Reintegrating vulnerable groups into the labour market
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
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.
Public employment service (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Ministry of Family Affairs, Integration and the Greater Region
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
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 range of projects for continiuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million 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.
to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
to develop the assessment of general competences acquired by a person;
to develop a system for the recognition of foreign qualifications;
to monitor the assessment of a person's acquired competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to ensure the availability and quality of VET, that qualifications meet the country's economic needs, and the balance between supply and demand for specialists at the national and regional levels. Tasks include reorganising the network of State VET institutions; optimising the supply of VET programmes for the acquisition of first qualifications on a territorial basis; improving the provision of educational assistance in VET institutions; and ensuring high-quality access to VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2017-20 action plan for lifelong learning was adopted by the Ministry of Education and Science in June 2017, and was later amended in December 2017. The plan replaced the former 2014-16 action plan for VET development and, in part, the 2014-16 action plan for non-formal adult education. It aimed to define objectives and measures for further development of systems for VET and lifelong learning, as well as the organisations responsible, and funds required and their sources (national budget...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To turn this development around and improve reading literacy amongst Icelandic 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.
Since 2018, the Directorate of Education has been leading a national campaign for literacy, where all schools at compulsory and upper secondary level are offered assistance. The main emphasis is on compulsory schools, managed by the municipalities, where many have already amended their policies. A movement to assist learners lacking competences is in progress. Many have to deal with dyslexia and get special assistance.
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 development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).
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 PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.
The PLSS consists of three elements:
national programme database (NDP) - a depository of all programmes/courses designed to be run by FET...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland's Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:
the readjustment of the balance between PLC...
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 SPAs define how ETBs contribute to achieving national performance targets for FET success in 'generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery' (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
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)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
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)
Limerick Clare Education and Training Board (LCETB)
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, the National Office of Vocational Education and Training and Adult Learning has been responsible for the development and operation of the national careers guidance system. A careers orientation working group was set up in 2015 to survey and coordinate careers orientation in VET centres and to develop methodological guidelines. Based on its work, a nationwide careers orientation event was organised in 2016 (Night of the Professions) and since then it has been held annually....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The measure aims to facilitate access for new graduates of the vocational baccalaureate wishing to enrol into the higher technical section (Section de technicien supérieur, STS).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new scheme for progression from upper secondary VET to tertiary technological education is being piloted, from September 2017, for three years in three education districts (académies). The aim is to allow students who obtained the baccalauréat (end of upper secondary diploma) in vocational education to pursue their studies in higher technological education (section de technicien supérieur, STS).
Previously, admission to higher technological education programmes was preferably granted 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 National Education, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of Higher Education, Research and Innovation
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to support NEETS and low-qualified young people in access to training and to acquire a qualification at EQF levels 3 and 4 and contribute to equality of opportunity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics 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 National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
create a top-quality framework for employment and dignified work;
be the main actors of their own qualification and labour market insertion process;
increase their qualifications and employability by acquiring more professional skills;
be part of a new economic model based on social sustainability, productivity and added value;
provide adequate and individualised assistance from the public employment services;
avoid horizontal segregation and the gender wage...
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 Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.
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 Economy
State Public Employment Service (SEPE)
Autonomous Public Employment Services
Ministry of Health, Consumption and Social Welfare
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 multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
National Institute of Qualifications (INCUAL)
National Institute of Qualifications (INCUAL)
Red.es
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae) until 2022
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. 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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme was to create high-quality, flexible and diverse vocational training opportunities for the Estonian population that meet their needs and abilities and the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It is implemented through a single measure (Correspondence between lifelong learning opportunities and the needs of the labour market and increased participation in learning). Its main activities are:
developing the quality and organisation of vocational education;
planning of volumes of studies, provision of study places and students´ support measures;
regional distribution of curriculum groups in vocational education institutions and modernisation of 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 Research
Information Technology Foundation for Education (HITSA) (until 2020)
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out choices.
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 April 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To provide SEN learners with quality VET and ease their transition to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On the initiative of the Ministry of Social Affairs, a working group was set up from September 2015 to June 2016 to propose solutions for alleviating this transition for SEN students.
A joint action plan was agreed and is now being carried out by the education and the social affairs ministries. It aims at easing the transition of students with SEN between levels of education and from education to the labour market.
In July 2016, the terms of graduation in VET were also amended to allow for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers, especially in SMEs. This strengthens initial and continuing VET and ultimately makes it more attractive.
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 web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
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 and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The objectives of the Alliance for initial and further training are:
reducing the number of young people without school leaving certificate;
providing each person with a path leading to a VET qualification;
reducing the mismatch between applicants seeking apprenticeship places and companies offering them, and supporting the regional mobility of applicants;
strengthening further training, particularly advanced VET at tertiary level;
increasing the number of apprenticeship places and companies...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.
Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...
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 Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Education and Research (BMBF)
Federal Government Commissioner for Migration, Refugees and Integration
German Trade Union Confederation (DGB)
Association of German Chambers of Industry and Commerce (DIHK)
Confederation of German Employers' Associations (BDA)
Federation of German Industries (BDI)
German Confederation of Skilled Crafts (ZDH)
Federal association of liberal professions (BFB)
Federal Employment Agency (BA)
Federal States (Länder)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
The aim of these measures is to provide guidance for adults throughout their working life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF) offers a telephone information and guidance service supporting individuals who are considering their further education and qualification options. The telephone guidance service started as a pilot project in 2015-16 to analyse demand for such a service and explore potential success factors in contextual situations in the different Federal States. It became a permanent service in 2017 with an annual funding of EUR 500 000. Since May 2018,...
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.
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
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 Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing professional...
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 is to define a model of a quality school that allows for external and internal school evaluation.
It is planned that the project results in setting of a complex system through which the individual segments of initial education system is able to carry out evaluation of quality and effectivity of education based on sophisticated methods, procedures and tools synergistically linked to both national and international space while reflecting socio-economical aspects of education. At...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Ministry of Education Youth and Sport approved the Quality school model, which was developed by the Czech School Inspectorate (CSI) in 2015. It identifies and evaluates provision and outcomes of education, their compliance with school-based curricula and links to the national curricula. The model of a quality school allows for external and internal school evaluation in line with the EQAVET. It includes criteria and methodology for inspections in all types and levels 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.
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors.
Amongst the implemented measures available to the public, Cités des métiers aim to be centres of excellence in guidance, entrepreneurship, working and training. They also contribute to the promotion of technical professions, to the organisation of events linked...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several centres of excellence in guidance, entrepreneurship, working and training were set up, namely one Cité des métiers centre in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
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.
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
The Pact for excellence in education aims to strengthen the quality of education and improve the results of all learners, from nursery school to the end of secondary school, for the benefit of all learners in the French Community (Fédération Wallonie-Bruxelles).
The Pact aims to act in depth on all dimensions of the school system:
to make more inclusive and more egalitarian;
to improve learners' results and the climate within the schools;
to strengthen the collective dynamics between 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 Pact for excellence in education was launched in January 2015, with a view to gradual implementation from 2017 to 2030. This was confirmed and reaffirmed in the Community Policy Statement covering the period 2019-24.
The Pact for excellence in education is a set of reforms that concerns all aspects of education: the content of the curricula, the organisation of courses, the training of teachers, etc., from nursery school to the end of secondary school, with the main objective of improving...
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.
BIDA's goal is to support young people facing difficulties in entering apprenticeship programmes as well as apprentices who are at risk of breaking their training contract or who have already dropped out of training. The aim is getting them back into the dual vocational education and training (VET) system. The target group also includes migrants (including refugees) and learners with disabilities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA's goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.
The BIDA project offers custom-made services to young...
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.
Increasing the transparency and recognition of partial qualifications on the labour market and in training companies, considering especially the needs of disadvantaged learners (young people who cannot find a regular apprenticeship place or have disabilities or special educational needs) for such proof.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 amendment to the Vocational Training Act provided for standardised forms of partial qualifications. As a consequence, while individualised training is still possible, the Ministry of Digital and Economic Affairs can provide guidelines for standardised partial qualifications to ensure they are recognised on the labour market and also to make it easier for learners to continue training in the corresponding apprenticeship trade.
In the province of Upper Austria, training for the first...
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 Digital and Economic Affairs (BMDW) (until 2022)
The objective of the funding programme is to ensure the quality of training and thus increase its attractiveness and to enable young people to have equal access to training, irrespective of gender, origin or personal disadvantages.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, the Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:
the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
the gender equality strand addresses...
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 Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
