Thematic category Learners' possibilities of accumulation, v...
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Objectives

Goals and objectives of the policy development.

Community education takes a holistic, learner-centred approach and incorporates both formal and informal learning, addressing learners' personal development and building skills while offering educational opportunities through simplified pathways and the possibility of moving forward into the FET system and beyond. Community education fosters social cohesion and active citizenship, playing an important role in supporting a democratic society.

The Framework gives a foundation to help shape how...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Developing the framework was a collective and collaborative process by the whole of the FET sector, focussing on the needs of learners, who were also a key stakeholder and consulted during the process of drafting the framework.

A writing group was set up that included many different stakeholders in the FET Sector. This group was an important space to discuss ideas and challenges and was imperative for shaping the final content.

There was a 12-month development process, comprising four...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Further Education and Training Authority (SOLAS)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
  • Department of Rural and Community Development
  • Pobal
  • Cavan Monaghan Education and Training Board (CMETB)
  • City of Dublin Education and Training Board (CDETB)
  • Cork Education and Training Board (CETB)
  • Donegal Education and Training Board (DETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Kerry Education and Training Board (KETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
  • Education and Training Boards Ireland (ETBI)
  • Adult Learning Association (AONTAS)
  • Community Education Facilitators' Association (CEFA)
ID number
48740
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and staff.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.

The report explored the concept of transversal skills to establish consensus in terms of definition and identify...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Leargas
  • Leargas National VET Team
ID number
48718
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives of Law 5128/2024 are:

  1. modernising regulations governing primary, secondary, and special education, while strengthening their human resources.
  2. developing the"e-PROFESSIONAL" electronic platform for issuing decisions on the recognition of professional qualifications and professional equivalence of formal higher education qualifications.
  3. addressing organisational and administrative matters of Higher Educational Institutions (HEIs).
  4. enhancing the permanent staff of special...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Law 5128/2024 introduces key reforms to modernise education, vocational training, and qualification recognition in Greece. It focuses on expanding digital learning, strengthening career guidance, improving access to education, and enhancing vocational education and training (VET) and qualification recognition to align with evolving societal and labour market needs.

A key priority is the digital transformation of education. The law allows for the establishment of a digital educational portal...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Religious Affairs and Sports
ID number
48249
View details
Greece Regulation/Legislation

Objectives

Goals and objectives of the policy development.

According to the submission report to the law, the law aims to introduce system tools that will mitigate the effects of social and technological changes on people's lives. The education system needs to respond more flexibly to these changes to ensure that every citizen has lifelong access to opportunities to learn and develop their skills and competences, so that everyone can realise their potential in personal, professional and civil life. The law is intended to support flexible options for...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The education ministry initiated new legislation instead of the originally proposed law on lifelong learning, which was previously recommended by the Lifelong learning and counselling strategy for 2021-30 and approved by the government. Although the strategy suggested drafting a new act on lifelong learning, the education ministry decided to submit an act on adult education. Since the development of comprehensive lifelong learning legislation covering learning from cradle to grave would...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • Sector Councils Alliance
ID number
47912
View details
Slovakia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The long-term goal of the 2024-29 project is to address labour market gaps, reduce youth and adult inactivity and unemployment, and contribute to economic growth. Achieving this overall goal depends on progress in three areas related to the improvement of the response of the VET and lifelong learning to the labour market needs by systems' higher permeability and flexibility. Goals and specific outputs related to these areas are as follows:

  1. Response of VET to the labour market needs is...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 covering a maximum of 85% of the total eligible project expenditures over 55...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Investments, Regional Development and Informatisation
  • Ministry of Labour, Social Affairs and Family
  • Ministry of Education, Research, Development and Youth
  • State Institute of Vocational Education (ŠIOV)
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
47840
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The National Education System Development Plan defines the strategic priorities and measures for education at all levels for the period up to 2027, including specific measures for IVET and adult education, based on the analysis of development needs and challenges for each priority.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:

3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.

3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Science, Education and Youth (MZOM)
ID number
47757
View details
Croatia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The overall objective of the strategy is to increase the share of adults participating in lifelong learning to 12% by 2027 through more and better formal, non-formal and informal learning.

The specific objectives of the strategy 2024-2027 are:

  1. intensification of the role of partners/partnerships for the support and development of the strategic framework for adults' professional training,
  2. improving personalised / tailored - made and specific learning offers,
  3. facilitating adults' access to...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The strategy was developed with the support of EU funding (Erasmus+ 101051428-SNFA-ERASMUS-EDU-2021-AL-AGENDA-IBA).

During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.

The cooperation pillar focuses on updating legislation and strengthening the role of partnerships in adult training, alongside capacity building for training providers.

The personalised learning pillar promotes flexible...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Solidarity
  • Ministry of Education
  • National Centre for TVET Development (CNDIPT)
  • National Qualifications Authority (ANC)
  • National Agency for Employment (ANOFM)
  • Ministry of Economy, Entrepreneurship and Tourism
  • Ministry of Agriculture and Rural Development
  • Ministry of European Investments and Projects
  • National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
ID number
47440
View details
Romania Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The government's main goal for the integration work is to get more people into work, build strong communities and good community arenas, promote equality, and combat negative social control. The government aims for a policy where society both makes demands and offers opportunities. Adults granted residence in Norway must, as quickly as possible, become part of and contribute to society on an equal basis with everyone else. Immigrants must experience that they meet the same expectations, and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The government wanted to examine possible changes to the Integration Act in 2024 to enable more people to complete upper secondary education (EQF 4), especially vocational education and training (an alternative not a full EQF qualification but a certificate of competence for a vocation (EQF3)), within the framework of the introduction programme. This includes making greater use of the recognition of prior learning and considering a longer duration of the programme for a larger number of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Inclusion
  • Norwegian Directorate for Higher Education and Skills
ID number
47254
View details
Norway Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives of this initiative are:

  1. improving and modernising the system of credentials for learners and people who improve their skills, competences and qualifications;
  2. implementing the idea of micro-credentials;
  3. supporting participation in lifelong learning and motivating to confirm achievements.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A tool for issuing and collecting digital credentials, the Odznaka+ (Badge+) application, was created in 2021 as part of the project. Its purpose is the inclusion of innovative and socially needed qualifications in the integrated qualifications system (IQS), as well as reducing barriers to the development of IQS by providing support to its national and regional stakeholders'. It was created by the Educational Research Institute and commissioned by the Ministry of Education and Science. The...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science (from 2021 until 2024)
  • Ministry of National Education
  • Educational Research Institute (IBE)
ID number
45048
View details
Poland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To provide the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare the...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Human Resource Development Authority of Cyprus (HRDA)
ID number
44710
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To aid lifelong learning and recognition of competences and qualifications through establishing a system of transferable credits used in the professional training of adults.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The development of the transferable credit system includes methodology for granting transferable credits for the professional training of adults including categories of skills to be considered for certification of competences: key, technical and occupation-related. It facilitates mobility and complies with the general provisions regarding competences acquired in education and training, including adult training.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education
  • Ministry of Labour and Social Solidarity
  • National Qualifications Authority (ANC)
ID number
44145
View details
Romania Regulation/Legislation

Objectives

Goals and objectives of the policy development.

VAE must become more attractive for job seekers as well as for employees undergoing professional retraining. One of the objectives of the renovation of VAE is to combat recruitment tensions in the labour market, i.e. in the health and social care, early childhood, and social economy sectors.

One main goal is to increase the number of beneficiaries, by targeting 100 000 beneficiaries per year by 2027. It is important to note that the results in 2021 showed 30 000 beneficiaries. Additionally,...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The minister delegated for vocational training announced an ambitious reform at the end of 2022.

Law No 2022-1598 of 21 December 2022 on emergency measures relating to the functioning of the labour market includes several provisions that reform VAE along three lines:

  1. simplification: facilitating the admissibility stage, shortening routes and harmonising funding rules;
  2. making validation paths more secure: the law individualises and strengthens the support provided to candidates, giving them...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour, Employment and Professional Integration (until 2022)
  • Ministry of Labour, Full Employment and Inclusion
  • Delegate Minister for VET under the education and labour ministers
ID number
43899
View details
France Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. To achieve the specific training needs of the employed and unemployed.
  2. To promote the return of the unemployed to the labour market through a rapid integration in training actions of short and medium duration.
  3. To allow the acquisition of relevant competences, or the valorisation of competences already held, always allowing the continuity of the qualification pathway.
  4. To enable the gradual acquisition of a professional qualification.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.

This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Employment and Vocational Training (IEFP)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
ID number
43302
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. To raise the educational and professional qualification levels of the adult population through an integrated offer of education and training;
  2. To improve adult employability conditions and to certify the skills acquired throughout life.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).

EFA courses are addressed to adults, employed or unemployed, with low and very low...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Employment and Vocational Training (IEFP)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
ID number
43297
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. Improving citizens' digital skills.
  2. Promoting digital inclusion in society.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Employment and Vocational Training (IEFP)
  • Agency for Competitiveness and Innovation (IAPMEI)
  • Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
  • Portugal Digital Mission Structure
  • Secretary of State for Modernisation and Digitalisation
ID number
43292
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

This policy development aims to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6 for individuals with considerable professional experience in a given vocational field. Thereby these professionals should be empowered to move on to new and more advanced positions or change career paths through more flexible HVE.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2020, the HVE-flex pilot programme was launched, aiming to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6. It targets professionals, who already have skills in a working field but, due to new demands in current profession and position, need upskilling and reskilling. The Swedish National Agency for Higher Vocational Education (MYH) is in charge of the HVE-flex programme, which consists of:

  1. exploring and developing models for validating and...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Agency for Higher VET
ID number
43215
View details
Sweden Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The amendment of the Law on Adult Education aims at the alignment of the regulations with the development of the national qualifications framework and to improve the quality assurance system, to ensure quality and effective education focused on the needs of the individual and the labour market.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The 2021 law also introduced micro credentials as units of learning outcomes designed to help individuals acquire specific sets of skills aligned...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Science, Education and Youth (MZOM)
ID number
42773
View details
Croatia Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. enabling individuals to acquire knowledge, skills and competences they need to thrive in an evolving labour market and society, to benefit fully from a socially fair recovery and just transitions to the green and digital economy;
  2. supporting preparedness of providers of microcredentials to enhance the transparency and flexibility of the learning offering in order to empower individuals to forge personalised learning and career pathways;
  3. fostering inclusiveness and equal opportunities and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport (MIZŠ) (until 2023)
  • Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
  • Ministry of Education
ID number
42550
View details
Slovenia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

  1. second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • Ministry of Labour, Social Affairs and Family
  • Ministry of Investments, Regional Development and Informatisation
  • Alliance of Sectoral Councils
  • Sector Councils Alliance
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
42193
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The primary objective of the pilot testing is to verify the effectiveness of the recognition of international ICT certification standards. The pilot also aims to identify the opportunities and conditions under which it would be possible - by means of an Amendment to the School Act and the relevant implementing Decree on Detailed Conditions on Completing Education by the Maturita Examination in Upper Secondary Schools - to replace part of the exam in the education field Informatics and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

On 1 October 2020, the Ministry of Education, Youth and Sports launched a pilot aimed at recognising international ICT certificates, that prove students' knowledge and skills not only in informatics and information and communication technologies (in upper-secondary general schools, Gymnázia) and in education in information and communication technologies (in secondary VET schools) but also in digital competences in the profile part of the Maturita examination: Maturita in 4-year programmes...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Youth and Sports
  • National Pedagogical Institute of the Czech Republic
ID number
41970
View details
Czechia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:

  1. changes in the admission plan for education for better adaptation to labour demand;
  2. advanced training and training at the request of employers for the unemployed;
  3. training for employees;
  4. providing the necessary...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.

The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policy(MLSP)
ID number
41904
View details
Bulgaria Strategy/Action plan

Objectives

Goals and objectives of the policy development.

In addition to the provision of IVET and CVET (upskilling, reskilling), centres of vocational excellence (CoVEs) must offer retraining of teachers, head instructors and instructors, offer work-based learning opportunities for dual learners contracted by SMEs (as SMEs often lack the full technological resources or capacity to cover the full scope of a qualification), and be an interface between basic schools (lower secondary education in particular) and VET schools and between VET schools and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The creation of CoVEs is determined by the Lifelong learning and counselling strategy for 2021-30 adopted by the government on 24 November 2021. According to the strategy's action plan, a pilot phase to transform some of the existing centres of VET into CoVES was scheduled to start in 2022, co-funded by ESIF (specific objective 1.4 'Developing skills for smart specialisation, industrial transition and entrepreneurship' under Operational programme Slovakia 2021-27). About 20 CoVEs should have...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • Ministry of Labour, Social Affairs and Family
  • Ministry of Investments, Regional Development and Informatisation
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
41675
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objective of the Act of 19 November 2020 is to implement the Directive (EU) 2018/958 of the European Parliament and of the Council of 28 June 2018 on a proportionality test before adopting a new regulation of professions. This Directive lays down rules on a common framework for conducting proportionality assessments before introducing new, or amending existing, legislative, regulatory or administrative provisions regarding regulated professions. Member States should act within the...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In November 2020, the Act on the principles of the recognition of professional qualifications attained in other EU Member States was amended.

The most important changes include:

  1. ensuring that new regulatory provisions (in this area) are justified, following the principles of proportionality and non-discrimination and indicating the entities to which they apply;
  2. indicating how regulatory provisions comply with the principles of proportionality and non-discrimination;
  3. indicating the procedures...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Council of Ministers
ID number
39742
View details
Poland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The government has set, as a strategic objective, the upgrade of VET from the level of a forced solution for few, to a conscious education and career choice for many.

The main objectives of the new legal framework are:

  1. providing knowledge, skills and competences in accordance with the needs of the labour market;
  2. empowering general adult education;
  3. strengthening permeability among education levels;
  4. improving employability for all.

The reform also aims to improve initial and continuing VET...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.

The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Religious Affairs
  • General Secretariat for VET, Lifelong Learning and Youth
ID number
39582
View details
Greece Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The objective of the changes is to make it easier to foreign vocational qualifications to be recognised in Norway. This is intended to enable more people to use their qualifications in Norway.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The suggested changes relate not only to formal education but also include a comprehensive review of what people can do when it is being considered whether they can practice their profession in Norway. Additionally, some of the principles in the act and associated regulations shall also apply to individuals with professional qualifications from third countries.

A set of principles were suggested:

  1. the approval principle: when processing applications, emphasis must be on the overall...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Research (KD)
ID number
38816
View details
Norway Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

VET provision, curricula, examination

In December 2016, the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).

In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
  • National Centre for Education (VISC)
  • Ministry of Welfare
  • Ministry of Economics
  • State Education Development Agency (VIAA)
  • State Education Quality Service (IKVD)
ID number
37689
View details
Latvia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The objective is to enable professional and non-professional experience to be recognised with a view to obtaining all or part of:

  1. vocational certificates and diplomas (provided by the Ministry of Education) - vocational capacity certificates (certificat de capacité professionnelle, CCP) - vocational aptitude diplomas (diplôme d'aptitude professionnelle, DAP) - technician's diploma (diplôme de technicien, DT);
  2. Secondary school leaving diploma (baccalaureate) of the general education (Diplôme...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Higher Education and Research
  • Ministry of Education, Children and Youth
  • Secondary schools
  • University of Luxembourg
ID number
37433
View details
Luxembourg Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The aim of the measure is to create conditions for the formation, recognition and validation of mastery qualifications (skills) acquired in employment and elaborate a model of the subsystem of 'mastery skills acquired in the workplace' that can be used in various sectors of the economy.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

To work towards that goal, the ministry organised a discussion on the subject involving representatives of Lithuanian industry, business and employer associations. Participants were selected with a broad mandate to represent business associations and individual companies, uniting the vast majority of Lithuanian organisations and having knowledge across a wide range of business needs.

Participants in the discussion acknowledged that the assessment and recognition of high-level competences...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Economy and Innovation
ID number
36882
View details
Lithuania Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Culture and Innovation
ID number
36496
View details
Hungary Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The government aims to:

  1. improve the links between the demand and supply side of the adult training market;
  2. increase participation in funded lifelong development activities, for instance by replacing the tax training deduction scheme with a subsidy: the STAP budget (Stimulans ArbeidsmarktPositie).

Through the Subsidy scheme for flexible vocational education third pathway VET, the education and labour ministries intend to stimulate public and private VET institutions and emerging new (regional)...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.

On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.

Through the Subsidy scheme for flexible vocational education third pathway...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Social Affairs and Employment
  • Ministry of Education, Culture and Science
  • Council for upper secondary VET schools (MBO Raad)
  • Cooperation organisation for VET and the labour market (SBB)
  • Council for private providers of education and training (NRTO)
  • National association of employers (VNO-NCW/MKB Nederland)
  • National umbrella organisation of social partners (Stichting van de Arbeid)
ID number
36256
View details
Netherlands Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The Qualifica programme is a flagship integrated strategy promoting adult training and qualification. It also aims to:

  1. raise employability;
  2. promote digital and literacy competences;
  3. link training with labour market needs.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Qualifica programme is based on:

  1. cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
  2. combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
  3. promoting the coherence of the network of training courses;
  4. promoting tailor-made training.

2016 legislation introduced Qualifica centres as a key tool of the programme,...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour, Solidarity and Social Security (MTSSS)
  • Ministry of Education (Until April 2024)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Ministry of Education, Science and Innovation (MECI)
ID number
35826
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of the Qualifica passport are to:

  1. promote flexible qualification pathways;
  2. promote participation and recognition of lifelong learning;
  3. raise VET awareness among employers.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Qualifica passport is a guidance instrument and personalised register of all qualifications, achieved learning outcomes and competences acquired or developed by an individual. It is a key instrument of the Qualifica programme, enabling the evaluation of everyone's training, as well as allowing the identification of possible missing components and aiming to build a tailored training pathway. It is an instrument available in electronic format that allows adults to list their education and...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour, Solidarity and Social Security (MTSSS)
  • Ministry of Education (Until April 2024)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Ministry of Education, Science and Innovation (MECI)
ID number
35807
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The call for proposals Strengthening the competences of young people through active citizenship to increase employability was published in October 2019. Its objective was strengthening the competences of young people through training, contributing to increasing the proportion of young people employed after leaving the operation and to the reduction of youth unemployment.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The purpose of the call is permanent inclusion of young people in the labour market through innovative projects that enhance their general and specific competences for greater employability as well as active citizenship. It encourages innovative forms of youth work in tackling youth unemployment. The target group are unemployed young people 15 to 29 years of age.

Projects implementing activities were supported in one of the following:

  1. work with young people within organisations in the youth...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport (MIZŠ) (until 2023)
ID number
35555
View details
Slovenia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The aim of the project is to facilitate successful inclusion of the newly-arrived migrants into the linguistic and economic mainstream of the host country by enabling them to access community or public services, and work independently as community interpreters and/or intercultural mediators, particularly in healthcare settings or as assistants in programmes training community interpreting and intercultural mediation.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Tramig is a 2019-21 Erasmus+ project that contributes to successful inclusion of migrants by defining the practice, status and role of intercultural mediators and interpreters working in healthcare; creating a proposal for the occupational standards and vocational qualification of these two professions; creating teacher-training modules drawing on best practices of the consortium partners; training migrants for collaborative teaching in healthcare sector interpreter and intercultural mediator...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • University of Ljubljana (UL)
ID number
35511
View details
Slovenia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The measures aim to ease access to education for migrant students and provide equal access to students under international protection.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Rules on Slovenian language courses for secondary school students regulate the organisation and implementation of an intensive Slovenian course and additional Slovenian lessons for students whose mother tongue is not Slovenian or who have not completed primary education in the Republic of Slovenia. The rules establish that schools are in charge of organising intensive Slovenian language courses of approximately 160 hours to be held by qualified teachers for teaching Slovenian.

The Rules...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport (MIZŠ) (until 2023)
ID number
35442
View details
Slovenia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in VET.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.

Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
  • National Centre for Education (VISC)
  • State Education Quality Service (IKVD)
ID number
35439
View details
Latvia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The aim of the national ESF project, System of verifying qualifications, is to set up a comprehensive system for verifying qualifications and results of non-formal and informal learning. The specific objectives are to:

  1. establish structures and set mandatory procedures for lifelong learning with an emphasis on the validation and recognition of qualifications;
  2. pilot in practice the system of validation of qualifications and their parts (units of learning outcomes).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The project System of verifying qualifications, run by the State Institute of Vocational Education, started in 2019 and is expected to be completed on 1 February 2023. It aims to complement existing qualification standards of the National system of qualifications (NSQ) by developing assessment manuals and to suggest and pilot processes of validation of non-formal and informal learning concerning approximately 300 qualifications. 72 qualification cards placed in the national registry of NSQ...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • State Institute of Vocational Education (ŠIOV)
  • Sector Councils Alliance
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
35287
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people's potential, develop their ability to adapt and responsibly manage constant changes in society and the economy.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

There are four main areas of development envisaged in the national education strategy 2021-27:

Highly competent educators

Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.

Availability of quality education to everyone

Quality education...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
ID number
35276
View details
Latvia Strategy/Action plan

Objectives

Goals and objectives of the policy development.
  1. to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
  2. to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
  3. to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
  4. to help ensure employees are experts in their fields;
  5. to achieve a high level of...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Education Exchanges Support Foundation
  • Qualifications and VET Development Centre (KPMPC)
  • Ministry of Education, Science and Sport
  • Ministry of Finance
  • Ministry of Economy and Innovation
  • Central Project Management Agency (CPVA)
ID number
29898
View details
Lithuania Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives are:

  1. the definition of a qualification profile for validation experts;
  2. the contribution to quality assurance within validation processes.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Since the validation strategy should encourage qualification providers to include validation elements in assessment procedures, the Ministry of Education took the initiative to draw up a qualification profile for validation experts. Thus, at the beginning of 2019 it commissioned two VET research institutes (ibw and öibf) with this task, assigning the responsibility for this project to wba (Weiterbildungsakademie) - the validation centre for adult learning experts.

Within this project, a...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Federal Ministry of Education, Science and Research (BMBWF)
  • Austrian Academy of Continuing Education (wba)
ID number
29867
View details
Austria Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The purpose of the new order is to regulate the structure and content of the catalogue and the procedure for its management and updating, so that it responds quickly to the training demands of emerging sectors and occupations. It aims to improve labour market transparency and unity as well as worker mobility.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A training speciality consists of 'the grouping of professional competences, contents, and technical specifications that respond to a set of work activities framed in a phase of the production process and related functions, or to the acquisition of transversal competences necessary in a professional environment and context'. The Order TMS/283/2019 foresees mechanisms for dissemination, monitoring and evaluation to ensure compliance with the objectives set. Accreditation procedures, career...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • State Public Employment Service (SEPE)
ID number
29501
View details
Spain Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To enable trainers to access the Certificate of pedagogical competences (CCP) through the recognition, validation and certification of pedagogical skills acquired through formal, non-formal and informal ways.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Recognition, validation and certification of competences of trainers (RVCC-For) process, launched in 2019, targets professionals (including VET-school leaders) with proven experience as trainers or in other education and training activities, who wish to certify their pedagogical competences acquired through formal, non-formal and informal ways.

The RVCC-For process enables them to access the Certificate of pedagogical competences (CCP). It takes place in three stages through individual...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Employment and Vocational Training (IEFP)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
ID number
29169
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The aim is to update the vocational college regulations with new provisions on admission to higher vocational education (EQF level 5): privacy, deftness and recognition of foreign education.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Ministry of Education and Research prepared a proposal for new provisions in the new higher vocational education regulation, aiming to gather all possible rules for vocational colleges into one regulation. These were submitted for public consultation and the new vocational education (EQF level 5) regulation (Fagskoleforskriften) was adopted on the 15 July 2019, based on the input from the consultation round.

The social partners and relevant stakeholders have been involved through an open...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Research (KD)
ID number
29049
View details
Norway Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2015 action plan highlighted the importance of key competences. It provides small-scale training in career management skills and is expanding entrepreneurship education as a key competence through training (simulation) companies, young entrepreneur fairs and by establishing training enterprises in arts and sports VET schools. The 2016 action plan, approved in April 2016, provides for the further development of career guidance and planning for pupils, students and adults. The project...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
ID number
28829
View details
Bulgaria Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The higher education qualifications framework was approved by the Ministry of Education in November 2018, but has not been included in the Higher Education Act so far. The approval provides a formal basis for the implementation of the document. The final step in the implementation of the Framework will be the development of the self-certification report, which will demonstrate the compatibility of the framework with the overarching qualifications framework of the European higher education area.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Youth and Sports
ID number
28809
View details
Czechia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To develop the system (using the principle of modularisation) that will allow for taking into account the previously learned skills of participants in retraining courses, and train the learner only for those skills that s/he needs for the final exam. Participants will be able to undertake an internship directly in a company, which is not possible in current model.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Quality of the accreditation and retraining system (Kvalita systému akrediatací a rekvalifikací, KVASAR) project was prepared during 2016-17 by the Ministry of Labour and Social Affairs and was launched in October 2017. It pilots the modularisation of retraining courses. The project also tests solutions for funding the modular system of retraining, and proposes guidelines for employers' participation in the whole process.

In 2018, a public tender procedure was launched to contract a...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Affairs
  • General Directorate of the Czech Labour Office
  • Ministry of Education, Youth and Sports
ID number
28808
View details
Czechia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The project aims at developing the system of master exam and master qualifications in the Czech Republic as a tool of education and training, and recognition of master craftsmanship, thus contributing to quality improvement of further education and training in the crafts.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The project Master craftsman examination system (Mistrovska zkouska system) was launched in November 2017 and lasts until 2021. The project defines the overall master craftsman examination model and prepares comprehensive expertise for its implementation. Elements of the master exam system are developed and reviewed. For the different master qualifications, these elements comprise both qualification and assessment standards, guidelines for the assignment of the master exams, curricula of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Industry and Trade
  • Ministry of Education, Youth and Sports
  • Czech Chamber of Commerce
  • National Institute for Education (until 2019)
  • National Pedagogical Institute of the Czech Republic
ID number
28807
View details
Czechia Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In December 2017, the Slovenian Government passed the Decree on the methods and conditions for ensuring the rights of persons with international protection.

To help with the integration into the local environment, the Government Office for the Support and Integration of Migrants, in cooperation with a person with international protection, prepares a personal integration plan. The plan is based on the needs, knowledge, skills and abilities of the person. It includes various activities related...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport (MIZŠ) (until 2023)
  • Government Office for the Support and Integration of Migrants
  • National Examinations Centre (RIC)
  • National Education Institute (ZRSŠ)
ID number
28799
View details
Slovenia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

This policy development aims to develop a system of recognition and validation of non-formal and informal learning in Croatia.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Adopted in 2024, the Regulation on the application and procedure for the validation of prior learning governs the validation of prior learning for qualifications at NQF/EQF levels 2-5 (excluding higher education qualifications), which involves the recognition of units of learning outcomes based on the assessment of competences acquired through non-formal and informal learning. Validation is conducted in accordance with validation programmes defined as formal adult education programmes for...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Science, Education and Youth (MZOM)
  • Agency for VET and Adult Education (ASOO)
ID number
28790
View details
Croatia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To develop a single all-encompassing strategy for validation of prior learning nationally.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The main initiative relates to validation of skills for refugees and migrants. Measures have been taken to speed up the mapping and validation of skills and competences of refugees and other recent immigrants. The Ministry of Education and Research has allocated extra funding support from the 2016 budget. Skills Norway coordinates the Erasmus+ project VISKA (2017-20) on validation of prior learning for asylum seekers, immigrants and low- qualified adults. In the Norwegian trials, refugees...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Research (KD)
  • Norwegian Agency for Quality Assurance in Education (NOKUT)
ID number
28782
View details
Norway Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The white paper, From exclusion to new opportunities: coordinated efforts for adult education, was approved in the Council of State in February 2016. It targets low-skilled adults at risk of exclusion from the labour market. It aims at increasing opportunities for training and recognition of prior learning. The white paper proposes three main measures and supports development of tools to map basic skills.

The three main measures from 2016 (the information may be outdated) are:

  1. easier access...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Council of State
ID number
28773
View details
Norway Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The objective of this initiative is to give adults the opportunity to obtain a VET education based on a combination of prior learning, work experience and a VET programme.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

EUV is a VET programme for adults (aged 25+) that builds on the work experience and prior learning the adult already possesses. EUV was introduced in the 2015 reform. EUV gives adults with at least two years of relevant work experience the option to take part in VET-equivalent education without having to follow a basic programme or undertake an internship. The programme is State-funded, costing EUR 3.49 million (DKK 26 million) in 2015 and EUR 9.39 million (DKK 70 million) in 2016. From...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Children and Education
ID number
28765
View details
Denmark Regulation/Legislation

Objectives

Goals and objectives of the policy development.

Giving Danish citizens an overview of their competences when applying for education courses or jobs.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A new version of the RPL tool, the My competence folder (Min kompetencemappe), was launched in 2017.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Children and Education
ID number
28761
View details
Denmark Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The Youth pass (Passe Jovem) records the participation of young people (aged 12-18) in non-formal and informal learning, promoting the recognition and validation of their skills and competences, and supporting their employability. It can also help young learners acquire a certificate.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Youth pass was piloted from 2017 to November 2018. Its full-scale implementation started in 2019. An individual's competences, skills and experiences may be accumulated, leading to a certificate as soon as a minimum of 25 hours of activities per year is reached. The Youth pass can also be used when applying for a job. More broadly, it is intended to promote learning in a diversity of contexts.

The Youth pass is a free of charge tool. Users can upgrade their profile. The competence...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Portuguese Institute of Sport and Youth (IPDJ)
  • National Youth Council (Conselho Nacional de Juventude)
  • National Federation of Youth Associations
ID number
28704
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To boost adults' and NEETs' qualifications and tackle the excessive structural qualification deficit of the Portuguese population.

To ease adults' and NEETs' access to further studies and boost their employability.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Ordinance No 232/2016 consolidated the rules of RVCC, introduced Qualifica centres, described a simple process of creating and authorising them, strengthened the teams of professionals in these centres and expanded the network.

The RVCC process comprises two paths, education and professional, each based on a different set of standards:

  1. the key competence standards (for education validation);
  2. the professional competence standards (for professional validation).

The RVCC process also utilises a...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
ID number
28703
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The implementation of the National credit system for VET has the following main objectives:

  1. promoting flexibility in the qualification pathways and certification strategies within the scope of the national qualifications system (SNQ);
  2. capitalising on individual training and lifelong learning paths, with a view to obtaining qualifications;
  3. promoting the transparency of the learning outcomes achieved or to be achieved through its quantitative expression;
  4. improving the certified learning in the...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2017, Portuguese legislation introduced a National credit system for VET in line with ECVET principles, which was intended to support permeability between VET pathways and higher education, as well as mobility within Europe. A major priority is that the system supports adult qualifications. It applies to level 2, 4 and 5 qualifications of the national qualifications framework, QNQ (Quadro Nacional de Qualificações). It also applies to certified training programmes/courses, which are...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
ID number
28702
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The aim of the project is to improve the quality and content of 21st century vocational training and adult education.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Culture and Innovation
  • IKK Innovative Training Support Center (IKK Nonprofit Plc.)
  • National Office for Vocational Education and Training and Adult Learning (NOVETAL)
ID number
28696
View details
Hungary Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Policy expectations from the provision of RPL services are high. The assumption is that if we make our skills and learning, however attained, visible as qualifications, ultimately there will be better skills matching and less unemployment and underemployment.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2016-19 action plan for education includes the aim to develop a national policy on the recognition of prior learning (RPL) (objective 2.1, action No 44) by 2018. The 2025 National skills strategy that was published in 2016 has, among its objectives, the development of a system for RPL and better recognition of workplace learning in support of lifelong learning. In 2017, QQI published policies and criteria for validation in FET. RPL is also a part of the review of the national framework...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Department of Education and Skills (until 2020)
  • Department of Education
  • Quality and Qualifications Ireland (QQI)
ID number
28683
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Increasing quality in VET mobility and facilitating the recognition of learning outcomes achieved abroad, thus helping learners to capitalise on mobility experiences, even short-term ones.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Italian context has been characterised in recent years by reform processes aimed at building an Italian lifelong learning system and a national system of skills certification. The several acts adopted, including the inter-ministerial Decree of 30 June 2015 regarding the QNQR (National framework of regional qualifications) and the inter-ministerial Decree of 8 January 2018, defining the QNQ (the Italian national qualifications framework), in line with the European principles for the...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policies
  • National Institute for Public Policy Analysis (INAPP)
ID number
28680
View details
Italy Regulation/Legislation

Objectives

Goals and objectives of the policy development.

Establishment of the national system for validation of non-formal and informal learning and certification of competences, for lifelong learning.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Law 92/2012 on the reform of the labour market defines for the first time in Italy the validation of non-formal and informal learning, as one of the key elements to ensure and implement lifelong learning in a comprehensive and systematic manner, establishing rules and regulatory requirements (standards) concerning the characteristics of the system and the stakeholders involved, ensuring transparency, usability and broad accessibility of validation/certification services (IVC).

In recent...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policies
  • Regions and autonomous provinces
  • Ministry of Education and Merit
  • Ministry of Education (until 2022)
  • Ministry of Universities and Research
  • Ministry of Education, Universities and Research (until 2019)
ID number
28679
View details
Italy Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The objective of the National framework of regional qualifications (QNQR) is the national recognition of the regional qualifications and their referencing to EQF. The QNQR is the mutual reference for identification, validation and certification of regional qualification and competences in terms of training credits, also in a European respect.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In June 2015, an inter-ministerial Decree (signed by the education and labour ministries) introduced an operational framework for the recognition of regional qualifications and related skills competences at a national level (National framework of regional qualifications, QNQR). The agreement was endorsed by an inter-ministerial decree signed in June by the education and labour ministries. Mutual recognition of regional qualifications and standard procedures (including the issuing of final...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policies
  • Regions and autonomous provinces
  • Ministry of Education (until 2022)
  • Ministry of Education, Universities and Research (until 2019)
  • Ministry of Education and Merit
ID number
28678
View details
Italy Regulation/Legislation

Objectives

Goals and objectives of the policy development.

Implementation of National qualifications framework and National strategy for the certification of competences.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A national strategy on lifelong learning has been defined, together with the implementation of legislative norms on the identification and validation of competences acquired in different contexts, through which the National system for the certification of competences has been launched. Since 2012, as a consequence of the Recommendation for validation of non-formal and informal learning (2012), a national legal framework on validation of competences has been progressively developed in...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policies
  • Regions and autonomous provinces
  • Ministry of Education and Merit
  • Ministry of Education (until 2022)
  • Ministry of Universities and Research
  • Ministry of Education, Universities and Research (until 2019)
  • National Institute for Public Policy Analysis (INAPP)
ID number
28676
View details
Italy Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. stimulate participation in lifelong learning;
  2. place the learner at the centre by optimising all possible types of innovative learning methods and environments;
  3. improve skills sets that contribute to professional development, employment mobility and active citizenship;
  4. develop support structures for adult learning;
  5. improve governance in the lifelong learning sector.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Malta National Lifelong learning strategy 2020 consolidated ideas and processes that were already taking shape in different organisations and institutions in Malta, such as to ensure a single, coherent location to guide actions in lifelong learning. This strategy is not a stand-alone document but interrelates with other important national documents published in the same period whose recommendations dovetail with those in this strategy. It also builds on the recommendations of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry for Education (MFED)(until 2022)
  • Ministry of Education and Employment (MEDE) (until 2020)
ID number
28671
View details
Malta Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The objective of validation of informal and non-formal is to identify, assesses and formally certify the knowledge, skills and competences which individuals develop throughout their lives by means of participation in non-formal and informal learning. The validation process can result in an award recognising the skills, knowledge and competences an individual has obtained in her/his years of experience in a particular occupation. This award then provides the opportunity to further studies,...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2015, the National vocational education and training policy highlighted the need for training programmes for staff involved in validation, and for validation for learners with disability or learning difficulties. The Malta national lifelong learning strategy 2020, also adopted in 2015, set a target for having in place a transparent and sustainable system of validation. Reflection on a national plan for recognition of the skills and competences of the whole labour force by 2024 has been...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Malta Further and Higher Education Authority (MFHEA)
  • National Commission for Further and Higher Education (NCFHE) (until 2021)
  • Jobsplus (Public Employment Service)
  • Institute of Tourism Studies (ITS)
ID number
28670
View details
Malta Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

ECVET allows learners to accumulate, transfer and use their learning in units as these units are achieved. ECVET principles are at the foundation of the Maltese VET system. ECVET credit points are integrated in VET qualifications at EQF levels 1 to 4. Through this project the NCFHE aims to promote ECVET through various events and the publication of various leaflets and information.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2015 National vocational education and training policy proposed measures to:

  1. mainstream modular structures (as they allow for unit transfer) by 2017;
  2. use ECVET for MQF/EQF levels 1 to 4 and ECTS for VET and academic qualifications at levels 5 to 8;
  3. base validation processes and assessment on ECVET.

All courses at EQF/MQF levels 1 to 4, including part-time ones, are modular-based on units and follow ECVET recommendations. Similarly, courses at EQF/MQF levels 5 to 8 are modular-based and...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Malta Further and Higher Education Authority (MFHEA)
  • Malta College of Arts, Science and Technology (MCAST)
  • National Commission for Further and Higher Education (NCFHE) (until 2021)
ID number
28669
View details
Malta Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To give young people an opportunity to continue their education and/or find employment.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

To enable learners to explore different vocational areas, MCAST launched in October 2016 the Skills kits programme, an introductory level programme at MQF/EQF level 1. The kits cover various vocational areas (such as art, hairdressing, beauty, basic web design, caring for others, animal care, sport, installation of low voltage devices, and cultures) as well as personal and employability skills. Each kit comprises 20 hours of instruction. Learners can choose the number of kits to study (up to...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Malta College of Arts, Science and Technology (MCAST)
ID number
28665
View details
Malta Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Examples of eligible activities within Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) call include:

  1. creating and carrying out programmes aiming to develop competences complying with labour market requirements including ICT and financial literacy;
  2. supporting second chance programmes, enabling adults to complete lower secondary education;
  3. supporting inclusive education activities for people with special educational needs;
  4. supporting young people experiencing difficulties with their employment;
  5. ...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) is the motto of a 2016 call for projects launched by the education ministry, focusing on key competence development and enhancing/upgrading skills. Project topics include continuing VET. Applications exceeded by two times the available ESF co-funded budget of EUR 15 million. 144 projects have been in progress since 2018, but have been delayed due to administrative complications. In 2017, EUR 7 million were allocated to ESF projects focusing on the...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
28579
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The SKKR is expected to contribute to making the education and training system in Slovakia more flexible, while the qualification standards will be officially recognised. In addition to the three sub-frameworks corresponding to formal education and training, a fourth sub-framework driven by the labour market should be established. The SKKR will only be viable if this sub-framework is sustainably enriched.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The development of the SKKR has been a lengthy process. It progressed in parallel to the wider reform of VET and involved various stakeholders. Work on the SKKR and the national qualifications register (NQR) has been closely related: the description of qualifications, in terms of standards, forms the content of the register; their levelling is the content of the SKKR. Together with representatives of the sectoral council and other stakeholders, 1 000 qualifications, including standards, had...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • State Institute of Vocational Education (ŠIOV)
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
28571
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Making education and qualification systems more flexible.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The so-called 'shortened studies' (ISCED 353) were put in place in 2015/16 in line with the Act on VET (61/2015). They target young people and adults who want to broaden or deepen their qualification or acquire another one to improve their employability. Based on the mainstream three-year programme, they focus on occupation-related areas and last either one or two years, depending on learners' previous field of study. Two-year studies lead to a certificate of apprenticeship; participants of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Research, Development and Youth
  • Ministry of Labour, Social Affairs and Family
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
28570
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To describe measures addressing identified weaknesses or suggested improvements.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In September 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
28565
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To determine whether competence tests may strengthen upper secondary vocational education for young people, adults and newly arrived migrants by increasing their labour market relevance and cooperation between the world of work and education, and by easing validation.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The National Agency for Education was commissioned in December 2016 to investigate if competence tests at the end of the programme may strengthen upper secondary vocational education by increasing their labour market relevance and by increasing cooperation between the world of work and VET.

In December 2017, the mandate of the National Agency for Education was amended to include a pilot phase to determine whether competence tests may also ease validation of adults' and newly arrived migrants'...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Agency for Education
ID number
28535
View details
Sweden Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Allowing people who have gained their professional experience abroad to recognise their experience so that their educational or professional integration can be facilitated.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The National Agency for Education launched, in March 2018, a skills mapping web-based tool for persons who have experience in professional work, or equivalent experience, from other countries. The tool assists individuals to become aware of their skills, which in turn can shorten their study time and contribute to improved integration through access to the labour market. It provides information of core content and knowledge requirements for courses in the upper secondary education system in...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Agency for Education
ID number
28534
View details
Sweden Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The Action plan for adult education addresses four strands:

  1. higher vocational education;
  2. liberal adult education through folk high schools;
  3. adult IVET and adult apprenticeship in IVET;
  4. adults' right to general education.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The Action plan for adult education (Kunskapslyftet, the knowledge boost) was introduced in 2015. It is aimed at supporting the Swedish government's goal of lowering unemployment rates. Relevant legislation/regulation and funding arrangements have been changed/adopted. The plan aims, at the same time, to address skilled labour shortages and enable people to (re)train.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Government
ID number
28530
View details
Sweden Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.

In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1 qualifications...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education
  • Ministry of National Education (until 2021)
  • Ministry of Labour and Social Solidarity
  • Ministry of Labour and Social Protection (until 2021)
  • National Qualifications Authority (ANC)
  • National Agency for Employment (ANOFM)
ID number
28518
View details
Romania Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To improve the quality of validation of non-formal and informal learning (VNFIL).

To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education
  • Ministry of National Education (until 2021)
  • National Qualifications Authority (ANC)
  • Ministry of Labour and Social Solidarity
  • Ministry of Labour and Social Protection (until 2021)
ID number
28514
View details
Romania Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers' initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.

In recent years, the country has developed and put in...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Institute for Employment and Vocational Training (IEFP)
ID number
28504
View details
Portugal Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2015 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification ('awarding bodies'), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.

Also, new rules on the recognition of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education
  • Ministry of Education and Science (from 2021 until 2024)
  • Ministry of National Education (until 2021)
  • Educational Research Institute (IBE)
ID number
28491
View details
Poland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The Integrated skills strategy aims to provide a strategic approach to building, maintaining and using human capital to increase employment and economic growth, and to promote social inclusion and participation.

The main goals of the strategy are:

  1. designing a coherent policy for shaping and developing skills;
  2. coordinating the actions of stakeholders involved in supporting skills development;
  3. ensuring equal access to information on the demand for, and supply of, skills, career counselling and...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetnosci - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education (until 2021)
  • Ministry of Education and Science (from 2021 until 2024)
  • Ministry of National Education
ID number
28484
View details
Poland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of the project are to help adults develop key competences to improve their situation in the labour market; support various forms of adult learning; and encourage participation of adults in learning.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2017/18, the education ministry developed an ESF co-funded project to support 45 schools in becoming local centres for education and knowledge (lokalne osrodki wiedzy i edukacji - LOWE).

Beneficiary groups included adults with low levels of education, unemployed or economically inactive adults, adults aged 45+, and adults receiving certain forms of social assistance and family support.

The measures include diagnosis of participants' needs, vocational courses and other forms of adult...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education (until 2021)
  • Ministry of National Education
ID number
28481
View details
Poland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Since 2016, expanded measures for NEETs have been provided to a large extent through the activities of labour offices at national and regional level, including ESF co-funded initiatives. This includes individualised comprehensive support through diagnosis and needs identification, vocational counselling and guidance, development of individual plans, job placement and various forms of support adjusted to the individual situation.

Labour offices are institutions providing vocational counselling...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Voluntary Labour Corps (OHP)
  • Regional labour offices
  • Local labour offices
ID number
28480
View details
Poland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives of this initiative are:

  1. improving and modernising the education and training offer for adults with low levels of basic skills (literacy, numeracy, ICT skills);
  2. improving adults' access to education, especially of those at risk of exclusion, and disadvantaged groups (e.g. migrants, older adults, unemployed);
  3. raising adults' labour-market-relevant skills and competences and active participation in society.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

From October 2018 to December 2021, the Foundation for the Development of the Education System and the Educational Research Institute are implementing the CHANCE: new opportunities for adults project - a new upskilling pathways project; the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) is supervising this project, which is aligned with the Recommendation of the Council of the European Union of 19 December 2016 on upskilling...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Investment and Economic Development
  • Educational Research Institute (IBE)
  • Foundation for the Development of the Education System (FRSE)
ID number
28479
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Poland Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The VPL system has been evaluated and, since 2016, the results have led to developing a new system in which there are two different paths for validating prior learning:

  1. the labour market route;
  2. the education route.

VPL tools are, for example, intake-assessment, e-portfolios, competence tests and ECVET elements. If a formal VPL procedure is followed, it can result in the award of an experience certificate (ervaringscertificaat). Since January 2016, an examination support body (servicepunt...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Culture and Science
  • Examination support body (Servicepunt Examinering) (until 2018)
  • Expertise centre for examination and education (Kennispunt Onderwijs en Examinering)
ID number
28450
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Netherlands Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives are to:

  1. support adult transition to a new job;
  2. support reintegration into the labour market;
  3. update skills and competences in an efficient and cost-effective way.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A national coordination point for ECVET (NCP ECVET) was set up and became part of the Dutch partnership for lifelong learning on 1 January 2015. The Dutch NCP ECVET promotes the awareness and availability of ECVET principles by providing information and supporting implementation.

ECVET has been piloted in mobility projects where learning outcomes acquired abroad are transferred between the participating countries. In 2015, 10 pilot projects were run with the aim of supporting adult transition...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Culture and Science
ID number
28449
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Netherlands Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The implementation plan adopted in June 2015 provides directions for improving the access to education and preventing early school leaving from general and vocational education, especially for young people subjected to social exclusion. Measures include scholarships in initial vocational education; a Youth guarantee scheme providing opportunity for young people to acquire a professional qualification in a short time (one to one-and-a-half year initial vocational education programmes);...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
ID number
28392
View details
Latvia Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To facilitate the recognition of diplomas from third countries and their integration into education or onto the labour market.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A regulation adopted in 2016 amends the recognition of diplomas or certificates acquired in third countries under certain conditions (which are not covered by the European convention on the equivalence of diplomas leading to admission to universities or the convention on the recognition of qualifications concerning higher education in the European region) as equivalent to national diplomas. The diploma must be delivered by a higher education institution recognised by the third country and...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Higher Education and Research
ID number
28367
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Luxembourg Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres de...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Higher Education and Research
  • Ministry of Education, Children and Youth
ID number
28366
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Luxembourg Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
  2. to develop the assessment of general competences acquired by a person;
  3. to develop a system for the recognition of foreign qualifications;
  4. to monitor the assessment of a person's acquired competences.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages to...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport
  • Ministry of Social Security and Labour
  • Qualifications and VET Development Centre (KPMPC)
  • Lithuanian Employment Service
ID number
28338
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Lithuania Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. to ensure the quality of non-formal VET programmes and processes;
  2. to establish a reliable and effective mechanism for the recognition of competences acquired through non-formal VET;
  3. to create preconditions to provide the State with reliable knowledge about the scope of non-formal VET.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Until 2018, only formal VET programmes were registered in the State register of studies, training programmes and qualifications (SRSTPQ). On 22 November 2018, the Ministry of Education, Science and Sport issued a Description of the procedure for the preparation and registration of VET programmes and their modules. From then on, all VET programmes had to be registered, whether formal or non-formal, including CVET ones. Under this policy, formal VET schemes, prepared in accordance with the...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport
  • Qualifications and VET Development Centre (KPMPC)
  • Lithuanian Employment Service
ID number
28336
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Lithuania Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The main goal of policy in this area is to make entry into VET programmes as accessible, understandable and transparent as possible in the age of digital technology and the internet. The aim is to create preconditions: make data on accession to programmes systematically organised, properly accounted for and easily comparable; ensure the transparency of the accession process; and facilitate and make the process of planning admission to VET programmes more effective.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In May 2017, the electronic system used for admission to higher-education establishments was extended to VET institutions, which had previously organised the admissions process on their own. Since then, the system has covered 19 universities, 21 colleges and more than 70 VET institutions. As in the past with traditional education, admission to VET institutions in the early years of the centralised system was organised only once, in the summer. However, as early as 2018 the decision was made...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport
ID number
28335
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Lithuania Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The aim is to ensure the availability and quality of VET, that qualifications meet the country's economic needs, and the balance between supply and demand for specialists at the national and regional levels. Tasks include reorganising the network of State VET institutions; optimising the supply of VET programmes for the acquisition of first qualifications on a territorial basis; improving the provision of educational assistance in VET institutions; and ensuring high-quality access to VET.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A 2017-20 action plan for lifelong learning was adopted by the Ministry of Education and Science in June 2017, and was later amended in December 2017. The plan replaced the former 2014-16 action plan for VET development and, in part, the 2014-16 action plan for non-formal adult education. It aimed to define objectives and measures for further development of systems for VET and lifelong learning, as well as the organisations responsible, and funds required and their sources (national budget...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education, Science and Sport
  • Qualifications and VET Development Centre (KPMPC)
ID number
28332
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Lithuania Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Given the results of the analysis, the overall objective of recent policy developments are:

  1. to provide alignment between skills demand and supply;
  2. to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
  3. to implement investments in innovative assets for the skills supply chain, such as 'digitalisation';
  4. to...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policies
  • Regions and autonomous provinces
ID number
28319
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Italy Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The HuQF was referenced to the European qualifications framework (EQF) in February 2015. Consideration is being given to introducing qualifications acquired in non-formal learning contexts, as well as some remaining CVET qualifications, master craftsman, and postgraduate specialisation programmes. Strengthening the learning outcomes approach has been identified as a key area for further work.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Human Resources
  • Ministry of Culture and Innovation
  • National Office for Vocational Education and Training and Adult Learning (NOVETAL)
  • Educational Authority
ID number
28282
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Hungary Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Law 4386/2016 opened certification procedures to all interested parties meeting prescribed eligibility criteria. For example, it provides the possibility for adults to obtain qualifications through certification of continuing vocational education and training (CVET) or forms of non-formal VET different from those of vocational training institutes (IEK).

Presidential decrees to put in place a national system for the certification of outputs have been drafted and are currently being reviewed....

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
  • Ministry of Education and Religious Affairs
  • Ministry of Labour and Social Affairs
  • Centre for Security Studies (KE.M.E.A.)
  • Ministry of Citizen Protection
ID number
28257
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Greece Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.

Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.

These skills/areas of competence are: conducting research and information monitoring,...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education, Higher Education and Research
  • Public non-profit organisation PIX
  • Ministry of Higher Education, Research and Innovation
  • Ministry of National Education and Youth (until 2024)
  • Ministry of National Education, Youth and Sports (from 2020 till 2022)
ID number
28241
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France Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of National Education, Higher Education and Research
  • Ministry of Labour, Full Employment and Inclusion
  • Delegate Minister for VET under the education and labour ministers
  • France Compétences
  • Ministry of National Education and Youth (until 2024)
  • Ministry of National Education, Youth and Sports (from 2020 till 2022)
  • Ministry of Labour, Employment and Professional Integration (until 2022)
ID number
28233
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France Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The policy aims to:

  1. reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
  2. support the transformation of companies, building employee loyalty and improve risk prevention.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In July 2018, a report was published detailing the results of a pilot initiative launched in 2015 that explored new approaches for work-based learning through scheduled and guided on-the-job training. This pilot involved collaboration between the Ministry of Labour and stakeholders such as social partners, the National Employment, Training and Vocational Guidance Council (CNEFOP), the National Agency for the Improvement of Working Conditions (ANACT), and training funds (OPCAs). The...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour, Full Employment and Inclusion
  • Ministry of Labour, Employment and Professional Integration (until 2022)
ID number
28222
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France Practical measure/Initiative

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In May 2016, the Finnish government launched an action plan for the better integration of immigrants in all types and levels of education, including vocational training. The plan, which is targeted at supporting immigrants, foresees an increase in the preparatory training for initial vocational qualifications (IVET) and competence-based qualifications (CVET). The general language proficiency requirement should no longer be an admission criterion for VET, but the education provider still...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Culture
  • Ministry of Economic Affairs and Employment
  • Ministry of Finance
  • Finnish Education Evaluation Centre (FINEEC)
  • Finnish National Agency for Education (EDUFI)
ID number
28209
View details
Finland Strategy/Action plan

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The competence-based qualifications in Finland embed validation of non-formal and informal learning as an integral part of the entire CVET qualifications system. The system has been in place since 1994 and was further strengthened in 2007 and in 2015 by the Decree on individualisation. The Decree defines principles of validation more precisely than before. The CBQ system is very popular among the adult population in Finland with 100 000 learners involved each year. In IVET, validation is...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Culture
ID number
28208
View details
Finland Regulation/Legislation

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The was a need to strengthen the learning outcomes approach of vocational qualification requirements, the modular structure of qualifications, flexibility and individualisation in learning paths and validation of prior learning. In August 2015, the existing legislation on VET was amended to steer the IVET system to implement validation more effectively. The most drastic change was the shift from time-bound credit points to competence points, which show the relative importance of the unit of...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Culture
  • Finnish National Agency for Education (EDUFI)
ID number
28205
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Finland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

Reviewing the validation of informal and non-formal learning procedure regulated in RD 1224/2009 to make it simpler and easing access, as well as to meet validation needs of the different productive and service sectors.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Within the General Council for Vocational Training, a working group has been set up to review the results obtained during the almost 10 years of implementation of this procedure. Data are collected through a platform established by INCUAL. Validation is also carried out through the Reconoce project, launched in 2015 upon approval by the Spanish Youth Institute (INJUVE) and the youth departments of the Autonomous Communities. The project aimed to establish a new recognition system for...

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Vocational Training (until 2023)
  • Ministry of Education, Vocational Training and Sports
  • National Institute of Qualifications (INCUAL)
  • Autonomous Communities (CC.AA.)
ID number
28190
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Spain Practical measure/Initiative