PROJECT: Bedrijf + School (Company + School)
ESF – Agentschap Vlaanderen
Brief explanation of the project concept
Description of the final target group
 Businesses
Businesses in our region are always on the look-out for qualitative technically trained workers. The
demand, however, is becoming increasingly specific, which in turn is complicating the search. In
order to meet this demand businesses will increasingly have to position themselves and train the
spotlight on their activities and career opportunities.
A company’s objective can be dual: when the company wishes to emphasise inspiring young people
to choose a technical discipline then their activities will mainly target primary education and the first
years of secondary education. However the company can also choose to position itself as an
attractive employer. In that case the activities will focus on technical higher/technical/vocational
education. All the businesses in the region can associate themselves with the program and contribute
to developing technology-related activities for educational institutions. To this end they can count on
the necessary support from the project workers and the parties taking the initiative.
 Education
The project is open to all the schools in the region. Bedrijf + School aims to prepare students for their
future profession in schools, to inform and inspire pupils and students about technology and to
exchange knowledge with companies. Depending on the educational level certain accents are
emphasised and objectives pursued. The project ties in with the technology lessons in primary
education. Whereas teachers in secondary education are concerned the activities often are an
extension of the technology, physics, chemistry, maths and biology classes. The technical docents in
higher education are given the opportunity for demos of the practical aspect of their classes in school
or at a company.
Problem for which a renewed or improved service is required
The Lisbon Strategy put the issue of Math, Science and Technology on the international policy
agenda. Between 2000 and 2010 the number of graduates in higher education in these disciplines
had to be increased by at least 15%. At the same time the gender imbalance also had to be reduced.
The result of the efforts made in Flanders is satisfactory in terms of the number of graduates in
higher education. By comparison with other disciplines the STEM training options are gradually losing
students.
The mismatch between the supply/demand especially is the main cause of this problem and
constitutes a real reason for action. The analyses of the Flemish Public Employment Service (VDAB) of
shortage professions provide relevant material for this. Shortage vacancies, after all, are indicators of
the mismatch between supply and demand. Below is a brief summary of some relevant findings of
the study:
- The Flemish Public Employment Service thinks that the shortage of technically trained
workers is the main problem (in secondary and higher education).
- In terms of absolute numbers, technicians, IT technicians and engineers are the most
important shortage professions.
- Practice-oriented fields of study in technical and vocational education also continue to be a
problem. This is evidenced by the fact that there are still too many vacancies in the
construction industry, for joiners, plumbers, electricians and mechanics.
- In its study the Flemish Public Employment Service, in addition to pointing out qualitative
and quantitative causes, also refers to the misconceptions which exist about the labour
conditions of a technical job.
The ROSE study shows that values, social and individual relevance are important factors influencing
future choices and attitudes in later life vis-à-vis STEM disciplines.
Young people are inclined to choose these disciplines depending on whether they find this relevant
for their personal life and whether these disciplines tie in with matters that they feel are important
such as caring for the environment, helping people, developing IT applications, and so on.
The lack of the perceived relevance of the curriculum probably is one of the biggest obstacles when
choosing a discipline or a job in science or technology. That is why it is important to demonstrate the
social and individual relevance of exact sciences and of technology, as a solution to several problems
and as an important element for numerous jobs.