The objective of the Prison Education Taksforce is to ensure education and upskilling opportunities to support prisoner rehabilitation and employment, post release.
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 Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.
The Taskforce is implementing innovative approaches in prison...
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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 Further and Higher Education, Research, Innovation and Science (DFHERIS)
The OCED report reviewed Ireland's existing National Skills Strategy to 2025 and how it may need to be adapted, identifying priorities and recommendations specifically for the Irish context. The report itself was not intended as an implementation plan, and further work was required by Irish stakeholders to progress the recommendations in the OECD report.
The National Skills Council (NSC) was established following the recommendations of the OECD Skills Review for Ireland, with the objective 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.
A review was conducted in partnership with the OECD. The review concentrated on four areas:
balance in skills;
lifelong learning;
innovation;
governance.
The report identified four priorities:
Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.
Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.
Priority 3: Leveraging skills to drive innovation and strengthen firm performance.
Priority 4: Strengthening skills...
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 Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the Construction Safety Licencing Bill is to reform and modernise the existing model for the sector, to make construction an even safer industry to work in, and to make the industry more attractive to future workers.
Safety skills will be embedded into worker skills development, and make safety management easier for employers.
The legislation will also recognise workers who are not qualified (either through apprenticeship or professional qualifications), but have relevant...
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 legislation was developed as a matter of urgency following targeted consultation with key construction industry stakeholders in 2022. The draft legislation was published in 2023 and is progressing through the Irish Parliament to pass into law.
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 Further and Higher Education, Research, Innovation and Science (DFHERIS)
To adopt a learner-centred ethos and to tailor both learning and supports to meet the needs of learners, with consistent, integrated, and appropriate supports offered to all learners, in all FET settings. Thus, wherever possible the necessary supports should be available independently of the specific FET programme on which the learner is enrolled and engaged. This process can be aided by appropriate IT systems and, in line with the digital transformation and upgrading of infrastructure that...
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 position paper of this policy is underpinned by a Universal Design (UD) approach and aligns with the Public Sector Equality and Human Rights Duty.
The Framework to implement the policy outlines the enhancement of the overall learner experience within FET by:
develop & standardise supports and apply good practices;
integrate supports via Universal Design (UD);
technology to address support needs;
more consistent & reflective financial supports;
cross-FET Programme Independent Learner...
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)
Education and Training Boards Ireland (ETBI)
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)
Kilkenny Carlow Education and Training Board (KCETB)
Kildare Wicklow Education and Training Board (KWETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
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 by SOLAS, in partnership with consultants KPMG and in consultation with Ireland's sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can equip...
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)
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)
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...
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In 2023, the Innovation and Collaboration fund opened for applications to progress the ALL Strategy.
As part of the application, projects had to evidence: collaboration and partnership between organisations; innovative approaches; meaningful benefits for adults with unmet literacy, numeracy and digital literacy needs; and good value for money and no duplication of work already happening.
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 2023 Innovation and Collaboration Fund was EUR 1 million, with the maximum grant of EUR 50 000.
Organisations that work in the public, not-for-profit, community and voluntary sector were eligible to apply. A minimum of two organisations working together in partnership were required to make an application, with one organisation as the lead applicant, and the other organisation(s) as the partner(s).
The target groups for the ALL Innovation and Collaboration Fund included:
older adults (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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The purpose of the Strategic vision for the development of dual VET(DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) is to formulate goals, scope and tools for the public policies in the country, for achieving a successful national model of DVET. The vision aims to contribute achieving the following goals:
DVET should be the leading VET pathway at upper secondary education level by 2030;
DVET should be comprehensively and sustainably integrated into 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.
The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...
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The project, 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education', aims to raise student's awareness of the importance of career planning and lifelong learning (LLL) for an effective entry and stay into the labour market. It also seeks to establish the professional foundations for developing a career counselling system in higher 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.
The project 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education' aims to enhance career counselling and support for students and graduates of higher vocational schools in Slovenia. Key activities include:
For students:
raising awareness of lifelong career guidance through workshops to develop skills for entering the job market;
establishing an e-learning platform for career counselling;
creating an online information hub, planning my career, aiming higher,
...
Bodies responsible
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The project aims to develop a national tool, to help forecast the VET related labour market needs. They intend to have two applications operational by the end of 2025: one for monitoring graduate employability and one for higher VET schools , containing enrolment data, grades, call deadlines, and exchanges.
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 tool will support the students making career decisions, provide the VET schools for the basis to adjust the open curriculum, and enable the entire VET system to modernise vocational standards and VET programmes.
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The key objectives of the policy development include:
enhancing teachers' competencies in AI and digital education;
supporting the adoption of blended learning approaches in VET schools;
strengthening schools' strategic capacities for digital transformation;
developing and sharing innovative teaching resources;
establishing self-learning communities among educators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The Labour Market Platform is one of the strategically significant operations within the European Cohesion Policy Programme (EKP) in the period 2021-27, which is co-financed by the Republic of Slovenia and the European Union from the European Social Fund Plus (ESF+). Its primary objective is to establish a labour market and competence forecasting platform that effectively connects employers, jobseekers, and public employment service advisers. Additionally, it aims to provide decision-makers...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the project plan, a fully functional online labour market platform is set to be developed in three phases. Initially, a prototype and the first working version will provide users with labour market needs forecast data. The next phase will introduce data on labour market trends and the alignment between supply and demand. By 2028, the platform is expected to offer comprehensive insights into occupational and skills gaps, proposals for mapping competences in education programmes,...
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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, Family, Social Affairs and Equal Opportunities (MDDSZ)
In the submission report to the 2022 amendment to the Act on employment services (5/2004), the labour ministry declared the strategic nature of the scope of the Sectoral Councils Alliance and sector councils and the need to 'ensure the sustainability of the management system of these decisive instruments of active labour market policy aimed at describing the demands of the labour market for jobs and the transfer of these needs to the system of 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 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...
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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:
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)
The National Education System Development Plan for the period up to 2027 aims to support the internationalisation of VET through calls for participation in mobility for educational staff and learners, and developing a strategy for the internationalisation of VET.
Key indicators are defined as:
number of learners in VET involved in mobility activities;
number of educational staff in VET involved in mobility activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Internationalisation of VET involves supporting international mobility for educational staff and learners, as well as transnational cooperation among VET providers, particularly through the Erasmus+ programme. Through mobility and transnational cooperation, learners will strengthen their language, digital, and other skills while gaining the opportunity to undertake work-based learning abroad, and teachers will enhance their teaching skills. This measure will also support transnational...
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The VET curricula reform aimed to enhance the attractiveness, innovation, and relevance of VET by restructuring and developing new, outcome-based, modular curricula. The specific objectives were to:
Develop innovative and flexible sector and vocational curricula based on occupational and qualification standards, aligned with labour market needs;
Strengthen teacher competences for the implementation of the new VET curricula.
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 most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...
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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...
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The Policy for the Digital Transformation of Education meets the priorities adopted in the EU policy initiative 'Digital Education Action Plan for 2021-2027'. One of the basic goals of digital education indicated in the Polish strategy is 'preparing for the effective, safe and responsible use of available digital resources, as well as motivating to learn, providing competences that enable creativity and the ability to develop talents and interests, rather than passively using available tools...
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 Policy for the Digital Transformation of Education describes the actions necessary in the face of the digital revolution and sets the framework for state policy in the area of the digitalisation of education in the following time perspectives: short-term (until 2027), medium-term (until 2030) and long-term (until 2035 ).
It comprises two complementary perspectives: developing digital competences of students and teachers, using digital technologies to strengthen...
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The aim of the Database is to link supply and demand for further education in one platform and to simplify processing of financial support for further education of training participants through the Labour Office of the Czech Republic.
The Database also supports development of career management skills of individuals. It helps people to choose the right course according to their interests, needs and abilities.
The aim of the Database pilot which will be conducted during 2023-2025 is to:
expand...
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 target groups of the Database include all the adults with links to the labour market (including students aged 18+ who are preparing to enter the labour market). The Labour Office has expanded its activities beyond unemployed persons to include those who are in employment and want to acquire the competencies needed to retain their current jobs. Additional target groups include persons on parental leave, self-employed persons and senior citizens with links to the labour market (working...
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The government aims to contribute to achieving SDG 13 (take urgent action to combat climate change and its impact) by:
reducing greenhouse gas emissions by 55-60%;
achieving 1 million professionals educated in ICT by 2030, focusing on skills and knowledge relevant to implementing sustainable digital technologies, promoting energy-efficient solutions, and aligning with the content outlined in the policy's development framework.
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 advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate...
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In response to these challenges, Law No 5082/2024 was developed as a comprehensive strategy to modernise Greece's vocational training system, encourage higher participation in apprenticeships, and strengthen digital skills development. These measures aim to improve employability, enhance workforce adaptability, and boost economic competitiveness in a rapidly evolving labour market.
Main objectives of the new legal framework:
Enhancing the governance structure of Vocational Education 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.
Law No 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by:
expanding collaboration between vocational education and training institutions, and
strengthening synergies between different levels of the...
Bodies responsible
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Ministry of Education and Religious Affairs
Ministry of Education, Religious Affairs and Sports
expand access to wide range training for working-age adults;
ensure ownership of adult learners in training based on their own and labour market needs;
keep individuals' training entitlements even when they change jobs,
reduce dependence of adult training choices on employer approval and financing;
strengthen involvement of social partners in training provision.
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 pilot implementation takes place in the construction sector. It involves an analysis of existing ILA schemes in Europe and national feasibility study, simulations, an online portal (linked to the existing training provider authorisation platform), promotional campaigns, and a study on the use of ILA.
ESF+ and other funds are to support the implementation as of 2025. The implementation will initially last until 2027.
Main beneficiaries of ILA are the construction sector employees and...
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Ministry of Labour and Social Solidarity
National Agency for Employment (ANOFM)
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
The aim of the federal government's Strategy for research, technology and innovation is to increase the proportion of graduates in STEM subjects by 20% and the proportion of women amongst graduates in technical subjects by 5% by 2030. The Join in STEM action plan is designed to facilitate the achievement of these ambitious goals, while also pursuing the following objectives, to:
foster greater interest in science, technology, engineering, and mathematics (STEM) among young people,
showcase...
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 Join in STEM action plan represents the Ministry of Education's STEM skilled labour initiative. The plan consolidates the ministry's existing STEM initiatives with new measures and addresses the entire education sector, from early childhood education to vocational training, secondary education, and higher education.
The action plan strengthens STEM capabilities and advances the aforementioned objectives through the following eight action lines:
intensification of regional networking...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
The objective of the reform of upper secondary VET curricula is to align them with both national education policy requirements and European trends. Digitalisation, sustainability, and internationalisation are to be addressed as interdisciplinary topics.
Specifically, a new curriculum must meet the following criteria:
reflects the requirements of the modern labour market, contributes to the development of responsible members of society, and ensures the employability and aptitude for higher...
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 of new programme curricula is a three-step process:
creation of an implementation plan, including the formation of a project team, establishment of project management, and information of stakeholders;
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;
...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
Introduce the new subject 'Basic digital education' (Digitale Grundbildung) into the curriculum, focusing on providing learners with essential digital skills, including safe and constructive online behaviour, understanding of digital tools and media, and fundamental programming skills. This subject ensures that learners are equipped with the knowledge needed to participate effectively in a digital society from an early age.
Enhance teacher training with a focus on digital pedagogies 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 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...
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Federal Ministry of Education, Science and Research (BMBWF)
The objective of the policy development is to create guidelines for using AI in teaching and learning in early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, vocational education and training and liberal adult education.
The objective of creating the AI Guidelines is also to promote the digitalisation of education and to support the European artificial intelligence act, also known as AI Act, that came into force...
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 Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO).
The guidelines are to support the early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, VET, and...
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clarify and unify the chain of support for learning from early childhood education and care to upper secondary education;
clarify the relationship between special needs support and other forms of support for learning;
strengthen the cooperation between special education teachers, vocational teachers and other guidance staff, and increase the competence in special needs support;
make the identification of special needs support faster and more...
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 reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...
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The objectives of the Masterplan basic skills, as described in the relevant 2022 policy letter from the Minister of education to the Parliament, are:
to improve proficiency in basic skills (Dutch, maths, citizenship, digital literacy) across all education levels, including primary, secondary, and vocational education.
to develop a holistic, collaborative approach involving teachers, school leaders, parents, libraries, and policymakers.
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 Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:
supporting educators with resources and training,
providing evidence-based learning materials,
strengthening school-community links,
implementing monitoring systems,
and establishing clear curriculum guidelines.
Immediate actions include creating support teams for schools and launching subsidies for targeted interventions. The plan aims for long-term integration with national programmes like the NPO...
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
Council for upper secondary VET schools (MBO Raad)
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
Contributing to the equal treatment of all students in the Netherlands.
Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility 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.
The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...
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
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
Council for upper secondary VET schools (MBO Raad)
Association of Netherlands Municipalities (VNG)
Association of Educators in VET (BVMBO)
Cooperation organisation for VET and the labour market (SBB)
National youth organization for VET students (JOB)
The changes contribute to promoting the increase of candidates for the attendance of master's in teaching to ensure the necessary number of educators and teachers with the appropriate qualifications to meet the needs of the education system.
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 Teaching career law for pre-school, basic and secondary education has been reviewed. The organisation of initial teacher training courses is based, among other things, on the students' profile at the end of compulsory education and essential learning (knowledge, skills and attitudes to be developed by all students in each subject). Training now includes education for citizenship, inclusive education and the use of digital technologies.
Specific rules shall be laid down for the acquisition...
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 Innovation (MECI)
The main objectives of project in cooperation with the OECD are:
to identify the main opportunities regarding skills in Bulgaria;
to develop tailored policy recommendations for improving Bulgaria's skills performance with the participation of the whole government, in collaboration with all ministries and stakeholders.
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 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...
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.
The implementation of the project will support the development of the VET system.
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 Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....
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 Agency for Vocational Education and Training (NAVET)
renovate the infrastructure and equipment of the existing vocational high schools;
provide interdisciplinary, learning environments suitable for the current and future skill needs of the local 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 procedure for the improvement of infrastructure and equipment and/or renovation of a range of vocational high schools (BG-RRP-1.014 - construction of centres for excellence in vocational education and training (VET)) was developed under the National Recovery and Resilience Plan (NRRP) with financing under the Recovery and Resilience Facility of the EU.
The education ministry elaborated a methodology for determining the range of vocational high schools to receive the status of Centres of VET...
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.
The objective of this policy development are to ensure that students and apprentices know their rights, what they can do and where they can get help if they experience sexual harassment or other offensive actions.
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 Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.
As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students 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.
The objective of the plan and its initiatives is to create a more coherent national educational landscape.
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 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:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
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.
The key objectives are to improve VET provision so that students acquire the right skillset for the green transition; and to enhance VET attractiveness.
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 Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.
Making VET more...
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.
The climate vocational education and training (VET) schools in Denmark aim to make sure that VET institutions and students are leading the way for the country's green transition. These schools will:
train skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction;
serve as hubs for sharing new ideas and practices with all other VET schools in Denmark.
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 address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...
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.
It is important to develop professional collaborations that involve students and teachers in Hungarian vocational training in regions outside the borders. This can generate a positive trend in the labour market, that would strengthen the integration and the relations of Hungarian vocational training in Hungary and beyond.
The goal is to support the development of the professional and general skills of Hungarian communities beyond its borders in a way that matches increasing European 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 working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training 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.
The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.
Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress equality,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET 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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Higher Education Authority (HEA)
Technological Higher Education Association (THEA)
Quality and Qualifications Ireland (QQI)
Education and Training Boards Ireland (ETBI)
Irish Universities Association (IUA)
City of Dublin Education and Training Board (CDETB)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kildare Wicklow Education and Training Board (KWETB)
Kerry Education and Training Board (KETB)
Kilkenny Carlow Education and Training Board (KCETB)
Louth Meath Education and Training Board (LMETB)
Longford Westmeath Education and Training Board (LWETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.
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 FET Strategy defined that CotFs should have the following characteristics:
consolidation: CotFs are single integrated colleges;
dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, exploring opportunities for co-delivery with HE institutions;
access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
consistent learner...
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)
Education and Training Boards Ireland (ETBI)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Louth Meath Education and Training Board (LMETB)
Longford Westmeath Education and Training Board (LWETB)
Limerick Clare Education and Training Board (LCETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Laois Offaly Education and Training Board (LOETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.
The main objectives of the plan are:
a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices and 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.
Ireland's Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...
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 Further and Higher Education, Research, Innovation and Science (DFHERIS)
Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable 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.
The policy roadmap 'Green Skills for FET 2021-30' sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Ireland (2019) and the Action plan for apprenticeships 2021-25....
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 the Environment, Climate and Communications
Education and Training Boards Ireland (ETBI)
Quality and Qualifications Ireland (QQI)
City of Dublin Education and Training Board (CDETB)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Donegal Education and Training Board (DETB)
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)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Limerick Clare Education and Training Board (LCETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
The core objective of the external review is to evaluate the implementation and effectiveness of an ETB's internal quality assurance procedures.
The purpose of the inaugural review of ETBs quality assurance was to:
encourage a quality culture and improvement of the learning environment and experience in the ETBs by using evidence-based, objective methods and advice;
provide feedback to ETBs about the overall effectiveness of their quality assurance, organisation-wide quality and the impact 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.
The external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.
The external review examines the following aspects:
Governance and management of quality
The review evaluates the comprehensive oversight...
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.
Quality and Qualifications Ireland (QQI)
Further Education and Training Authority (SOLAS)
Waterford Wexford Education and Training Board (WWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Tipperary Education and Training Board (TETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Limerick Clare Education and Training Board (LCETB)
Laois Offaly Education and Training Board (LOETB)
Kildare Wicklow Education and Training Board (KWETB)
Cork Education and Training Board (CETB)
Kerry Education and Training Board (KETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Galway Roscommon Education and Training Board (GRETB)
Cavan Monaghan Education and Training Board (CMETB)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
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 Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...
Bodies responsible
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Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Government Office for Development and European Cohesion Policy (SVRK)
The Climate goals and contents in education project, implemented by CPI, aims at:
raising awareness and developing educational content on climate change as part of education on sustainable development in vocational education and training (VET);
developing and introducing a holistic programme in VET schools;
developing a system for implementing competences and contents related to sustainable development goals and achieving climate goals in vocational and technical education;
establishing...
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 key activities of the project Climate goals and contents in education are:
preparation of a model for identifying occupational competences for sustainability;
work with 15 schools and guide them to become 'sustainable schools' on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor contributing 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.
Slovenian Institute for Adult Education (ACS)
National Education Institute (ZRSŠ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
promoting a positive image of VET as an attractive career path;
strengthening cooperation between schools providing vocational training, vocational training centres and enterprises, firms, HEIs, local and regional government.
increasing the involvement of employers in the practical training process;
providing learners with opportunities to develop their interests and talents related to the profession;
support for professional development of teachers 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.
The SkillsPoland competition consists of:
development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
conducting study visits as part of professional competitions in other countries;
implementation of a promotional campaign for SkillsPoland competitions;
conducting regional eliminators for competitions in 30 sectors;
organising of three nationwide SkillsPoland competitions in 30 sectors;
participation of representatives 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.
Foundation for the Development of the Education System (FRSE)
dissemination of the Europass-Mobility electronic document;
support for advice on and use of the digital Europass service;
facilitating access to information on learning opportunities in Europe, mainly in connection with learning 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.
The main objective of the activities of the combined National Europass and Euroguidance Centre is to implement Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework aimed at providing better quality services in skills and qualifications (Europass). The National Europass Centre (NEC) deals with coordinating the issuance of Europass documents and promoting the Europass initiative, in particular for career counselling and information...
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
Foundation for the Development of the Education System (FRSE)
Improving the quality of adult learning in Europe by internationalising adult learning and training organisations, including VET, and the professional development of their staff.
Building communities of practice in various fields of adult learning, including vocational education and training, and between all stakeholders such as teachers and policy makers.
Facilitating the creation and sharing of (open) educational resources that can be used in adult learning, including the use of new...
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 Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.
The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.
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
Foundation for the Development of the Education System (FRSE)
setting up a national team of experts for vocational education and training;
providing support to beneficiaries in implementing EU tools related to vocational education and training (VET).
Its mission is to improve the quality of VET and to support the cooperation of vocational schools with employers in Poland and Europe. The team also serves higher education, especially State higher vocational schools in practical 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 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. They work closely with the National Europass and Euroguidance Centre, also run by the Foundation. The Team's main tasks include promoting and advising on the practical application of EU instruments related to supporting educational mobility, ensuring high-quality...
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
Foundation for the Development of the Education System (FRSE)
Ministry of Education and Science (from 2021 until 2024)
creation of 120 sectoral skills centres (SSCs), which will be centres of education, training and examination;
training of a total of 24 000 people, of which at least 60% are adults, at least 20% young people, and at least 10% vocational education teachers who have completed sectoral training;
introduction of appropriate changes to regulations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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:
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);
construction of a new...
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
Foundation for the Development of the Education System (FRSE)
teachers of theoretical and practical subjects in vocational education achieving the best results at work;
a positive image of vocational education and training.
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 aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.
Winners and featured participants receive the title...
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
Foundation for the Development of the Education System (FRSE)
To provide education and care to Ukrainian students migrating to Poland due to armed conflict in Ukraine.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued several regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.
The regulations allowed:
the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...
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)
The Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
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 update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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)
The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
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 includes the following five specific measures:
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;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...
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)
investigate the employability prospects of MIEEK graduates;
investigate the extent of MIEEK graduate satisfaction and use of acquired skills in the labour market and in society in general;
ensure that labour market intelligence is accompanied by a rapid yet effective and flexible learning provision;
assess employers' who employ MIEEK graduate satisfaction by their performance;
assess adequacy of training infrastructure, curricula and pedagogical methods from...
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 contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:
a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
an evaluation report on the adequacy of the curriculum (and the overall teaching design)...
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.
to develop a comprehensive national strategy which addresses skills mismatch between education and labour market;
to constantly monitor skill needs;
to design and implement concrete measures that address the identified skills needs.
Improving the national economic competitiveness enhancing social cohesion, while eliminating the disparity observed between the labour market and secondary/tertiary education is the ultimate objective.
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 address skills mismatches between education and the labour market, the Ministry of Education, Sport and Youth decided to establish a project management committee comprising various stakeholders (e.g. representatives from the ministry, employer and employee organisations and SMEs, representatives from schools and universities), with a mandate to develop, implement and monitor a comprehensive strategy to address skills mismatches, based on evidence from reports, studies and policy...
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The main objectives of the packages of measures are:
the timely further and new development of training opportunities in the area of school-based and dual VET as well as in further training with a focus on green skills;
integration of green skills into existing and new training regulations and curricula;
creation of a uniform teaching principle as a basis for a common understanding of the topic that enables the teaching of relevant content across all subjects, forms and levels of 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.
Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.
The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...
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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW)
Federal Ministry of Education, Science and Research (BMBWF)
help and support in choosing initial vocational training primarily after compulsory schooling but also beyond;
multilingual and low-threshold communication of the Austrian education system for parents and young people with a non-German first language;
develop digital tools that are useful and usable in the long term and complement and support the existing ones;
help maintain counselling and information services under restrictions, building on the COVID-19 pandemic experience.
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 addition to the activities of schools and the Public Employment Service, the Chamber of Labour (AK) and the Austrian Economic Chamber (WKO) are important providers of services and tools for the vocational orientation of young people.
The Vienna Chamber of Labour (AK) has included the continuous development of its guidance services in the national implementation plan (NIP) 2022.
This includes the following measures.
Expansion and partial shifting of educational and career orientation offers...
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.
Within the framework of the initiative, which is a measure of the National Implementation Plan (NIP), the Federal Ministry of Education, Science and Research (BMBWF) is pursuing the relevant goals:
Learners in vocational schools and colleges (BMHS) as well as students at universities of applied sciences (UAS) are to be gradually qualified for the use of digital production tools and thus prepared for the demands of the (industrial) working world.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.
Specifically, the following measures will be pursued within the framework of the initiative, starting 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.
Federal Ministry of Education, Science and Research (BMBWF)
At the programme objective level, the following goals should be achieved: increase in success rates and reduction in class repetitions and dropouts.
The programme itself aims at the implementation of needs-based support measures including individual learning support; semester-by-semester distribution of subject matter into competence modules; and the promotion of the continuous performance of learners.
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 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a 'semester-based upper secondary education' (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship 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.
Federal Ministry of Education, Science and Research (BMBWF)
BMBWF, which is responsible for the VET schools (i.e. three- to five-year school-based VET programmes), is pursuing the following specific goals with the establishment and further development of a structure for increased internationalisation in VET:
promotion of international competences among students and teachers;
supporting VET schools in implementing their internationalisation projects/strategies;
promoting the European and international dimension in VET schools;
promote Erasmus+...
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 Erasmus+ VET team Austria, located at OeAD, the Agency for Education and Internationalisation, plays an essential role in pursuing these goals. This is a network of professionals with expertise in European VET topics and Erasmus+. OeAD, in cooperation with BMBWF, has defined the following procedure in connection with the above objectives.
Activity 1: Status quo survey and feedback from practitioners
In the course of this activity, interviews with practitioners from Boards of 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.
Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:
excellent, inclusive and accessible VET for all;
high employment rate of graduates;
sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital 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.
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):
centres of excellence in VET;
in-company training centres;
higher VET transformation;
quality assurance in IVET and CVET;
prevention of early school leaving;
basic skills;
individual learning accounts;
a new system of lifelong learning introduced...
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)
To support the development of competences that create more added value, to improve continuing training and retraining opportunities, including WBL, to respond swiftly to the development needs of the world of labour and ensure that people are equipped with the right knowledge and skills for 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.
Developing WBL and practical training includes the following measures:
VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
quality assurance of WBL and practical 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.
To ensure the supply of teachers and trainers, and support specialists.
To empower teachers, heads of schools and other staff in VET to provide quality education and training.
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 order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:
building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
field-related training for vocational teachers,...
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.
to provide access to state-of-the-art equipment and technology;
to improve citizen services;
to facilitate digital transition;
to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
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 development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually 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 and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
Ministry of Education, Religious Affairs and Sports
To provide access to quality IVET, increase employment of recent VET graduates, better adapt qualifications to the labour market needs, create new VET paths, with more bridges to higher education, and improve school infrastructure.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.
The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...
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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.
In a globalising society, there is a need for competencies in the work environment, which often exceed specific technical competencies. These allow working in an internationally influenced environment and include intercultural competencies, speaking foreign languages, self-management and adaptability.
To respond to the need to internationalise the Flemish VET institutions
VET institutions that want 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.
Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders, but mobility of educational staff should...
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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.
The XR action plan pursues the following objectives:
providing XR materials (hardware and software) for all secondary VET schools with a low-threshold access;
increasing the professionalisation of teaching staff regarding XR use and XR applications;
increasing knowledge about XR for all Flemish schools.
With the InnoVET XR projects we also want to create a broader basis for innovative XR use in the five provinces and build new innovative digital material (software, apps) that can be used by...
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 XR action plan was concretised into four closely-intertwined actions:
Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme, constantly...
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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.
The Digital education action plan (Digisprong) aims to address several challenges:
the availability of ICT infrastructure for all schools in compulsory education;
the need for schools to develop and implement a school-specific ICT policy, originated by the ICT coordinator or the ICT team of the school;
develop teacher and school ICT skills and provide them with digital learning resources;
create a knowledge centre 'Digisprong' as a unit within the Flemish Ministry of Education and Training,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
That the Digital education action plan (Digisprong) will have important consequences for many schools is beyond dispute. Strategic objectives and concrete actions were formulated for each challenge. Those include:
ICT infrastructure
provide every learner in secondary education with a device;
provide ICT equipment for teachers through the school:
bolster the ICT infrastructure within the school;
facilitate the use of connectivity and telecom services with special attention to security and speed...
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.
The action plan for lifelong learning aims to transform Flanders into a lifelong learning society. This is essential to increase innovation potential and productivity and to prepare Flanders for transformations such as climate change and the ageing population. This is an initiative to promote VET and lifelong learning; it also strengthens key competences 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.
On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business...
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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.
With the Excellence Initiative for vocational education and training (VET), the Federal Ministry of Education and Research (BMBF) is providing targeted impetus for a necessary boost in attractiveness and modernity. The aim is to contribute to the necessary change in society's appreciation of VET. The Excellence Initiative for VET is a crucial part of the Federal Government's skilled labour strategy.
The initiative aims to increase the attractiveness of VET for all young people. A 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.
With the Excellence Initiative for VET policy projects are combined into an overarching agenda. Individual activities will be launched successively during 2022 to 2026. Over EUR 750 million have been earmarked for this purpose.
In order to give new impetus to VET, the Excellence Initiative focuses on three central fields of action.
Improving individual opportunity support for talents in VET, to ensure that skilled workers and young people can develop their potential in the best possible way:
...
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.
raise the status of higher vocational education and stimulate the development of excellence in this area;
provide outstanding vocational colleges with the resources to work long-term on quality development and innovation in higher vocational education;
stimulate increased cooperation among vocational colleges and different education levels, and strengthen their cooperation with the labour market.
This means that the centres will amongst others work on shorter qualifications,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.
Centres of vocational excellence 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 and Research (KD)
Norwegian Directorate for Higher Education and Skills
CompetentNL aims to develop a national, connecting skill language that makes transparent which knowledge, skills and competences are relevant to the labour market and which training courses people can take to develop any missing skills. The more parties use the same skills language, the more valuable the insight into skills are for an individual:
companies can recognise the skills of an applicant or worker;
education institutions can make targeted decisions on granting exemptions;
...
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 is investing in the development of a skills-oriented labour market. This entails describing the required knowledge, skills and behaviours for the performance of activities in terms of skills: a common skills language, called CompetentNL, is being developed for this purpose. CompetentNL is an online skills dictionary in which all possible skills are categorised and described and which is linked to the complete and continuously updated VET qualification structure. CompetentNL...
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
Ministry of Social Affairs and Employment
Cooperation organisation for VET and the labour market (SBB)
Employee Insurance Agency (UWV)
Statistics Netherlands (CBS)
Dutch organisation for applied natural science research (TNO)
Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
Increasing the attractiveness of qualification level 4 dual certification offers.
Encouraging and motivating adults to complete their training or schooling paths.
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 different kinds of initiatives and events to promote and disseminate VET:
Professional Education and Training Campaigns (Campanha de Educação e Formação)
The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education as...
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)
Directorate General for Education (DGE)
Higher education institutions
Directorate General for Educational Establishments (DGEstE)
The goal of the action plan and the related set of measures is to improve the quality of citizenship education 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.
Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights 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.
To implement a system preventing early school leaving and rendering timely and individualised support to young people at risk of dropping out.
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 ESF project Support for reducing early school leaving (PUMPURS) aims at reducing the number of learners leaving education and training early. The project promotes the creation of a sustainable cooperation system between the municipality, educational institutions, educators, support staff and parents or representatives of the learners, in order to identify learners at risk of interrupting their studies and provide them with personalised support.
Educators are given the opportunity 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.
The goal of the programme Npuls is to improve VET and higher education and the agility of education, and make better use of the opportunities of digitalisation. This should lead to several outcomes.
Easier access for learners (aged 16-99) to education that meets their personal needs, knowledge, and skills, both within and outside their educational institution.
Increased opportunities for lecturers to innovate in their teaching.
More efficient and effective response by education institutions...
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 development consists of an eight-year programme in which all 113 education institutions in upper secondary vocational education (MBO, HBO and WO) and higher education (post-secondary and higher education) cooperate. They are joining forces to enable system transformation in education. The programme is led by the education ministry and is funded by the National Growth Fund. It has a budget of EUR 560 million. In the programme four action areas are created.
Transformation hubs
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 Education, Culture and Science
Foundation for Education and ICT (Stichting Kennisnet)
Cooperation organisation of VET colleges on ICT (MBO digitaal)
Council for upper secondary VET schools (MBO Raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Universities of the Netherlands (Universiteiten van Nederland)
Cooperative association of Dutch educational and research institutions on IT (SURF)
Netherlands Initiative for Education Research (NRO)
The objective of the professional discussions is to foster dialogue among experts, who will evaluate the findings of the content analysis and their overlapping areas, define the way to address each of the identified challenges, support modernisation and strengthen public discussion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the end of 2020, the Education Development and Quality Office (URKI) with the Ministry of Education, prepared the document Overview of the challenges of the education system in Slovenia. The purpose of the activities during the preparation of the document was to identify the key challenges in the education system. These challenges were identified through content analysis, contributions from the ministry's internal organisational units, and proposals from public institutions and the school...
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)
The Active Blackboard programme for 2020-24 contributes to the development of the digital, social and creative competences of learners, preparing them for active participation in a modern and innovative society. It responds to the changing circumstances of the COVID-19 pandemic and follows the Strategy for responsible development until 2020 (with a perspective to 2030).
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 programme for 2017-19 was established by Resolution 108/2017 of the Council of Ministers of 19 July 2017. According to the programme evaluation, performed by the Educational Research Institute, positive results for both pupils and teachers were observed. Teaching aids and equipment purchased in the programme are fully used in the schools. However, primary and secondary schools still suffer from a shortage of modern ICT equipment. The evaluation results also recommended the extension 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 (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The aim of the regulation is to distinguish vocational HEIs that meet the conditions set by the Act of 23 July 2021, which amended the Law on Higher Education and Science and the Introductory provisions to the Law on Higher Education and Science. The Act enables them to use the title of practical academy, and to educate future teachers without the need to sign an agreement with an authorised university. These solutions aim to provide vocational HEIs with greater recognition and reputation in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
If they meet specific conditions, the changes enable vocational HEIs with a vocational higher education institution (uczelnia zawodowa) status, to:
offer courses preparing future teachers for the teaching profession without entering a cooperation agreement with a university, which has scientific achievements in the respective course discipline;
use the words practical academy (akademia praktyczna) in its title.
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Strengthen the role of the regional education authorities (kuratoria oswiaty) responsible for the pedagogical supervision of schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changes to the pedagogical supervision and control of schools, including VET, have been introduced by the draft Act amending the Education Law, the Act on the Education System and other acts, and the regulation of the Minister for Education and Science of 1 September 2021 amending the regulation on pedagogical supervision.
The draft Act introduces changes in the following areas by:
strengthening the role of pedagogical supervision (regional education authorities);
strengthening 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)
The Accessibility Plus programme provides multifaceted, systemic and coordinated activities aimed at improving the quality of life and providing greater independence for people with special needs, including young and adult learners. It will be achieved through the large-scale improvement in public environment accessibility, such as infrastructure, transport, products and education services.
The main aim of the Strategy for persons with disabilities is the social and professional inclusion 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.
The Accessibility Plus programme indicates the following actions for vocational education:
developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.
The Strategy for persons with disabilities 2021-30 involves the following education measures including VET:
...
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)
The main objective of the policy is to support society, companies, the academic world and public administration in taking advantage of artificial intelligence development.
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 policy document describes actions and goals in the short, mid and long-term perspective that will serve the development of Polish society, economy and science in the area of artificial intelligence (AI). It is organised into 6 policy areas, one of which is education, including VET. The actions in this area will include updating curricula and supplementing teaching programmes with AI information and solutions, increasing access to education tools (including online tools) for AI and...
Bodies responsible
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The main aim of the programme is to support the development of competences in mathematics and IT, including computer game design, among talented pupils and students. It is mainly targeted at secondary school pupils and HEI students to activate and develop advanced IT skills, such as algorithmic problem solving or computer game design and programming. The programme also implements the priorities of the Europe 2020 strategy in raising the quality of learning and training and connecting it with...
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 programme includes the creation of a motivation system for talented pupils and students to develop their competences, and a system for non-formal advanced digital competence building. This will be achieved by organising intensive education trips, team contests, teacher support and motivational actions. It will be implemented through two thematic pathways: championships in algorithmics and programming and championships in computer game development.
Teachers of the teams 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.
The strategy is the fundamental document for shaping regional policy in Poland to 2030. It identifies development challenges for the country from a regional perspective, determines the major action directions and principles and specifies regional policy objectives and measures to be taken by the government, local governments and other entities involved in the implementation of this policy. According to the strategy, the main objective of regional policy is the effective use of domestic...
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 strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:
establishing mechanisms to encourage universities to cooperate with entrepreneurs;
increasing entrepreneurs'...
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.
The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
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 six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
investment 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 and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
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:
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)
Providing teachers and secondary learners with laptops so that they can participate in digital classrooms.
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 of the German speaking community decided to equip teachers and secondary learners (including apprentices) with laptops to guarantee good functionality of online classes. The Ministry of the German-speaking Community is responsible.
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.
The Integrated student evaluation system (ISES) aims to:
give emphasis to formative assessment and to diagnose student needs in relation to specific expected outcomes;
facilitate the necessary education interventions for improvement (based on the early diagnosis of student needs);
test and develop alternative forms of assessment/evaluation.
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 Integrated student evaluation system (ISES), which includes formative assessment and diagnosis of student needs, is in place since the 2019/20 academic year. Based on the operating regulations of secondary education, semester core exams have also been implemented.
Through actions compatible with the framework of teachers' professional development on formative assessment, alternative forms of student evaluation and modern teaching methods, teachers are supported in implementing ISES.
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The goal of the National education programme is to reduce learning disadvantages caused by the COVID-19 pandemic. There will be special attention to the quality of education and the well-being of students. The scope of education delays will be made clear and the understanding of which interventions are most effective will increase. Education equality will also be promoted.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
COVID-19 caused a delay in studies for many students. To recover from these delays, the Dutch government has made EUR 8.5 billion available for a national education support programme for recovery and perspective (Nationaal Programma Onderwijs: steunprogramma voor herstel en perspectief, NPO), of which EUR 2.7 billion has been reserved for measures in upper secondary vocational education programmes. Over the next 2 school years (2020/21 and 2021/22), VET colleges may choose from a menu 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, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The main objective of the reform is to transform Czech teacher training so that each year there are enough teacher training graduates ready to help their students to exploit fully their potential. The teachers prepared in this way will contribute to the fulfilment of two long-term goals of the Strategy 2030+:
to focus education more on the acquisition of competences needed for an active civic, professional and personal life;
to reduce inequalities in access to quality education and facilitate...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During the period 2022-24, the reform focuses on the following areas and activities:
introducing a unified teacher competence profile determining the professional prerequisites and competences of teacher training graduates. The competence profile will help the faculties to focus their training better and to be able to evaluate and gradually improve its quality;
transforming practical training of undergraduate teacher trainees, improving its quality and linking teaching practice more closely...
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.
The ultimate objective of this component under the National recovery and resilience plan is to adapt education to the changing needs of the labour market, address the lack of IT specialists and advanced digital skills across the labour force, and ensure long-term 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.
The financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.
Under Component 3.1 Innovation in education in the context of digitisation, funding is provided 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, Youth and Sports
National Pedagogical Institute of the Czech Republic
The main objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...
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.
The objectives of the national programmes focusing on VET priorities are:
to provide additional financial resources to VET institutions, and the social partners, to address specific aspects of their activities (for which initial allocated funding does not suffice) to achieve better results;
to address better the personal needs of the students (and/or other target groups depending on the specifics of each 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.
There are three national programmes with VET as their focus, not all starting in the same period. All these programmes are managed by the VET Directorate of the education ministry:
National VET programme
The programme aims to support improvement in the quality of VET provision and the labour market relevance of VET by providing schools with state-of-the-art equipment, update and/or developing, for the first time, curricula and study programmes, e-learning material and VET teacher training.
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.
To support the national labour market policy by providing analysis and data on the skills needed for key professions/occupations in all economic 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.
The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.
Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions 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 and Social Policy(MLSP)
National employer organisations
National employee organisations
National Agency for Vocational Education and Training (NAVET)
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)
The strategy views Norwegian participation in Erasmus+ and the European Education Area as crucial for increasing the quality and relevance of education, and believes that this contributes to solving major societal challenges related to inclusion, diversity, digital and green transformation. The government is aiming at wider participation in Erasmus+, so Norway can make full use of the opportunities offered by the programme.
The government has set the following goals for participation:
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 is focused on strengthening and improving Norwegian participation in Erasmus+ and the European Education Area, in order to provide more learners, youths and students, teachers and staff with opportunities for intercultural learning and exchange in Europe. The quality of education and training is to be further developed through international cooperation.
The government also wants more Norwegian interests to be able to cooperate with the best environments in Europe in order 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.
Through several of the programmes, Norway will have access to important research, infrastructure and technology that it cannot develop alone.
It is important for the country to be part of European investment in digitisation: Europe can build the necessary capacity in areas such as artificial intelligence, supercomputers and cybersecurity.
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 has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.
These priorities are nationally important and affect several areas in the society, as well as vocational education and training.
Norway...
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.
The Ministry of the Environment, Climate and Sustainable Development (MECDD) coordinates the development of an inter-ministerial National Strategy for Circular Economy (Stratégie pour une Économie Circulaire Luxembourg). In this framework, the Ministry of Education, Children and Youth contributes to the provision of educational offers and material on sustainable development for teachers.
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 platform for education on the environment and sustainable development, created following the 2007 National Nature Conservation Plan, enables networking by professionals involved in education on the environment and sustainable development who are now cooperating in relation to the objectives of the 2030 agenda. It is intended for non-governmental organisations, local administrations, and institutions active in Education for Sustainable Development (ESD), but also for teachers and trainers...
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 the Environment, Climate and Sustainable Development (MECDD)
Natur&ëmwelt
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
