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This policy development focuses on enhancing the innovation, attractiveness, and modernisation of VET in Hungary. It aims to achieve this through specific initiatives such as:

Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;

Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities that...

Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.

Artificial Intelligence for Teachers (AI4T) (2021-2024)

The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...

The National Career Guidance Network (NCGN) seeks to comprise the guidance offices of all institutions as to create synergies in the provision of guidance and information, securing a seamless experience to clients. The NCGN plans to:

1. work closely with the National Skills Council (NSC) and existing service providers to promote VET pathways and to align career guidance services with national strategies, including those developed by the NSC;
2. create an interactive online platform where...

Reflecting the LLCS 2030 recommendations the State Institute of Vocational Education prepared a comparative study focusing on new European policies, ILAs and microcredentials. The education ministry decided to cover ILAs and some segments of lifelong learning by new legislation and to pilot implementing ILAs making use of funding from Programme Slovakia 2021-27.

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...

The amendment to the Act on employment services established the Sector Councils Alliance (SCA) as the interest association of legal entities. Membership is stipulated by law containing labour and education ministry representatives, representative associations of employers and representative associations of trade unions. Admission of other members is possible based on the statute of the SCA agreed with the government.

According to law, the SCA 'establishes sectoral councils covering relevant...

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...

Since 2023, the modular VET system has supported the development of a more open and flexible VET. This initiative allows students to dedicate three to six weekly lessons to one or more vocational modules, depending on their duration and credit value, while also gaining first-hand experience with VET school facilities and training programmes.

An individual learning plan is developed in cooperation between the student, their general education school, and a VET institution. Upon completing a VET...

The initiative foresees the development and use of special diagnostic tools, along with the training of specialists to integrate them into daily practice. It also includes the provision of educational institutions with necessary equipment and tools and the establishment of specialised multisensory resting rooms.

The initiative's primary focus is to provide direct support to students in need, by equipping them with tools to assess their abilities and facilitating their adaptation to the...

The implementation of new programme curricula is a three-step process:

1. creation of an implementation plan, including the formation of a project team, establishment of project management, and information of stakeholders;
2. realisation of the implementation plan, which involves the formation of a steering group and working groups, the gathering of information (e.g. labour market developments, research results), the development of the curriculum content with the involvement of stakeholders;
...

The 8-Point Plan represents a strategic shift from the initial 'School 4.0' approach, which focused primarily on developing digital competencies among teachers and learners. The new plan, launched in response to the pandemic's challenges, aimed to provide a more integrated digital learning environment. Key measures included the rollout of a centralised digital school web portal and the distribution of digital devices to students in lower secondary schools, beginning in 2020.

A significant...

In 2023, regulations were introduced in the Education Act regarding initial mapping and validation within municipal adult education. The legislative proposals in the bill entail the following in brief:

1. a requirement is introduced for the local municipality to ensure that anyone wishing to have their skills mapped prior to education or assessment within adult education is offered an initial mapping;
2. a duty is established for the provider of adult education to ensure that a student in need of...

The cooperation with the OECD, with its methodology for skills strategies, is an action decided in the context of the proposals of the European Skills Agenda in relation to national skills strategies. More precisely, the European skills agenda recommends joint action by the Commission and EU Member States to develop national skills strategies based on the relevant OECD methodology.

Activities related to the development of the skills strategy are also reflected in the national documents within...

The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

1. Prepared for the future I - new flexible university paths.This reform aims to provide students with new...

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...

Sectoral skills centres (branzowe centra umiejetnosci) are to be technologically advanced education, training and examination centres in a given industry.

This initiative comprises the following main activities:

1. announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
2. construction of a new...

The action plan includes the following five specific measures:

1. implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
2. provision and professional development of staff for the VET system;
3. the development of career guidance and promotion of VET;
4. implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...

Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.

PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...

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...

The activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:

1. single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social...

HRDA implements the following activities/schemes:

Scheme for the employment and training of tertiary education graduates

The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to offer...

The four HRDA schemes included in the RRP are as follows.

Training programmes for the acquisition of digital skills

The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training activities...

Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):

1. centres of excellence in VET;
2. in-company training centres;
3. higher VET transformation;
4. quality assurance in IVET and CVET;
5. prevention of early school leaving;
6. basic skills;
7. individual learning accounts;
8. a new system of lifelong learning introduced...

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.

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...

The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.

The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with...

According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...

The programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...

Financial support for programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...

The PLA programme, targeting migrants aged 16 or over, is organised according to training standards included in the national catalogue of qualifications, at levels A1 to B2 of the common European framework of reference for languages. PLA courses are organised in short training units and their duration varies according to previously achieved language competences. The short training units can be credited for school qualifications or dual certification, as part of the basic or upper secondary...

Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.

It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...

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...

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...

The development comprises several actions.

The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner's personal competence development plan and funded, regardless of the type of...

The regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...

The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.

1. The creation of a 'conversion fund': around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a 'conversion fund', which will enable unskilled and skilled workers to undertake further training on their own initiative. The...

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...

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...

There is increasing attention for the well-being of VET-students, partly due to the COVID-19 pandemic. The ministry set up different measures to improve the mental well-being of VET students and to monitor this.

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...

The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, addresses early school leaving in the section 'Second chance education and F-type programmes'. It suggests four measures aimed at:

1. transformation of former F-type programmes into 'combined' programmes that allow learners to complete lower secondary general education and earn at least an EQF level 2 VET qualification, enabling progression in initial VET;
2. allowing exceptional extension...

The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:

1. embedding the term 'basic skills' in the Lifelong Learning Act;
2. piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
3. improving the digital skills of citizens in line with Reform 6 of Component 17 'Digital Slovakia' of the National recovery and resilience plan;
4. piloting a financing scheme for supporting non-formal learning for low-skilled adults in...

The training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.

The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.

Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140 hours...

In order to ensure flexible learning opportunities, accessibility of high-quality education and training, and supported learning with the aim of reducing drop-out and early leaving rates and exploiting every individual's potential to the fullest, the following measures are foreseen:

1. developing and implementing a common standard for secondary education to integrate general and vocational secondary education;
2. updating the Standard of vocational education and specifying the differences between...

In the Cabinet's response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:

1. making explicit which bodies are responsible at a local and regional level;
2. supporting life coaching arrangements;
3. promoting guidance for young people after graduation.

The country's approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...

The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.

Its main areas of focus are:

1. resilience and competitiveness of the economy;
2. green energy and reducing energy intensity;
3. digital transformation;
4. availability and quality of the health care system,
...

Each year several measures and initiatives support employee education and training.

In 2015, the Federation of Craftsmen (Fédération des Artisans) launched skills/competence centres in construction engineering and building completion work (GTB-PAR) to help companies keep skilled employees abreast of developments in technology, management and economy.

In 2018, the Federation of Craftsmen, in collaboration with GTB-PAR and the Education and Training Institute in the Construction Sector (IFSB),...

France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:

Training young people in strategic and promising sectors

1. 100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
2. 16 000...

The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:

a. measures related to the financial benefits of trainees and to well-being in training:

• extension of the training allowance (EUR 1/hour) and the...

The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...

The National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework of the...

Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...

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...

Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:

Five-year technological programmes (Technicums)

The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...

Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...

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...

Self-regulation is a tradition in the VET sector, but the Act on macro-efficiency in VET gives the Minister for Education the right to deprive a VET college of its rights in case of non-compliance with one of the following obligations:

1. to allocate learners to courses with a sufficient labour market perspective;
2. to achieve an efficient regional distribution of VET programmes.

The Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for vocational education,...

New programmes in pre-vocational secondary education were introduced in August 2016, renovating content (in line with modern occupational practice and curriculum developments in upper secondary VET-MBO) and structure (over 30 programmes will be replaced by 10 flexible profiles).

In February 2017 and May 2018, the education ministry sent a letter to parliament on the subject of Strong VET (Sterk beroepsonderwijs). Following the advice of the Education Council in June 2015 and in response to...

The development, implementation, monitoring and evaluation of the lifelong learning strategy 2021-27 is under the authority of the Ministry of Education, Sport and Youth, and is internally coordinated by the European and International Affairs, Lifelong Learning and Adult Education Office.

The monitoring of policies and actions included in the lifelong learning strategy are mandated to the national and the technical lifelong learning committees. Representatives from various stakeholders,...

The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.

The initiative includes two phases:

1. developing the concept and standards of VET e-resources;
2. obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).

Three calls for projects developing VET e-resources are planned for 2020 and 2021....

The education strategy applies an integrated approach to the development of the education system to make better use of Estonia's high-quality education for the benefit of people, society and the economy.

It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers' roles, and it focuses more on the skills policy, including a clearer division of the roles...

From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.

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...

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...

In 2015, the National Agency for Qualification and VET (ANQEP) introduced a new methodology for designing qualifications based on learning outcomes. It applies to VET qualifications at levels 2, 4 and 5 of the NQF.

Since 2016, ANQEP has been organising and monitoring several training courses for coordinators and trainers from professional schools where qualifications will be developed according to this new methodology. It has also been carrying out training sessions for the different VET...

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...

In education authority VET, the education community can find and create structured teaching material ready to be downloaded and used by teachers and learners in Procomún, the Repository of open educational resources (OER) of the ministry, operated by the National Institute for Education Technologies and Teacher Training (INTEF). Another initiative is the Educational Technology Observatory, which provides a virtual library with articles for teachers written by teachers about how to use...

During the fourth quarter of 2018, the National Institute of Qualifications (INCUAL) carried out a review of the entire national catalogue of occupational standards. It aimed to set up a 2019 work plan that would accommodate the need for updating occupational standards and (where appropriate) designing new ones which could have greater significance or impact on employment.

The INCUAL is responsible for defining, updating and adapting the Spanish national catalogue of occupational standards...

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...

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...

In 2013, the Legislative Decree No 13 article 8 sets up the National repertory of education and training and professional qualifications.

In 2014, the National Technical Committee was established and works for the development of the National repertory that is a comprehensive collection of national, regional and sectorial repertories existing and encoded by the entitling bodies. The entitling bodies are the qualification authorities: education ministry (for school and university...

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...

In 2015, a National Delegation for Validation was appointed by the Swedish Government to follow up, support and promote coordinated development work in the area of validation at the regional and national level and to propose a national strategy for validation. The Delegation proposed a strategy in March 2017, expressing its view of the significance and function of validation, and of the development areas that need to be prioritised. A formal consultation on validation was launched by the...

The PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.

While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...

In 2015 and 2016, following letters to parliament on the progress of lifelong learning policy, the Cabinet announced its intention to make upper secondary VET and higher education programmes more flexible and tailor-made. This would be done through voucher experiments (pilots) in higher education and the introduction of certificates (parts of a full diploma/qualification) in upper secondary, non-publicly financed VET. The measures are intended to make VET more accessible for adults.

Private...

In a September 2015 policy letter (Kamerbrief met visie op mbo), the education ministry drew attention to 21st century skills, their relevance for VET and ways to develop them. The letter announced an evaluation of the implementation process of the renewed qualifications framework and its effect on VET courses in the years ahead, and to assess whether further steps were needed to adapt VET qualifications for the future. Qualifications already included key competences such as the Dutch and...

In spring 2015, the Ministry of Education, Science and Sport decided that formal IVET and CVET programmes would consist of mandatory (85%) and elective (15%) modules grouped into introductory, professional and final categories. These would be competence-based and in line with sectoral qualifications standards, while a credit system would be introduced, with one academic year corresponding to 60 credits. More than 60 modular programmes were finalised by 2016, prepared by expert groups...

In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training...

The 2015 reform of the 2011 Act on VET enabled graduates of three-year VET programmes to automatically continue their studies in the same school for two additional years and to take the upper secondary school leaving examination (matura), which is the entry requirement for higher education. It also introduced the possibility of obtaining two State-recognised VET qualifications free of charge in vocational schools and higher vocational schools, instead of only one as previously. As a result,...

The Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...

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)...

A circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological education.

The 2018 Law for the freedom to choose one's professional future provides for:

1. the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
2. reforming funding mechanisms to establish a...

The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures include:

...

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...

There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.

Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:

Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...

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...

The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...

Partial qualifications (Teilqualifikationen, TQ) are educational offers, which allow learners to gain vocational qualifications through systematic, successive qualifications based on the dual training regulations. Once the total of the partial qualifications is completed, the learner can take an examination for external candidates. The work on procedures for certifications and the development of training modules is continuing. There are several current projects on TQ, including:

1. the employer...

In November 2018, the Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...

In 2016, the legislation promoting further training (AWStG) was amended. It improved the financial conditions, under which the low-qualified, the long-term unemployed and older workers could access CVET, in particular through allowances during training and financial incentives for passing exams.

On 18 December 2018, the Qualification Opportunities Act (Qualifizierungschancengesetz) was adopted, and came into force on 1 January 2019. The act introduced the right of people in employment to...

The ValiKom project aims to promote the validation of non-formally and informally acquired skills in Germany and was initiated by the German Confederation of Skilled Crafts (DHKT) and the German Chambers of Commerce and Industry (DIHK), together with the Federal Ministry for Education and Research (BMBF). ValiKom is considered a reference project for setting up a validation system in Germany. It addresses adults who acquired skills and competences through work but lack a formal...

The 2015-20 strategic plan for technical and vocational education and training provides for all initial vocational education and training (IVET) and continuing vocational education and training (CVET) curricula under the remit of the education ministry to be modularised and to use ECVET points to improve permeability. Modularisation and ECVET, along with recognition of prior learning, are expected to ease the access of people who completed the apprenticeship system and VET lifelong learning...

The 2016 amendments of the VET Act regulate the structure of the State education standards for the acquisition of qualifications. The structuring of qualifications in terms of units of learning outcomes is the main principle of ECVET, providing flexible learning pathways. In 2017 and 2018, the number of the State education standards (SES) described as units of learning outcomes increased significantly. The SES were approved by orders of the education minister and were published in the...

Following the 2015-20 VET development strategy adopted in October 2014 (and the updated VET strategy in Bulgaria for the period 2019-21), the VET Act was amended, introducing the legislative basis for validation of prior learning in VET. Validation, using the State education standards (SES), can be carried out by VET providers for professions included in the national list of VET professions (LPVET), and could lead to qualifications at EQF levels 2 to 5. The procedures for partial validation...

Since the academic year 2017/18, the EQF/NQF level of the occupation in which the qualification is acquired is stated in the completion documents: the 'vocational qualifications certificate' and the 'vocational training certificate for part of the profession'. This applies both for young and adult learners. Changes to legislation are still needed to support the setting up of the BQF. A working group has to be established to prepare these amendments. The framework is not yet operational. The...

VET programmes are designed based on framework programmes approved by the education minister. New framework programmes were adopted in March 2017, including:

1. general provisions in relation to the regulatory basis and aims;
2. requirements: entry (age, medical condition, previous education and qualification level), career and education pathways, form(s) of training (day, full-time, evening, part-time, individual, distance, dual, self-learning);
3. curriculum;
4. training module content (theoretical...

The VET Act of 1999 was amended in August 2016 (entered into force in August 2017), confirming that apprenticeships should offer the possibility to acquire professional qualifications through practical training, organised in cooperation with enterprises. The amendment also intended to improve the quality of VET by increasing the practical training part offered in VET programmes.

Compulsory education

The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:

1. defining digital content and resources for learning,
2. providing support and training to teachers and heads of school,
3. defining modalities of school digital equipment,
4. sharing, communicating and disseminating,
5. developing digital governance.

Digital competence is regarded both as a learning object and a support to other disciplines. Digital education...

The certification by learning-outcomes units (CPU) divides upper-secondary VET tracks into different CPU. Learners receive the qualification certificate when all the learning-outcomes units are validated. Those who fail get a second chance in a complementary year with a personalised support from teachers.

The Minister of Education decides which training will be implemented in CPU; hence this certification approach is being gradually implemented.

In 2017, certification by learning-outcomes...