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Eurydice

EACEA National Policies Platform:Eurydice
National reforms related to transversal skills and employability
Belgium - Flemish Community

Belgium - Flemish Community

13.Ongoing reforms and policy developments

13.5National reforms related to transversal skills and employability

Last update: 31 March 2026
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2026

STEM Agenda 2030 

The Flemish Government is continuing the STEM Agenda 2030. The agenda focuses on increasing enrolment in STEM education and careers, on STEM specialists, and on strengthening STEM competences in society at large (STEM literacy). The emphasis is on societal challenges and cooperation with other policy domains. 

The second edition of the education STEM monitor was published in June 2025. It reports on the revised indicators and associated targets. The interactive STEM dashboard, published in 2024, is also regularly updated with current data. Finally, several STEM-oriented competitions for schools and pupils took place within the call of the Excellence Fund. 

Towards 2030  

Flemish STEM policy has clearly evolved in recent years. While the first STEM Action Plan (2012–2020) mainly focused on stimulating enrolment in STEM education and careers, this second action plan (2020–2030) builds on it with a broader, future-oriented vision. The STEM Agenda 2030 brings together existing policy initiatives and places strong emphasis on developing STEM competences that are essential for major societal and economic transitions. 

The agenda is structured around four strategic priorities and lines of action, supported by a governance framework and a monitoring system:  

  • Persuasion: Everyone in society is aware of the importance of STEM skills and knowledge for their future 

  • Attraction: Everyone with an interest and talent in STEM should easily find their way to a suitable STEM programme that offers job security in a changing future  

  • Action: STEM competences are deployed as much as possible in response to current and future needs, developments and transitions in business, research and society at large 

  • Innovation: Our education and training provision responds more effectively and more quickly to developments and transitions in business, research and society, both now and in the future. 

Initiatives on the ground  

There are numerous initiatives supporting the policy, such as:  

  • Regional Technological Centres (RTCs): building bridges between education and the labour market, especially within labour market-oriented education. They provide STEM materials, XR services and support for dual learning, among other things 

  • Teaching materials and inspirational tools for teachers, developed by and for the education sector itself 

  • Various projects that strengthen intake, innovation and cooperation  

  • Collaborations between university colleges and universities to support schools and teachers in implementing integrated STEM didactics. 

STEM Monitor 2030  

To track policy progress, the STEM Monitor was developed in consultation with the STEM Platform, advisory bodies and the Flemish Minister of Education. The Monitor 2030 introduces five (new) core indicators: 

  1. STEM participation in secondary education, with specific attention to girls in technical and vocational STEM tracks.  

  1. STEM participation in dual learning.  

  1. STEM study success in secondary education.  

  1. STEM study success in higher education.  

  1. STEM participation in adult education.  


These figures are published annually on an interactive online dashboard. In this way, the monitor supports the STEM Agenda and provides policymakers, schools and partners with insight into developments and needs in STEM. 

Digiplan 

The new Digiplan builds on the Action plan for Quality Digital Education (‘Digisprong’, see below) and introduces new priorities. There is a strong focus on professionalisation: teachers and schools receive additional funding, access to a guide for digital didactics, quality labels for training programmes and learning materials, and an expanded professional development offer. Digital competences, including basic ICT skills, media literacy and computational thinking, are now integrated into the new minimum objectives. 

The plan also emphasises safe and supportive learning environments, with measures on cybersecurity, media literacy and the prevention of cyberbullying, alongside the smartphone ban. A ‘Growth Path for Information Security and Privacy’ (GRIP) supports schools in systematically building a robust information security and privacy policy. The pathway consists of six steps, in which schools are provided with organisational and technical measures to strengthen their digital resilience.  

Finally, a major renewal of digital infrastructure is planned: by September 2026, every school must develop an ICT policy plan. To support schools in this, ‘Pictos’ was launched, a tool that helps schools draw up, update or optimise such an ICT policy plan. Shared infrastructure replaces the previous individual laptop scheme, and a public reference list ensures quality and affordability.  

2025

STEM Agenda 2030 

The new Flemish Government is advancing the STEM Agenda 2030. This initiative focuses on increasing enrolment in STEM education and careers, developing STEM specialists, and strengthening STEM skills across society more broadly (STEM literacy). The emphasis is on addressing societal challenges and fostering collaboration with other policy areas. The second edition of the STEM Education Monitor was published in June 2025, reporting on updated indicators and associated target figures. The interactive STEM dashboard, launched in 2024, continues to be regularly updated with current data. In addition, a variety of STEM-focused competitions for schools and pupils were held under the Excellentie Fund call.

Digiplan

The new Digiplan builds on the achievements of the Digisprong while introducing new priorities. A major focus is on professional development: teachers and schools will receive additional resources, access to a digital teaching guide, quality certifications for educational materials, and a comprehensive training programme. The plan also prioritises a safe and positive learning and working environment, including measures for cyber security, media literacy, and the prevention of cyberbullying, complemented by a smartphone ban starting 1 September 2025. Finally, there is a thorough overhaul of digital infrastructure: schools will be required to develop an ICT strategy by 2026, with a focus on shared infrastructure instead of the previous individual laptop programme, and a public reference list will ensure quality and affordability. Digital skills—including ICT, media literacy, and computational thinking—are now embedded in the updated minimum learning objectives.

Investing in Educational Infrastructure

Flanders continues to invest in educational infrastructure. The fourth edition of the Capacity Monitor is expected to be published, providing an updated assessment of anticipated capacity needs through the 2031–2032 school year. Based on this new monitor, a plan will be launched to allocate available capacity resources for the period 2026–2028.

The Minister is monitoring the progress of approved capacity projects and assessing whether it is appropriate to reallocate or increase resources to deliver the planned additional capacity swiftly. Investments will continue in the renovation and replacement of existing school buildings to ensure an optimal learning environment for both teachers and pupils.

Flanders will continue to implement the ‘Schools of Flanders’ investment programme, totalling €1 billion, aiming to realise a new design, build, finance and maintain (DBFM) model. The ongoing DBFM programme, ‘Schools of Tomorrow’, will be fully executed, while smaller, project-specific DBFM agreements will continue to be launched and delivered. Recurrent DBFM programmes are also being prepared, following the Schools of Flanders model, to further support school boards and reduce administrative burdens.

2024

The measures introduced in 2023 have been further implemented in 2024. You can find all updates and refinements in the 2023 text. Additionally, new initiatives that were launched in late 2024 are covered under the 2025 heading.

For the most up-to-date information, please refer to the relevant sections.

2023

Digisprong  

The importance of the digitalization of education became clear through the corona pandemic. It is the ambition of the Flemish Ministry of Education and Training to strengthen the digital competencies of all learners, from primary school child to adult. From a strong Flemish e-inclusion policy, special attention is also given to vulnerable target groups. The measures and actions to facilitate distance learning are framed within the recovery plan and the pursuit of digital inclusion. 

Efforts are being made on 5 fronts for an accelerated digitization policy:  

  1. A digital friendly government;
  2. ICT infrastructure;
  3. ICT vision and school policy;
  4. Digital teaching materials;
  5. ICT skills.  

A strong ICT infrastructure and development of an ICT vision and school policy are considered prerequisites for digital acceleration and development of an ICT vision and school policy. To further develop ICT skills among teachers and in school teams in compulsory and adult education, including through additional colored in-service training resources and by funding so-called IT bootcamps for teachers and ICT coordinators. We also envision a tool, Digisnap, that will allow teachers to scale their digital skills. This tool will also be linked to a new training database.  

The digital transformation of Flemish education is a complex process. In order to coordinate and support the many diverse actions and projects in the field of education from the same framework, a knowledge and advice center is being established.  

Efforts are also being made to strengthen the role of ICT coordinators and the transformation to ICT teams in schools. There is further provision for a sustainability strategy whereby schools can have outdated ICT infrastructure refurbished or decommissioned. Other upcoming elements include a vision trail around Artificial Intelligence in education and a cybersecurity support program. 

ICT Policy Plan  

The importance of the digitization of education was highlighted by the corona pandemic. It is the ambition of the Flemish Ministry of Education and Training to strengthen the digital competencies of all learners, from primary school child to adult. From a strong Flemish e-inclusion policy, special attention is also given to vulnerable target groups. The measures and actions to facilitate distance learning are framed within the recovery plan and the pursuit of digital inclusion.   

Efforts are being made on 5 fronts for an accelerated digitization policy:  

  1. A digital friendly government;
  2. ICT infrastructure;
  3. ICT vision and school policy;
  4. Digital teaching materials;
  5. ICT skills. 

A strong ICT infrastructure and development of schools' ICT vision and policies are considered basic prerequisites for digital acceleration and development of schools' ICT vision and policies. To further develop ICT skills among teachers and in school teams in compulsory and adult education, existing initiatives will be strengthened and IT bootcamps for teachers and ICT coordinators will be organized.  

The digital transformation of Flemish education is a complex process. In order to coordinate and support the many diverse actions and projects in the field of education from the same framework, a knowledge and advice center will be established.  

Efforts are also being made to strengthen the role of ICT coordinators and the transformation to ICT teams in schools. There is further provision for a sustainability strategy whereby schools can have outdated ICT infrastructure refurbished or decommissioned. Other upcoming elements are a vision trail around Artificial Intelligence in education and a cybersecurity support program.