Official guidelines on traineeships and apprenticeships

Flemish level

The Ministry of Education and Training, Department WEWIS and VDAB (work together) to provide young people with the opportunity to learn in the workplace as a trainee or apprentice. 

In the past, the system of learning and working (Stelsel Leren en Werken) was used, but this system is currently phased out (until 2026). The system of learning and working refers to educational systems in which trainees or apprentices acquire professional skills in a school environment (educational institution or training centre) and at the workplace. It concerns, in particular, vocational training where trainees are students or young poorly qualified jobseekers. The system is a joint responsibility of the Flemish Minister of Work and the Flemish Minister of Education and Training. Because the system of learning and working faces many challenges (e.g. learners in vulnerable situations who need a tailored approach) and is often a negative choice for pupils tired of school, it is gradually replaced with the so-called dual system of learning and working or Duaal leren (Source: CEDEFOP). This transition is regulated with the Decree on the legislative framework for the implementation of dual learning. The decree foresees several amendments for the system, such as a new structure of secondary education and obligatory mentor training. This allows learners aged 15 and older to combine their studies with training at a company.

The initiatives and programs to combine learning and working existed even before the Youth Guarantee. However, the reforms of the past and coming years, and in particular the introduction of the dual system of learning and working, or Dual Learning system (Duaal Leren) that will replace the older system of learning and working are (indirectly) related to the Youth Guarantee: a high-performing system with a lot of workplace learning options is expected to reduce youth unemployment. As such, it is promoted as a strategy to reduce youth inactivity (source: CEDEFOP).

The current options to learn in the workplace as a trainee of apprentice include:

• For students who are following a traineeship or apprenticeship in the context of their education:        

  • Part-time vocational education (dbso): Part-time vocational secondary education (dbso) is a system of learning and working. When a pupil is 15- or 16-years old (s)he may enter a system of alternating learning and working. The young person makes the combination between school and workplace learning. Every young person in the dbso is taught two days a week at the Centre for Part-time Education. This is the learning part. All youngsters in part-time education are obliged to take part in learning and working for at least 28 hours a week. The workplace learning part depends on the result of a screening. That could be: 1. a real work experience (through two types of employment contract), 2. a bridging project: for young people who are willing to work but still need to develop their attitudes and skills. Part-time vocational education is organised in cooperation with a centre for part-time education or a centre for apprenticeships. It is part of the system of learning and working that is currently phased out and will be replaced by the system of dual learning.

  • Apprenticeship (leertijd): Apprenticeships form part of the alternating training system within secondary education. In Flanders apprenticeships are organised in a SYNTRA training centre. The apprenticeship system combines courses at a SYNTRA campus with working in a company under the guidance of an entrepreneur or training supervisor. Young people are only admitted to this system when they have been offered a contract by an employer. There are no alternatives in terms of work experience if the young person becomes unemployed. Most of the training is for three years. Apprenticeships fall under the minister responsible for education. This system runs in cooperation with Department WEWIS. It is part of the system of learning and working that is currently phased out and will be replaced by the system of dual learning.

  • Dual system of learning and working (Duaal Leren): in cooperation with the Ministry of Education, Ministry of Employment, VDAB and Department WEWIS, and with youth work organizations that focus on young people in the context of work. The aim is to bring education and the labour market closer together, to reduce the unskilled outflow and to reduce youth unemployment. It is an integrated process in secondary education in which general education, vocational education and work experience form a whole. Young people acquire the skills they need to obtain a qualification both in the workplace and at school (or in a part-time education centre or a Syntra classroom). The learning pathway, thus, consists of a teaching and work component that are coordinated and together form a coherent whole. The system is organised as part-time vocational secondary education and as apprenticeship; in the first, young people learn 3 days at the workplace and follow 2 days of lessons in a centre for part-time education or a secondary school; in the latter, young people learn 4 days at the workplace and follow 1 day of lessons via Syntra. Also Centres for Adult Education offer dual learning options.

• For young job-seekers, such as trainees from training centres:    

  • Individual vocational training (‘individuele beroepsopleiding’ (IBO)): young people can start working under a training contract with VDAB for IBO, individual vocational training in which VDAB contracts its training assignment out to a company where the job-seeker will be taught his/her chosen vocation at the workplace. The individual Vocational Training aims at fostering (youth) employment. During this individual training, the employer does not have to pay a wage or social security contributions.            

  • Traineeship agreement: this is available for (young) people who have formally left school. It comprises a work experience at an enterprise with theoretical entrepreneurial training in a training centre. 

  • Job familiarity internship (‘beroepsinlevingsstage’ (BIS)): paid internship in a company to strengthen (young) people’s skills and competences at the workplace. 

  • Work experiencing internship (‘werkervaringsstage’ (WES)): this internship provides a jobseeker who has difficulties with finding work the opportunity to gain some workplace experience and to strengthen competences and skills. 

Promoting traineeships and apprenticeships

Facilitating the participation of young people and supporting providers of traineeships

Since September 1^st 2023, the Bonus for Qualifying Workplace Learning (Premie Kwalificerend Werkplekleren) and Apprentice Bonus for Alternating Training (Leerlingenpremie Alternerende Opleiding) replace 5 older measures, including the starting and tutoring premiums (Start- en Stagebonus), which were originally put in place by the Royal Decree of 1 September 2006. 

• A pupil of dual learning secondary education who learns his or her subject both at school and on the work floor may, under certain conditions, receive the Apprentice Bonus for Alternating Training.

• A company offering an on-the-job apprenticeship to a student in a secondary education or in adult education who learns his or her subject both at school and on the work floor, a student in the Dual System of Learning and Working or a learner in a graduate nursing course may, under certain conditions, receive the Bonus for Qualifying Workplace Learning.

Raising awareness about traineeships and apprenticeships

A dedicated website with information on dual learning is available. It includes information for students, parents, schools and training centres and companies. It provides information on important events (e.g. the Week of dual learning).

VDAB promotes traineeships and apprenticeships and informs young people and providers. A list of all possible traineeships and apprenticeships is available on the website of the VDAB.

The Flemish Partnership for dual learning is the advisory body on workplace-related matters of dual learning; it is composed of social partners and stakeholders from education. It undertakes online and offline actions to promote dual learning in order to convince companies to offer open places for trainees. 

Targeted campaigns are organised. Recent campaigns of VDAB, the Ministry of Education and Training and Department WEWIS to make (young) people aware of traineeships, apprenticeships and other trainings VDAB can offer, include:

• “Steek een poot uit met duaal leren”-campaign (Dutch saying which about translates to “Lift a finger with dual learning”) in 2021-2022.

• WOW-campaign, focussing on how everyday skills (e.g. gaming, managing a household) can be useful to start with a training towards a job (2023).

• MNM JumpJobs (in collaboration with VRT, which is the Flemish public broadcast, Voka and the Flemish Government), aimed at providing a first work experience for youth (2024).

• Week of dual learning  (yearly initiative)

Recognition of learning outcomes

A ‘Flemish Qualifications Framework’ (FQF) has been developed, following the development of the ‘European Qualifications Framework’. 

According to CEDEFOP, the Flemish Government distinguishes between professional and educational qualifications:

Professional qualifications are a completed set of competences, assigned to the FQF, with which a person can practice a profession. A professional qualification can be acquired through education and other training providers or through a procedure for the recognition of prior learning (erkennen van verworven competenties, EVC). A professional qualification is established from a professional qualification file. The competent database, managed by VDAB, forms the primary reference framework for this. The database contains occupational competence profiles that describe what an individual needs to be able to do and know to perform a certain profession. 

Educational qualifications are sets of competences allowing general functioning in society, further studies and/or professional activities. These qualifications can only be acquired through education. Educational qualifications at ISCED levels 1 to 4 consist of learning outcomes and/or recognised professional qualifications or partial qualifications. 

Also prior learning can be recognised. The current validation systems and arrangements in Flanders are defined by the 2019 Decree on recognition of acquired competences and the Decree on the quality assurance of trajectories towards professional qualifications based on a common quality assurance framework. In Flanders, the term EVC (erkennen van verworven competenties) stands for recognition of acquired competences and refers to the validation of non-formal and informal learning. Alongside the recognition of non-formal and informal learning, it also includes what individuals have learned in a formal setting but which was not recognised with a formal (partial) qualification. EVC is used to get admission to an education and training programme, or/and to request exemptions from certain parts of a programme and/or to obtain a (professional) qualification. It is regulated by the Departments for Education and Training, WEWIS as well as Culture, Youth, Media and Sports. EVC is thus supported by the Flemish Government, but implementation differs across the sectors; there are many procedures in place to validate non-formal and informal learning, which are independently developed by each policy domain. 

Funding

Flemish Government

The overall budget of the policy domain Education and Training is about 17 billion in 2025 (Source: Vlaamse Begroting in Cijfers 2025).

The overall budget of the policy domain WEWILS exceeds 6 billion in 2025 (Source: Vlaamse Begroting in Cijfers 2025).

The work of VDAB (such as Individual Vocational Training, Integration traineeship…) is largely funded by the Flemish government. VDAB operates under a management agreement with the Flemish Government in this connection. The management agreement defines the policy priorities and the budget allocated to VDAB. As well as the grant from the Flemish Government, there is also income from the European Union and from the invoicing of employers. In 2020, the total operating budget was 826.176.000 euro. This budget includes employee costs, operational costs, cooperation with third parties, financial compensation and investments (source: Schriftelijke vraag Vlaams Parlement).

European Social Fund+

The 'European Programs' department (Europe WSE) is part of Department of Work, Economy, Science, Innovation and Social Economy (WEWIS). Acting as a bridge between the European Commission and the Flemish Government, Europe WSE is committed to managing and implementing European programs within the policy domain of work and social economy.

Europe WSE delegates the management of part of its resources to two intermediary bodies due to their specific positions in the labour market and the educational landscape, respectively:

• Department of Education & Training: Allocates ESF funds to projects within Education, including a focus on inclusive education. T

  • The Department of Education and Training launches project calls at specific times, during which organizations can apply for subsidies from the European Social Fund. Thus, organizations can develop projects to support students in the system of 'learning and working' or 'dual learning' in the transition from education to the labour market.

• VDAB: Utilizes ESF funds for the activation of job seekers. For example, VDAB is currently involved in a project on workplace learning (Leerjobs, ESF+ call 553).

Quality assurance

The Decree on quality in education of 8 May 2009 states that secondary schools are responsible for their own quality assurance and therefore are also in charge of deciding how to conduct the self-evaluation of the quality of their school. As well as these internal reviews at provider level, external reviews can also be carried out through the Inspectorate of Education. The Inspectorate works on behalf of the Flemish Government and is responsible for overseeing the quality of education providers at various levels (Source: CEDEFOP).

As such, the quality assurance of the different types of apprenticeships and traineeships, with regard to the educational quality is managed by the Inspectorate of Education. Expectations for educational quality are set out by the reference framework for Quality in Education. 

Together with the Inspectorate of Education, the Flemish Social Inspection (Vlaamse Sociale Inspectie) is responsible for quality assurance in the trajectory of dual learning and apprenticeship. The Flemish Social Inspection focusses on the enforcement of the Flemish employment policy (e.g. discrimination in the work place). 

In 2019, the Flemish Government approved the Decree on common principles for quality assurance in training (and validation) pathways, offered outside the formal education system but leading to a professional qualification which is formally linked to the FQF. The decree prescribes the terms for certifying professional qualifications by regulating the conditions for quality control at the provider level and that of the training and validation pathway. The quality assurance focuses on the following five areas: (a) learning objectives; (b) design of the learning process; (c) learner guidance; (d) learning process evaluation; (e) internal quality assurance processes. The quality of training and validation pathways outside the formal system is verified at least once every 6 years; the relevant quality assurance framework is the basis. It was developed by the Education Inspectorate and the Flemish Social Inspectorate and is aligned with the quality assurance framework used in formal education (Source: CEDEFOP).

VDAB

All reforms and initiatives are included in the annual business plan of VDAB (beheersovereenkomst). This plan will be monitored, evaluated and adjusted (qualitatively and quantitatively) quarterly by the Ministry, the board of directors of VDAB and the experts.

VDAB is responsible for overall quality assurance in the VDAB centres. It controls the quality of the counselling and support offered by partner organisations. VDAB lists the following actions to guarantee the quality:

• Mandating of organisations en centres, who are obliged to work according to clearly defined objectives of service provision.

• Quality monitoring: Administrative and qualitative checks are conducted at regular intervals or based on specific signals. Data mining and customer surveys in response to signals (complaints) are used.

• Handling of complaints about service delivery by customers.

If VDAB identifies situations that do not appear to comply with regulations or what VDAB expects of career counselling services, VDAB initiates an investigation from multiple perspectives. As indicated in their 2021 Monitoring Report, possible sanctions VDAB uses include (partial) recovery of funds or (temporary) suspension of the mandate of a centre or counselling service.