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MMC Action Plan

The MMC Action Plan was developed by the Department of Futher and Higher Education, Research, Innovation and Science (DFHERIS), in partnership with industry and education providers. It was launched jointly by the Ministers for DFERHIS, Housing, Heritage and Local Government, and Enterprise, Tourism and Employment, as well as the Minister of State for Further Education, Apprenticeship, Construction and Climate Skills, as a cross-government initiative.

MMC Demonstration Park

The...

The AMTCE is part of LMETB's FET provision as a centre of excellence, delivering a range of learning options with world class facilities for Industry 4.0 standard, funded by SOLAS as the national agency for FET.

The Centre delivers both full awards and micro qualifications to the employed and jobseekers in Robotics and Collaborative Robotics, Advanced Construction Technologies, Additive Manufacturing and 3D Printing, Cybersecurity, ICT Innovations, Manufacturing Engineering, Advanced...

The VET & LLL Strategy 2025–2027 was developed through a comprehensive process that combined legal reform, labour-market intelligence, stakeholder consultation, and system-level analysis. The new framework operationalises the strategic objectives through a series of targeted actions designed to modernise the system, enhance quality, strengthen inclusion, and align VET pathways with emerging economic and social needs.

To support Strategic Objective 1 (Holistic upgrading of VET & LLL and...

The consultation process for QQI is similar to the Irish parliamentary processes of Green and White Papers. Where QQI issues a Green Paper, this is the first consultation of policy proposals for debate and discussion as part of the consultation with stakeholders. A White Paper follows a Green Paper and is the draft outline of the policy proposed. Both papers undergo full public and stakeholder consultation processes.

The Green Paper, QQI Green Paper on Intermediate Qualifications at NFQ...

Learn with NALA (LWN)

The LWN programme is offered on a national scale and is free to learners. It offers learners the chance to learn at their own pace, with additional supports such as telephone learning with an individual tutor.

In addition to direct delivery to individual learners, the LWN programme is also designed to complement face to face teaching and learning with registered VET centres to enhance the digital offering and to support face to face learning with additional digital...

The stakeholder consultation process, which included both workshops and bilateral meetings commenced in Q4, 2024. The public consultation opened on 31st January 2025 and was published by both the Department of Further and Higher Education, Research, Innovation and Science and SOLAS. The closing date for the consultation was the 21st February 2025.

IVET modules are delivered in partnership between schools and Education and Training Boards, FET centres and institutions (as the regional VET statutory provider). The IVET modules are also designed to increase progression opportunities between secondary education and vocational pathways, to promote a diverse range of future career options and address skills gaps in the labour market.

The NCCA has set out the parameters for the implementation of the IVET module for schools, and resource and...

The National Training Fund (Amendment) Bill 2025 was published in October and is at the fifth (final) stage of the lower house of the Irish Parliament.

Respondents to the public consultation were asked to consider a number of questions, which were:

1. What should be the primary objectives of the Tertiary Education Strategy?
2. What should be the actions of the strategy?
3. How to make the tertiary education system more adaptable and responsive to emerging challenges and changing contexts?
4. Which outcomes will define the success of the Tertiary Education Strategy?
5. What are the specific barriers or enablers to enhancing the system’s focus on impact...

The policy introduces a package of measures to renew teaching and assessment methodologies in VET and adult education by embedding project-based learning and examinations into everyday practice.

According to the implementation decree of the 2019 VET Act, the professional programme of a VET institution must include its specific pedagogical methods, including project-based learning.

During project-based learning, topics and tasks are addressed through activities that rely on students’...

According to the VET Act of 2019, the Minister for VET, through the IKK Innovative Training Support Centre, is responsible for operating the VET information centre.

Pursuant to the VET Act and the Government Decree on its implementation, the website operated within the framework of the VET Information and Communication Centre shall publish the following:

1. the programme and outcome requirements;
2. the registered programme requirements and decisions on their deletion;
3. the titles, dates, and...

Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.

Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...

The education ministry reflected the 2023 Government manifesto by elaborating 40 projects and creating related project teams. Nine project teams worked on topics focusing on higher education, and one of these (No 3.9), titled ‘New Higher education act’, capitalised on results from all project teams and elaborated fundamentals for the new act. This team, like other project teams, included representatives of relevant stakeholders. Thus, representatives of academia contributed substantially...

In April 2025, the Ministry of Labour, Family, Social Affairs and Equal Opportunities launched an open call to co-finance two multi-year Career Centres for Youth+ (KCM+) projects, aiming to expand access to high-quality career guidance across Slovenia by establishing two regional consortia that form a coordinated network of youth career centres.

In the Western cohesion region, the lead partner is the Public Institute Cene Štupar – Centre for Education Ljubljana, implementing the project...

From 2023 onwards, most development projects implemented under the ANDI 2021–2027 framework have been co-financed by the Ministry of Education and funded through the National Recovery and Resilience Plan. These projects have primarily focused on strengthening digital competences and basic computer science knowledge, as well as promoting digital citizenship and computational thinking.

Several new Erasmus+ projects have been initiated between 2021 and 2025, including:

1. Digital well-being...

This measure enables adult learners to take part in vocational classes and practical training offered within the regular VET school system at ISCED level 3 as Vocational programme (duration of 2 years). It allows them to acquire vocational competences that qualify them for relevant professions in the labour market, without requiring additional human resources from the educational institution. The target group are adults wishing to broaden or change their educational and/or professional...

To achieve a mutual understanding on the Lithuanian approach to microcredentials, how the system of microcredentials may operate and what are the necessary elements for their quality, efficiency, flexibility, transparency, and recognition, a model for microcredentials system is being developed within the ESF project ‘Development of opportunities for the recognition and assessment of individuals’ acquired competences (PRI (SI) PAŽINK)’ (2025-2029).

The project activities are structured around...

The project ‘Increasing access to vocational education and training for third-country nationals’ aims to increase the accessibility and inclusiveness of VET so that quality VET and related services can be provided to third-country nationals, enabling them to integrate successfully into the labour market.

During the project’s implementation, it is planned that methodological and practical instruments for VET curricula are developed and tested, and that curricula are adapted accordingly. This...

The National approach to teacher professionalisation (NAPL) consists of four pillars. The four pillars are:

1. creation of career development pathways for teachers: the NAPL programme outlines how teachers can progress from entry-level to fully qualified status and further specialise. These pathways offer opportunities for teachers to deepen their knowledge and specialise further, while continuing to teach. At least five specialisations are foreseen per education sector (primary, secondary, and...

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

The procedure for the assessment and the recognition of foreign professional and vocational qualifications is regulated and standardised through the Federal Recognition Act (including the federal states recognition acts for professions regulated at this level), which was adopted in 2012. It provides individuals with the right to have their foreign-acquired qualifications matched and assessed for equivalence to a German qualification by an appropriate authority. The entitlement to a...

There are various approaches and actors contributing to a sustainable skilled labour immigration.

Legal framework for access to labour and training market

The legal framework for third-country nationals' access to the labour market and training in Germany was significantly liberalised from 2020 onwards. The first Skilled Immigration Act brought about a paradigm shift in 2020: from a fundamental ban with permission required to a principle of permission to work (see PD on first Skilled...

The German government published the 'Key points on skilled labour immigration from third countries' in 2022. It intended to further develop the 2020 Skilled Immigration Act with better framework conditions for a modern immigration country in the areas of recruitment, professional recognition, matching, cooperation with third countries, language support, social integration, processes and procedures, and digitisation. This Key Points paper became the basis for a more comprehensive draft law on...

Systematic evaluation plans are essential elements in ensuring quality in the design of public policies.

Royal Decree 659/2023 established the Technical committee for quality and evaluation of vocational training and enabled creating the Spanish framework for quality assurance of the VET system and the state system of indicators for evaluating VET.

The Technical committee for quality and evaluation of vocational training (Comité Técnico de Calidad y Evaluación de Formación Profesional) is a...

The content of a mandatory internship typically includes observing and participating in daily work tasks, learning about the organisation and its operations, understanding workplace rules and routines, developing practical job-related skills, and reflecting on personal strengths, interests, and future career possibilities. Students may also have assignments or reports to complete based on their experiences.

This is mandatory for all students at the lower secondary level. The school is...

The Junior apprenticeship scheme applies to students at 8th and 9th grade (the last two classes of lower secondary education, primary education as it is called in the Danish context). The content of the Junior apprenticeship scheme consists of a combination of school-based learning and practical training in a workplace. Typically, it includes:

1. workplace training: students spend a significant part of their time with a company or craftsperson, gaining hands-on experience in real...

The Programme Document for Development Planning until 2033 (RPVI) has been prepared. Its content is based entirely on the draft document National Programme for Education and Training 2024–2033 (NPVI). NPVI is a result of an in-depth and multifaceted process that began in response to the clearly expressed needs of experts and the general public for a strategic overhaul of the Slovenian education system.

The RPVI is divided into six key priority areas and includes 302 specific measures aimed...

The TeachXR 2024-2026 project supports the research, piloting and deployment of XR technologies—covering virtual, augmented and mixed reality—in primary and upper secondary schools. It provides structured professional development for teachers through training programmes, workshops and mentoring activities focused on developing XR-based learning content and applying immersive technologies in classroom practice.

As part of the implementation, learning laboratories are established to offer...

In the 'Generative AI in Education project 2024–2026’, the purpose is to study, plan, and apply guidelines for the meaningful use of GenAI in learning and teaching to support achieving the learning objectives.

The project is based on two well-established pedagogical models. The TPACK model helps teachers choose and use technology in a way that supports teaching goals and fits well with subject content and pedagogy. The SAMR model is used to assess how technology, in this case artificial...

On December 14, 2021, a call was announced for public universities with the aim of adapting the content and forms of teaching to digital transformation and the changing needs of the labour market. The two-year´ project (2022 – 2024) involved 26 Czech public universities coordinated by Charles University to share experiences and work systematically on the development of an analytical and methodological framework, along with supporting information systems, for the implementation of the...

An amendment to the School Act adopted in June 2025 introduced so-called short-cycle programmes, i.e. innovative short-cycle tertiary vocational education programmes, developed in cooperation with social partners. These programmes are designed to flexibly respond to labour market demands and enhance graduate employability by providing students with specific, practice-oriented skills and knowledge that are immediately applicable in real-world contexts.

Short cycle programmes will be provided...

The principal mission of CISP is to foster autonomy, strengthen social and emotional development, and rebuild confidence in the education system. Depending on their age and aspirations, young people may continue on a mainstream vocational pathway, re-enter education, or join the labour market as unskilled workers while validating specific competences through partial certification. This flexible approach enables learners to progressively build their qualifications whilst remaining engaged in...

The programmes are designed in close cooperation between the MENJE and the professional chambers, ensuring that training content is shaped by the real and evolving demands of employers.

In 2018, the German Federal Government adopted and launched it’s AI Strategy, which provides the overarching policy framework, ans also launched its AI action plan. These include investments in AI research, digital infrastructure, teacher and workforce development, and ethical governance. The strategy also supports international cooperation and monitoring through milestones and performance indicators.

One of the flagship projects is KI B³ – 'Integrating AI into VET', which was launched end...

To make sure that equity and non-discriminatory practices are implemented at all levels of education, the Ministry of Education and Culture launched a programme for equity and non-discrimination in education and training for 2025-2027. The programme is part of the larger Government Statement 2023 (valtioneuvoston tiedonanto) on promoting equality, gender equality and non-discrimination in the Finnish society.

The programme covers the entire Finnish education system and takes into account the...

The agreement contains 31 initiatives that have the purpose of improving Danish VET. Many of the initiatives included in the agreement are linked to other agreements within the VET area. For example, the agreement forms part of a broader series of reforms in the education sector (Prepared for the Future I–VII). In addition, several initiatives build on or interact with earlier and related initiatives, such as the agreement on increasing the number of skilled workers for the green transition...

Together with experts and practitioners from the field of education, the National Agency for Teaching and Quality (STUK) has developed a list of recommendations for the use of generative AI in youth education (both in school and for homework). The specific recommendations for VET relate to the core subjects, such as mathematics, Danish etc. In the recommendations, the agency emphasises that school management should set a framework for the use of digital tools, so that students and teachers...

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...

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...

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.

The ‘employment-training pathway’ supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.

The principle of the ‘training-employment pathway’ is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the...

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:

1. develop & standardise supports and apply good practices;
2. integrate supports via Universal Design (UD);
3. technology to address support needs;
4. more consistent & reflective financial supports;
5. cross-FET Programme Independent Learner...

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...

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...

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...

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...

In Sweden, free school choice is applied and neutral, reliable and quality-assured information is needed for the individual to be able to make an informed choice. In 2020, the Swedish National Agency for Education was tasked by the education ministry with strengthening study and career guidance in the school system to contribute to more students having the opportunity to make well-founded educational and career choices. This would be done by developing digital tools for study and career...

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,...

In 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme for...

The project is a comprehensive initiative to update and develop educational materials for SAEK (former IEK) programmes. It is expected to include three distinct actions:

1. conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education;
2. developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...

The Green Devolved Capital Grant is to l be distributed to the 16 Education and Training Boards (ETBs) who deliver VET to assist them to hit their targets for 2030 as set out in the Public Sector Climate Action Mandate.

The ETBs can use the funding of EUR 8 047 500 in 2024 to improve operational sustainability in their owned buildings as they move towards low energy usage, high energy efficiency, and a low carbon impact building stock.

The National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) represents Greece in various EU initiatives and networks. As the National Reference Point (NRP) of the European Network of Quality Assurance in VET (EQAVET), EOPPEP actively participates in Erasmus+ funded projects specifically designed for EQAVET NRPs.

In its role as an EQAVET NRP, EOPPEP is authorised to implement the Erasmus+ project, Continuing Vocational Training Link to Microcredentials...

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:

1. raising awareness of lifelong career guidance through workshops to develop skills for entering the job market;
2. establishing an e-learning platform for career counselling;
3. creating an online information hub, planning my career, aiming...

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

1. Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;
2. Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities that...

Within the framework of the Recovery and Resilience Plan of the Republic of Slovenia, the project Establishment of a system for monitoring the employability of graduates of vocational and technical education is underway, which will significantly contribute to a better integration of education with the needs of the labour market and to the digitalisation of the operations of higher education institutions.

The goal is the establishment of a system for monitoring the employability of vocational...

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...

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,...

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

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

As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and...

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

1. work closely with the National Skills Council (NSC) to develop a national career guidance strategy
2. work closely with the National Skills Council (NSC) and existing service providers to promote VET pathways and to align career guidance services with national...

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

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

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

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

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 (approximately EUR 6.2 million) covering a maximum of 85% of the total eligible...

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...

The National Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:

1. mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
2. identifying workforce skills to support lifelong guidance and career development;
3. developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...

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...

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...

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...

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

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

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

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

The 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 competences 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...

The Ministry of Labour and Social Solidarity has drafted the National strategy for adult training 2024-27. The strategy was approved by the Government in December 2023. The strategy development was co-financed by the EU (Erasmus+). During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.

The cooperation pillar of the strategy focuses on updating legislation and strengthening the role of...

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...

The work on this paper started in 2023 and the Ministry of Education and Research planned to present a white paper on higher vocational education to the Storting by spring 2025. All stakeholders were invited to contribute to this process to ensure relevant content and measures and set the future direction of higher vocational education.

This measure is linked to Hurdalsplattformen and the NIP.

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

The purpose of the Skills reform committee is to make structured proposals so that skills reform contributes to the development of skills for the green transition, increased innovation and competitiveness and good public welfare services. The reform will help to reduce recruitment challenges and prevent dropouts from working life as a result of a lack of skills. The work of the committee must embrace all groups in working life, and the committee must come up with proposals for measures that...

The White Paper details the government's policy in the following areas:

1. dimensioning of the education system;
2. access to education throughout the country;
3. funding of universities and colleges;
4. learning in working life;
5. qualification of the labour force reserve;
6. use of skills from abroad.

For IVET and CVET, this means:

Dimensioning

The county authorities are responsible for upper secondary and higher vocational education. At the upper secondary level, the county municipalities must balance factors...

Law 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...

The pilot implementation started in the construction sector. It involved 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 jobseekers...

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:

1. intensification of regional networking...

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

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

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...

The Swedish National Agency for Education will develop vocational courses at a basic level (EQF level 2). These courses will provide fundamental vocational skills, include practical elements, and are counted as partial qualifications which can lead to complete a qualification at lower secondary level, providing access to programmes at upper secondary level (EQF level 4). The courses should meet the skills needs of different industries and be able to lead to work after completing the training...

The Ministry of Education and Culture has appointed a working group to design, pilot and produce the graduate tracking model simultaneously in general upper secondary education and VET. The content and schedule of the surveys are planned while taking into consideration research and the goals of general upper secondary and VET, and EU-level policies.

The working group is set to work from 2024 until 2026.

NVE programmes last between six months and one and a half years and can lead to a qualification at SeQF level 4 (EQF level 4), when the programme duration is at least one year. To gain access to the programmes, the entry requirements are pass grades from secondary education or for learners to have their prior learning validated. The NVE programmes have flexible opportunities for learners to validate prior learning for exemptions, and thereby shorten the time in training. Students are...

As of 1st January 2023, the regulations regarding initial mapping and validation within municipal adult education were introduced in the Education Act. The legislative proposals in the bill entail the following in brief:

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

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) and the EU policy initiative Digital education action plan.

The final guidelines are to be published on the website of the Finnish National Agency for Education’s to be freely...

In Finland, authorisation for providing VET is managed through the so-called operational guidance for VET providers. Updating the operational guidance requires legislative changes. It is prepared together with the reform of VET funding system to ensure coherence of the two systems.

Approximately 40 VET providers are to pilot the new operational guidance in 2026-2033 by providing qualifications without individual authorisations from the Ministry of Education and Culture (with few exceptions)....

The Ministry of Education and Culture has appointed a working group to prepare the legislative changes needed to reform the VET funding system. The reform is prepared simultaneously with the reform of the operational guidance of education providers.

The legislative changes in the VET funding system are planned to come into effect in 2026.

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...

With regard to the first objective, in 2022, the 10-year programme ‘Digital education well organised’, now called Edu-V, was allocated EUR 34 million from the National growth fund. During its first year, representatives from VET schools and suppliers of digital teaching and learning resources collaborated on developing an agreement system to ensure easy, secure, and reliable access to digital educational resources. A total of eight working groups collaborated on topics such as the...

The Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:

1. supporting educators with resources and training,
2. providing evidence-based learning materials,
3. strengthening school-community links,
4. implementing monitoring systems,
5. 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...

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...

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...

The government presented a reform of the youth education system, including significant investments in the area, along with their proposal for a new upper secondary education programme, the vocational and profession-oriented gymnasium (EPX), which they aim to implement by 2030.

The proposal aims to address young people's perception that choosing their education pathway immediately after primary school is a significant decision. Currently, the majority of young people opt for a three-year...

Through the Agreement on the entrepreneurship package, the government and the majority of parties in parliament want to strengthen opportunities for entrepreneurs in Denmark and develop a stronger entrepreneurial culture nationwide.

The agreement parties have agreed to strengthen the entrepreneurial culture through different initiatives within five key action areas. Within the key action area Promoting talents, the agreement allocates funds to strengthen entrepreneurial environments in VET...

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

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

The 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....

To facilitate the introduction of individual learning accounts (ILAs) in Bulgaria, the Bulgarian Industrial Capital Association (BICA), developed two pilot models for ILAs.

According to the first model employers may create individual accounts for their employees. These accounts record the qualifications and skills gained through training. It encourages’ enterprises to invest in their employees by contributing to these accounts.

The second model envisaged sectoral funds or one state fund to...