professional qualifications are validated by the Flemish government Educational qualifications – involvement of stakeholders: Educational partners through the advisory bodies VLIR, VLOR, VLHORA Professional competency profile Professional qualification dossierEducational qualification Education programs

17. Curriculum In practice: course in dual learning based on curriculum with PQ and EQ. Curriculum: based on several clusters of competences. Every cluster: based on PQ and elements of EQ. ‘mid-term qualifications’ Eg. After x-clusters: certificate of professional competence.

18. Curriculum: engaging individual company? Different incentives Bonus: € 500 per year; Tax reduction based on pedagogical competences of employer Employer: > 5 years experience, certificate of ‘mentor’ Base: 800 euro reduction/quarter paid ‘educational leave’ for employers Goal = follow mentor courses Tax reduction based on age of the student Individual company: partnership with school Curriculum: individual program based on possibilities of company ‘official’ voice in evaluation of the student

19. Screening of students Today: learning and working = mix between ‘work’ and ‘welfare’. Dual learning: only students willing to work Screening: school and mentor at school Mentor at school = go-between school-company. Not able to work (but willing) -> support trajectory Support on different aspects: attitudes, sollicitation, technical skills, etc. Starting point: workplace (profit/non-profit, social economy, etc.) Not always with renumeration; depends on time on the job ( 20u/week: paid)