Employer participation in training is a government priority. VET schools and companies need better cooperation to allow learners to acquire skills and knowledge needed in the labour market. The government also believes employers are its key partners in designing VET policies.
Each economic sector demands a specific set of learning outcomes. Sectoral qualifications frameworks (SQF) are the detailed sector-focused components of the Polish qualifications framework (PQF).
In place since mid-May 2017, the new government intends to proceed with large-scale reform of the vocational training system. In line with the commitments made by the new President, the aim is to bring training into the future, to develop a knowledge society that is in step with citizens’ expectations, and address the challenges inherent in digital and ecological transitions.
CollegesWales, the Wales’ national contact point for the European qualifications framework, completed in 2016 their research on the European master craftsperson qualifications. Part of this research was to evaluate, whether there is a desire for creating a master craftsperson qualification route in Wales. The research considers the viability and potential uptake of such programmes in Wales and the introduction of master craftsperson frameworks at EQF levels 4 and 5.
Red.es has launched a call for proposals to develop training programmes oriented to the digital industry and aimed at young people enrolled in the National youth guarantee system. The aim of the call is to develop high level digital skills for ICT professionals in all industry sectors, supporting access into jobs that boost the digital transformation of companies.
A common framework of digital competence for teachers has been published by the Ministry of Education, available from January 2017. Developing digital competence in education requires integration of ICT in the classroom and teachers properly skilled in that competence.
In recent years, the number of foreign-language students in vocational education whose mother tongue is other than Finnish, Swedish or Sámi has increased considerably. Even as enrolment in general upper secondary education has grown, foreign-language students have been choosing vocational education more often.
All applicants for secondary education (ISCED 3) in Finland use a joint application system. In the spring of 2017, 54% of candidates applied to vocational education and training (VET) programmes and 46% to general programmes in upper secondary education. In recent years, VET applications have slightly decreased (56% in 2016). Approximately 39 700 applicants applied for VET, 3 360 applicants fewer than the previous year. The available number of starting places in vocational education and training is 43 900, of which 1 900 is in Swedish-language training.
A system of assessment, recognition and validation of informal and non-formal learning has been developed in Malta. It aims to address common concerns among VET providers and employers on quantitative or qualitative mismatch between education/training provision and demand in a rapidly evolving labour market. Validation of informal and non-formal learning is a recent issue on Malta’s education policy agenda and will help face the challenge of devising training and education programmes which not only equip their learners with the appropriate technical skills but also provide core skills to enable them to take on future challenges.