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...
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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...
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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 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...
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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)
The aim of the 'training-employment pathway' is to equip suitable job seekers with the skills they need to facilitate their integration into the workplace, either directly with the employer or elsewhere. The emphasis is on developing skills that bring real added value to the job market, and not just skills that are specific to the company applying for them. The pathway to employment combines the acquisition of technical skills, soft skills and in-company experience.
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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 form...
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Bruxelles Formation (Brussels Institute for Vocational Training)
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.
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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...
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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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
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.
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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.
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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+),
...
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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...
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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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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.
Since the introduction of the new VET Act in 2019, numerous legislations, projects, and programmes have been launched to enhance the attractiveness, modernisation, and innovation of VET. VET must adapt to a rapidly changing world and the needs of the labour market, as well as new technologies. Consequently, it is crucial to increase the attractiveness of VET through innovative and modern solutions to facilitate a successful generational change. Through these measures, the VET Act in force...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This policy development focuses on enhancing the innovation, attractiveness, and modernisation of VET in Hungary. It aims to achieve this through specific initiatives such as:
Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;
Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities that...
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Ministry of Culture and Innovation
Ministry of Agriculture
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
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.
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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 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...
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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'.
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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...
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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...
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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 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 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...
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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 overall objective of the strategy is to increase the share of adults participating in lifelong learning to 12% by 2027 through more and better formal, non-formal and informal learning.
The specific objectives of the strategy 2024-2027 are:
intensification of the role of partners/partnerships for the support and development of the strategic framework for adults' professional training,
improving personalised / tailored - made and specific learning offers,
facilitating adults' access to...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed with the support of EU funding (Erasmus+ 101051428-SNFA-ERASMUS-EDU-2021-AL-AGENDA-IBA).
During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.
The cooperation pillar focuses on updating legislation and strengthening the role of partnerships in adult training, alongside capacity building for training providers.
The personalised learning pillar promotes flexible...
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Ministry of Labour and Social Solidarity
Ministry of Education
National Centre for TVET Development (CNDIPT)
National Qualifications Authority (ANC)
National Agency for Employment (ANOFM)
Ministry of Economy, Entrepreneurship and Tourism
Ministry of Agriculture and Rural Development
Ministry of European Investments and Projects
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
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.
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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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The committee aims to investigate how the social partners can better facilitate adjustment and learning in working life, given the overarching goal of high stable employment, to counteract increasing inequality and ensure the skills needed in the world of work. The backdrop for the committee is the skills needed for working life, considering trends such as an aging population, green transition and digitalisation.
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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...
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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...
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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...
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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.
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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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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
National Agency for Employment (ANOFM)
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
Policy measures regarding digitalisation have two primary objectives:
to develop an agreement system regarding standardized, secure, and reliable exchange of personal data in the educational context to establish a secure infrastructure for digital teaching and learning resources;
to ensure the protection of students' and VET schools' private data while enhancing schools' digital resilience against cyber threats.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With regard to the first objective, in 2022, the ten-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. By 2024, the agreement system was finalised, and its implementation began...
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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 Education, Culture and Science
Cooperation organisation of VET colleges on ICT (MBO digitaal)
Foundation for Education and ICT (Stichting Kennisnet)
Council for Primary Education (PO-Raad)
Council for Secondary Education (VO-raad)
Council for upper secondary VET schools (MBO Raad)
Trade association Media Education Trade and Science (Branchevereniging Media Educatie Vak en Wetenschap)
Trade association Digital Education Service Providers (Branchevereniging Vereniging Digitale Onderwijs Dienstverleners)
Association of Educational Distributors Netherlands (Vereniging Educatieve Distributeurs Nederland)
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.
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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...
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The implementation of the project will support the development of the VET system.
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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....
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Ministry of Education and Science
National Agency for Vocational Education and Training (NAVET)
The key goals and objectives for introducing ILAs in Bulgaria are:
to increase adult participation in learning;
to reduce skills shortages;
to establish a sustainable funding mechanism supporting lifelong learning;
to pilot sector-specific programmes as small-scale pilots, initially targeting specific sectors, with the goal of expanding to other sectors and occupations;
to establish a governance structure with the participation from ministries, social partners, and sectoral skills councils...
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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...
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Developing human resources and capacity building of entities involved in providing care to older adults through the development of training courses aimed at upskilling and reskilling workers and unemployed individuals seeking entry into the labour market in this sector of the economy.
Improving the value of informal caregivers of old adults through their training and capacity-building to provide differentiated care.
Adding value to the provision of care by sharing good practices through...
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In response to the challenges facing the aged care sector, the centre for training in caring for old people (Centro de Competências para o Envelhecimento Ativo - CCEA) was created, through a partnership between the Institute of Employment and Vocational Training, the Association for the Development of the Algarve Biomedical Research and Training Academic Centre and the Social Security Institute. The responsibilities of the CCEA, with the aim to empower care providers for older adults, are to...
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Institute for Employment and Vocational Training (IEFP)
Association for the Development of the Algarve Biomedical Research and Training Academic Centre (AD-ABC)
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...
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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...
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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
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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 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...
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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...
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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)
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...
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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...
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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.
Foundation for the Development of the Education System (FRSE)
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 bring former students together, in order to maintain links with their school and fellow graduates through an online community platform.
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 online alumni community platform is a network of graduates from all the pathways offered by the Department of Secondary Technical and Vocational Education and Training. It will give VET graduates the opportunity to stay engaged with the department. Through networking and professional development opportunities, graduates will participate in and benefit from career insights and advice from other alumni and career professionals. Alumni can benefit from continuing education opportunities,...
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 upgrade and enrich the skill set of the employed, with beneficial consequences for the economy and society in general.
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 activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:
single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objectives of the Human Resource Development Authority of Cyprus (HRDA) include:
the integration of the unemployed and inactive into employment, with focused training activities to support employability;
to support work-based learning of unemployed and inactive individuals by placing them in companies /organisations to acquire work experience in a real working environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
HRDA implements the following activities/schemes:
Scheme for the employment and training of tertiary education graduates
The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to offer...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
to improve the relevance of technical and vocational education and training (VET) to the needs of the labour market;
to facilitate the transition from education to work;
to increase the attractiveness of STVET;
to modernise school facilities and provide a test bed for the development of state-of-the art programmes and promote closer links with the industry;
to improve the quality of VET by developing skills forecasting mechanisms, by updating curricula, and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical 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 Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
to develop a quality assurance (QA) methodology for training programmes offered by the initial vocational training institutes (IEK);
to use the methodology as a quality assurance 'tool' for initial vocational education and training (IVET) in accordance with the relevant regulatory framework of the General Secretariat for Vocational Education and Training, Lifelong Learning and Youth, the supervising authority for IEK.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
EOPPEP - in its capacity as an EQAVET NRP - is authorised to run an Erasmus+ programme entitled Towards an enhanced post-COVID VET (EPOS - VET).
The programme foresees the development of an integrated quality assurance methodology for IVET. This methodology will be piloted in three selected innovative IVET specialities which are provided by thematic and experimental IEK.
The selection criteria of the IVET programmes (for which internship in companies, usually SMEs is obligatory) entail:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
General Secretariat for VET, Lifelong Learning and Youth
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)
Digitisation of processes of the design of training in the company; of support materials for training companies and processes of the administrative handling of apprenticeship training, including the company-based apprenticeship funding scheme.
Introduction of digital tools for teaching content in the company-based part of 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.
Within the framework of the Education of the economy initiative of the Austrian Economic Chamber, various activities and measures have been implemented since 2018, partly in cooperation with the Ministry of Economy, to advance digitisation in apprenticeship training both in terms of content and administration.
This includes increased consideration of digitalisation in content-related modernisation and new establishment of apprenticeship occupations, support of in-company training 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.
The aim of the initiative is to develop a national roadmap to 2030 to develop the necessary skills for the transition to clean energy, building renovation and resource efficiency.
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 ReBusk (Reboot Build Up Skills) project aims to implement the requirements of the EU Call Life 2021 CET Buildskills at national level.
As a first step, the national qualification platform is to be reactivated in order to involve the diverse stakeholders in the construction sector in the entire process. Consequently, a status quo report on the national situation in the construction sector will be prepared with a focus on education and training. A key result of the status quo report is 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.
The objective is to elaborate an action plan for the green transition in education and training, outlining concrete measures. This is intended to address the expected demand for skilled workers and to strengthen the stakeholders involved.
The focus of this action plan is on the energy transition. It is planned that other topics such as mobility, circular economy and social aspects will be addressed in the future. The overall aim is to achieve climate neutrality by 2040.
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 set up the action plan for the green transition in education and training, the Federal Ministry for Climate Protection (BMK) together with the Vienna Public Employment Service (AMS) and the Vienna Chamber of Labour (AK) initiated the 'Just transition working group on training and further education'. The Federal Ministry of Labor and Economics (BMAW) was involved in line with its responsibility in the area of vocational training.
In several workshops, this...
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 Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK)
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.
The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green Deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic on...
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 in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures to be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
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...
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 an inclusive and sustainable network and infrastructure of education institutions providing high-quality VET to different target groups in a learning environment that supports contemporary approaches to learning and teaching.
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 following measures are foreseen:
carrying out a study on the VET institutions network in 2023;
designing the network of VET institutions in line with the reorganisation of secondary education and in connection with the development of the school network in other areas of education;
implementing a performance-based funding model for VET;
defining selection principles and criteria for centres of excellence in VET, defining R&D links, and drawing up a concept for centres of excellence;
empowering...
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 Federal Government wants to support further the development of VET in the partner countries and to strengthen Germany's international cooperation in VET. The aim of the Federal Government's bilateral VET cooperation is to help partner countries effectively integrate elements of practice-oriented or dual VET into their respective systems by sustainable support in line with the partner country's context and needs. Another objective is to support German companies abroad in their efforts 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 subject of bilateral VET cooperation is usually the intentions of a partner country to reform its VET system. Project funding in international VET cooperation serves to make expert knowledge and implementation competences from Germany available to the partner countries. Examples of good practice are developed and tested on various VET topics and can stimulate reforms in the partner countries. Pilot projects are funded by BMBF, which regularly publishes relevant funding guidelines 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.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry for Economic Cooperation and Development (BMZ)
Federal Foreign Office (AA)
UNESCO-UNEVOC
Association of German Chambers of Industry and Commerce (DIHK)
At EuroSkills, Europe's best skilled workers compete in their disciplines in the fields of crafts, industry, services and future skills for the title of European champions. In order to internationalise further the German system of initial and continuing vocational education and training (VET), the participation and organisation of the German national vocational team is supported by the Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs and Energy...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills - the World Skills Championships - and EuroSkills - the European Skills Championships - take place alternately every two years. The WorldSkills Germany network promotes and supports national and international competitions of non-academic professions. Founded in 2006, the WorldSkills Germany association currently unites over 80 members. In addition to companies and associations, these include Chambers of Skilled Crafts and guilds or industry associations, as well as the BMBF 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 and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
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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To evolve to an innovative knowledge society a resilient and (re-)skilled workforce is needed. By offering (financial) support to individuals and enterprises, the Flemish government wants to increase the participation rate in lifelong learning. Incentives for learners and companies aim to promote work-based and lifelong learning and encourage the provision of quality guidance in the workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Incentives for work-based learning In 2015, the federal incentives for VET became Flemish, due to a State reform. Since then, young people (below the age of 18) and the training companies, which offer work-based learning, receive a bonus each school year (starting bonus for learners, internship bonus for companies). In addition, training companies receive a reduction in employer's social security contribution paid by companies for employees who are low-educated young people, apprentices in...
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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:
...
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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.
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)
The Lifelong learning catalyst (LLO katalysator) aims to achieve an independently functioning lifelong learning ecosystem in which organisations (for example companies) and professionals (adult learners) can adequately respond to the rapidly changing labour market and society. This should lead to higher participation in lifelong learning and thus strengthen economic growth.
The role of the catalyst is to:
initiate and coordinate cooperation between education, business, and government;
create...
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 Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with...
Bodies responsible
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Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Universities of the Netherlands (Universiteiten van Nederland)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary standards;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions by...
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Institute for Employment and Vocational Training (IEFP)
qualify people from other sectors and/or unemployed people who want to join the tourism sector;
decentralise training in tourism and adapt it to local needs;
contribute to the sustainability and quality of the service provided by companies and agents in the sector, valuing professions and promoting work in tourism;
provide all professionals in the tourism sector with a wide range of training opportunities.
The training in the framework 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 programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...
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Agency for Competitiveness and Innovation (IAPMEI)
Increasing management skills and improving business practices of the participants (entrepreneurs, managers and employees) from SMEs.
Improving organisation, optimising methodologies and promoting company modernisation and innovation processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training action programme (Formação - Ação) is a training modality of the national qualification system for the reinforcement of SME management capacity and competitiveness; it combines training and consultancy. It is addressed to micro, small and medium-sized enterprises active in the North, Centre and Alentejo regions.
This business training combines classroom training, in-company training and individualised consultancy. The programme begins with a business diagnosis, allowing for the...
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Agency for Competitiveness and Innovation (IAPMEI)
The strategic objective of the programme is the vocational training and reskilling of workers from companies directly or indirectly affected by the increase in energy costs, and of the unemployed, to face the challenges associated with the accelerated energy transition:
increasing skills and the qualifications in the energy field, as an element of professional development of workers and improvement of unemployed people's employability;
preventing the risk of unemployment and promoting job...
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 Green skills and jobs (Trabalhos & Competências Verdes) comprises short and medium duration training courses, addressed to employees of companies directly or indirectly affected by the increase in energy costs, and to the unemployed, aged 18 or over, registered at PES. The training courses are integrated in the national qualifications catalogue, with a maximum duration of 350 hours, in the environment and energy areas: green hydrogen - fundamentals and technologies (300 hours);...
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Institute for Employment and Vocational Training (IEFP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
Bodies responsible
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Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Portugal Digital Mission Structure
Secretary of State for Modernisation and Digitalisation
Training and (re)qualification, in the digital area, aiming to face the challenges and opportunities of several business sectors strongly impacted by digital transition processes.
Fostering digital transformation.
Improving the productivity and competitiveness of entities and the country's economy, as well as individual skills and 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.
More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...
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)
Developing upper secondary education content aims to:
make it possible to combine studies in VET, general upper secondary education and higher education more flexibly and comprehensively;
strengthen the capacity for further education, e.g., higher education in VET as well as in general upper secondary education;
meet the changing skill needs of the labour market;
increase the legal protection and equality of learners who acquire two qualifications (initial vocational qualification 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 development comprises several actions.
The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner's personal competence development plan and funded, regardless of the type of...
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.
This measure aims to reduce the number of unemployed people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Individuals eligible for unemployment benefits (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) generally have the right to take advantage of this measure.
The right is extended to both skilled and unskilled individuals. Whether someone is considered skilled or unskilled typically depends on their completion of upper secondary education, either general or vocational. However, the key factor in determining a person's...
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 initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
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 regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...
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 National Association of the Danish Regions (Danske Regioner)
The purpose of the Job adult vocational education and training (VET) model (Job-VEU model) is to create a better match on the labour market where supply and demand are not matched, as well as to ease the way for education from unskilled to skilled. This is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives set in the Agreement on better and more flexible continuing...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...
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 purpose of the job rotation scheme is to encourage companies to upskill their employees and give unemployed people the opportunity to gain work experience and create a network in a real workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the job rotation scheme private and public companies are entitled to receive a job rotation allowance when an employee temporarily participates in continuing education/upskilling and an unemployed is hired as a substitute for the employee during the training period. The company pays the employees their usual salary for the entire training period, as well as any expenses related to the course. The temporary employee must receive a salary according to the labour agreement for the hours...
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 improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
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 requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups 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.
The purpose of the project is to provide relevant information on real time data and short-, medium- and long-term forecasts on labour market needs to mitigate skill mismatches and skill and labour shortages.
The project aims to upgrade/further develop short-term (up to 1 year) competence and profession forecasting based on current methods and tools and to develop a methodology of medium- (3-5 years) and long-term (10 years) forecasting. The project will also help to establish institutional...
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 is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Aiming to support the adaptability of workers, enterprises and the entrepreneurial environment to the new development requirements, the Labour Institute of General Confederation of Workers (INE/GSEE) implemented integrated and targeted actions to align VET and training programmes to the labour market and to sectoral up- and reskilling needs. These actions contribute to further development of quality assured systems for initial VET (IVET), continuing VET (CVET) and lifelong learning and 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 INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.
The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Labour Institute of General Confederation of Workers (INE/GSEE)
Ministry of Development and Investments
Small Enterprises' Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants (IME GSEVEE)
Hellenic Federation of Enterprises (SEV)
Centre of Hellenic Commerce and Entrepreneurship Development (KAELE ESEE)
Institute of Greek Tourism Confederation (SETE-INSETE)
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
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)
Raise the attractiveness of following an apprenticeship programme for young people so that more training places can be occupied.
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 expressed its willingness to increase monthly minimal remuneration in order to increase the attractiveness of VET for young people.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
In response to the increased need for higher VET graduates on the labour market, a new higher VET programme at bachelor level was introduced. This programme lasts three years (each year counts for 60 ECTS) and leads to a qualification at EQF level 6.
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 Institute for VET in small and medium-sized enterprises (IAWM) reacted to labour market demand for higher VET and implemented a new VET bachelor programme in 'public and business administration'. This higher VET programme was built on the basis of the VET bachelor education for accountants; graduates receive a bachelor diploma (180 ECTS).
This higher VET programme started in the school year 2019/20.
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 vocational and educational training in small and medium-sized companies (IAWM)
The main objectives of updating VET programmes are to:
align VET programmes to the constantly changing labour market needs;
increase employability of VET graduates;
increase learners' satisfaction and reduce dropout;
increase attractiveness 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.
Each year some existing VET programmes are updated to respond to new developments on the labour market, so that graduates have up to date qualifications allowing them to find an employment.
To update a VET programme, companies request the Institute for vocational and educational training in small and medium-sized companies (IAWM) to adapt its VET offer. When a programme has then been modified, the government requires three types of expertise from training companies, which certifies that all...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
The measure is part of the Equal start initiative: development of the lifelong learning support system (2021-24) and has the following objectives:
Develop a digital platform that would make it easier for learners to find training programmes in one place, including the creation of an individual learning account system;
help to change the culture of lifelong learning in Lithuania by offering more flexible learning opportunities;
invest more purposefully in strengthening the most 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 platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.
The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities. Higher...
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 initiative is to double the number of apprenticeships abroad from 1 000 in 2020 up to 2 000 by 2027.
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 learn more about motives and expectations, as well as existing obstacles to mobility and potential incentives for mobility abroad, the project Partnership commissioned ibw Austria: Research and development in VET in 2020 to conduct the study 'Foreign mobility in apprenticeship training'. The results were presented at the OeAD on 30 September 2021 and a concrete objective and five action priorities for increasing apprenticeship mobility were derived from it.
The study shows that...
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)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
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.
The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:
changes in the admission plan for education for better adaptation to labour demand;
advanced training and training at the request of employers for the unemployed;
training for employees;
providing the necessary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.
The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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)
Whereas part-time training used to be aimed almost exclusively at people with family responsibilities, the new model is developing from an exceptional solution for a small group of addressees into a design option for all apprentices. This flexible offer is an important building block to cope with the existing shortage of skilled workers.
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 Vocational Training Act in 2020 (Section 7a BBiG), makes it possible to organise part-time vocational training individually in terms of time. In addition to single parents or individuals caring for family members, the option of part-time training is further opened up to additional groups. People with disabilities or refugees, for example, who want to or have to pursue gainful employment next to their training, can now also benefit from the option of part-time vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
The objective is to simplify the process of communication concerning vacant apprenticeships and to map the needs of apprentices at national level.
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 Directorate for Higher Education and Skills (previously Skills Norway), and the Directorate for Education and Training, have to assess how a national portal may simplify the matching of learners and apprenticeship placements and needs.
The directorates studied models for, and the costs of, developing and operating a national apprenticeship portal. They also suggested different solutions. It was a requirement that at least one of the solutions had to be able to be implemented within 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.
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 overall objective of the Wallonia Recovery Plan is to make Wallonia a Region resolutely focused on prosperity shared across the region, businesses and citizens, and which integrates the challenges of intergenerational fairness. The pooling of the action plans aims to ensure coherence to maximise the positive outcomes for Wallonia.
Strategic objectives have also been put in place with regard to the major priorities of the Walloon Recovery Plan for VET and employment:
improve initial...
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 Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around six strategic priorities:
investing in youth and Walloon talent (priority 1)
supporting well-being, solidarity and social inclusion (priority 4)
guaranteeing innovative and participative governance (priority 5)
supporting the rebuilding and resilience of disaster-affected areas...
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 VET agreement enables conditions for vocational training, particularly the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of the social partners in the training system. This will be done without prejudice to the need to integrate the reflection in a global vision of the National...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives 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 main goal of the Norwegian Committee on Skill Needs (KBU) is to find out what skills and competences the Norwegian labour market are needed in the future, to adapt the education system accordingly.
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 2017, the KBU has provided thorough professional assessments of Norway's future competence needs. Three comprehensive reports have ensured the authorities and the labour market, both regionally and nationally, a solid basis for both planning and making informed decisions. As part of the government's competence reform, the committee continues the work until 2027. The competence reforms goal is lifelong learning to ensure work.
The Committee on Skill Needs (KBU):
analyse and assesses 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.
The tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
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 National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care system,
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
To invest in the anticipation and development of tomorrow's skills to match available profiles better to those required on the job 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 October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:
National and sector-level studies In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Public and private initiatives come together to build a system which offers various education and training opportunities for employees.
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 year several measures and initiatives support employee education and training.
In 2015, the Federation of Craftsmen (Fédération des Artisans) launched skills/competence centres in construction engineering and building completion work (GTB-PAR) to help companies keep skilled employees abreast of developments in technology, management and economy.
In 2018, the Federation of Craftsmen, in collaboration with GTB-PAR and the Education and Training Institute in the Construction Sector (IFSB),...
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, Children and Youth
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
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 the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by...
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, Children and Youth
Chamber of Employees
Chamber of Commerce
Chamber of Skilled Trades and Crafts
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
The support measures want to give more VET learners the opportunity to make an internship or part of their apprenticeship in another country. The aim of the measures is to provide young people with worldwide learning experiences in VET and thus to address the need of globally operating companies for skilled workers with international professional competence and at the same time to increase the attractiveness 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.
Outgoing mobility:
Erasmus+: as shown in the Study on Mobility (NA at BIBB, 2018), Erasmus+ funds about half of all outgoing mobilities of VET learners. Since 2015, Erasmus+ has also been promoting the internationalisation of VET learning venues through accreditation of vocational schools and companies for a simplified participation in the VET mobility programme.
VETworldwide: to expand IVET mobility outside the EU, BMBF and NA at BIBB initiated the programme VETworldwide...
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)
Erasmus+ National Agency for VET (NA at BIBB)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
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 total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to recruit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational 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.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
16 000...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The common umbrella represented by the training and employment centres aims to 'promote the organisation, development and promotion of employment in a specific sector, in support of the economic and social development of the Brussels territory'. It targets jobseekers, workers and learners and supports companies to find skilled workers.
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 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi) in the Brussels Region. Since then, the governments of the Brussels Region and the French Community Commission COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.
Established on a sectoral basis, these centres are the result of 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.
Bruxelles Formation (Brussels Institute for Vocational Training)
Brussels Public Employment Service (Actiris)
VDAB Brussel
Training Service for Small and Medium-sized Enterprises (SFPME)
The aim is twofold: to position Walloon companies in the face of technological developments and changes in the 4.0 economy; and to develop a digital culture among citizens and, more specifically, young Walloons in 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 Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...
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.
Initiated by employers' representatives and based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET', amendments to the VET Act came in force from 1 September 2021 aimed to:
significantly strengthen the influence of employers' representatives on the provision of secondary VET, for example by:
extending the responsibilities of the Employer Council for Dual VET to the entire system of vocational education and training that is also visible...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening the position of 'sectoral assignees' and the Employer Council for VET over the VET system as a whole from 2021 induced a debate over creating a new institution covering the VET system as a whole. The Sector Councils Alliance has been newly created to take over some responsibilities from the education and labour ministries from 1 January 2025.
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)
The goal is to create an attractive, open and permeable system of VET fields of study, developed as a result of a consensus of the relevant decision-making bodies and employers' representatives and more responsive to trends in employability of upper secondary school graduates. The aim of the system innovation is primarily to clarify, simplify and define the fields of study, that will be developed in close cooperation with employers.
It is embedded in the Strategy 2030+: Roadmap of key...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue 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 Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three key 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 Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term plans...
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.
Provision of practical training in real-life environment is not mandatory for employers in the Czech Republic. VET school directors are exclusively responsible for the quality of practical training, yet they can influence the quality of workplace training only to a limited extent. The standard should be motivational for employers; it should support the comparability of conditions and circumstances under which practical training is implemented. The standard will be developed in line with 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 Ministry of Education, Youth and Sports focuses on expanding options for students to get practical training in a real work environment with the use of elements of the dual system of VET. Favourable conditions will continue to be created to increase the involvement of experts from practice in teaching and implementation of internships for pedagogical staff in companies. Cooperation with employer representatives will be developed based on the Agreement on the division of responsibilities...
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
For both initial and continuing vocational education and training, it is primary issue to increase the relevance of educational programmes in relation to the changing qualification requirements of the labour market.
The aim of the project is to map future competences and create updated competence pyramids for 10 selected sectors, in which the most robust shifts concerning the requirements for workforce qualifications are expected to occur. The objective of the project is to develop and 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.
In the framework of the Competence 4.0 project (2019-22; Operational programme Employment, Ministry of Industry and Social Affairs), the Confederation of Industry of the Czech Republic, Czech Chamber of Commerce and the consultancy company TREXIMA jointly participate in mapping new future competences associated with the introduction of Industry 4.0 in the Czech Republic.
Other expected project outputs include:
analyses of international studies and labour market trends;
methodology of mapping...
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.
In response to the COVID-19 pandemic the physical presence of trainers in the classroom or training areas is no longer required, there is no obligation for the training programmes -provided to unemployed or employed individuals- to be carried out at a certified vocational training centre (VTC) or at the premises of the enterprise, while Internet connectivity and ability to use e-learning tools is a precondition for all participants (organiser, trainers, trainees).
For increased flexibility,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
