The objective of the Prison Education Taksforce is to ensure education and upskilling opportunities to support prisoner rehabilitation and employment, post release.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.
The Taskforce is implementing innovative approaches in prison...
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Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The OCED report reviewed Ireland's existing National Skills Strategy to 2025 and how it may need to be adapted, identifying priorities and recommendations specifically for the Irish context. The report itself was not intended as an implementation plan, and further work was required by Irish stakeholders to progress the recommendations in the OECD report.
The National Skills Council (NSC) was established following the recommendations of the OECD Skills Review for Ireland, with the objective of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A review was conducted in partnership with the OECD. The review concentrated on four areas:
balance in skills;
lifelong learning;
innovation;
governance.
The report identified four priorities:
Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.
Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.
Priority 3: Leveraging skills to drive innovation and strengthen firm performance.
Priority 4: Strengthening skills...
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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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The legislation was developed as a matter of urgency following targeted consultation with key construction industry stakeholders in 2022. The draft legislation was published in 2023 and is progressing through the Irish Parliament to pass into law.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
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.
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 '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)
To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and staff.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.
The report explored the concept of transversal skills to establish consensus in terms of definition and identify...
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The purpose of the Strategic vision for the development of dual VET(DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) is to formulate goals, scope and tools for the public policies in the country, for achieving a successful national model of DVET. The vision aims to contribute achieving the following goals:
DVET should be the leading VET pathway at upper secondary education level by 2030;
DVET should be comprehensively and sustainably integrated into the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...
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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.
Up-skilling of newly arrived immigrants so that they can be integrated in VET and labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme for...
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Enhancing quality and standardisation: develop scientifically robust, high-quality training guides for 130 approved specialisations and future ones and establish a standardised methodology for creating and updating training guides, educational materials, and exam topics banks.
Alignment with Job profiles: use certified occupational profiles, ESCO skills databases, and international vocational education practices to ensure relevance and applicability,...
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 a comprehensive initiative to update and develop educational materials for SAEK (Former IEK) programmes. It is expected to include three distinct actions:
Conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education.
Developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...
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.
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
To equip VET learners with skills related to ecological sustainability and renewable technologies, contributing to economic resilience and meeting ecological challenges in various industries.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of National Education and Youth (until 2024)
The long-term goal of the 2024-29 project is to address labour market gaps, reduce youth and adult inactivity and unemployment, and contribute to economic growth. Achieving this overall goal depends on progress in three areas related to the improvement of the response of the VET and lifelong learning to the labour market needs by systems' higher permeability and flexibility. Goals and specific outputs related to these areas are as follows:
Response of VET to the labour market needs is...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 covering a maximum of 85% of the total eligible project expenditures over 55...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Investments, Regional Development and Informatisation
Ministry of Labour, Social Affairs and Family
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
The VET curricula reform aimed to enhance the attractiveness, innovation, and relevance of VET by restructuring and developing new, outcome-based, modular curricula. The specific objectives were to:
Develop innovative and flexible sector and vocational curricula based on occupational and qualification standards, aligned with labour market needs;
Strengthen teacher competences for the implementation of the new VET curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...
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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 Education System Development Plan defines the strategic priorities and measures for education at all levels for the period up to 2027, including specific measures for IVET and adult education, based on the analysis of development needs and challenges for each priority.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:
3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.
3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
In response to these challenges, Law No 5082/2024 was developed as a comprehensive strategy to modernise Greece's vocational training system, encourage higher participation in apprenticeships, and strengthen digital skills development. These measures aim to improve employability, enhance workforce adaptability, and boost economic competitiveness in a rapidly evolving labour market.
Main objectives of the new legal framework:
Enhancing the governance structure of Vocational Education and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law No 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by:
expanding collaboration between vocational education and training institutions, and
strengthening synergies between different levels of the...
Bodies responsible
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
Ministry of Education, Religious Affairs and Sports
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
Contributing to the equal treatment of all students in the Netherlands.
Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
Council for upper secondary VET schools (MBO Raad)
Association of Netherlands Municipalities (VNG)
Association of Educators in VET (BVMBO)
Cooperation organisation for VET and the labour market (SBB)
National youth organization for VET students (JOB)
The implementation of the project will support the development of the VET system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
National Agency for Vocational Education and Training (NAVET)
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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To 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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The objective of the plan and its initiatives is to create a more coherent national educational landscape.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
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The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.
The main objectives of the plan are:
a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices and employers...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ireland's Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...
Bodies responsible
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Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...
Bodies responsible
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Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Government Office for Development and European Cohesion Policy (SVRK)
promoting a positive image of VET as an attractive career path;
strengthening cooperation between schools providing vocational training, vocational training centres and enterprises, firms, HEIs, local and regional government.
increasing the involvement of employers in the practical training process;
providing learners with opportunities to develop their interests and talents related to the profession;
support for professional development of teachers of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The SkillsPoland competition consists of:
development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
conducting study visits as part of professional competitions in other countries;
implementation of a promotional campaign for SkillsPoland competitions;
conducting regional eliminators for competitions in 30 sectors;
organising of three nationwide SkillsPoland competitions in 30 sectors;
participation of representatives from...
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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 Vocational education pathway (Parcours d'Enseignement Qualifiant, PEQ) has been set up based on the strength of the CPU system, and is gradually to be implemented for all learners of qualification education (technical and artistic) and vocational education.
The objectives are:
positive orientation towards qualification education, so that it becomes as often as possible a first choice;
the upgrading of technical professions and the sectors that lead to them;
simplification of 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.
Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.
PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...
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To provide the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.
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 System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare the...
Bodies responsible
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Human Resource Development Authority of Cyprus (HRDA)
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
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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
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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
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National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
General Secretariat for VET, Lifelong Learning and Youth
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
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To provide access to quality IVET, increase employment of recent VET graduates, better adapt qualifications to the labour market needs, create new VET paths, with more bridges to higher education, and improve school infrastructure.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.
The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...
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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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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
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Universities of the Netherlands (Universiteiten van Nederland)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Reinforcing the qualification levels of citizens, with a view to improving employability and (re)integration in the labour market, as well as the pursuit of studies, particularly at higher education level.
Increasing the potential of on-the-job training, through the active participation of companies and other employers in the training process, assuming them as true partners.
Developing and consolidating quality apprenticeships based on a system of work-linked training, understood as 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.
Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context and pursuing higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
Apprenticeship...
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)
Enabling young people to complete compulsory education.
Preparing for integration into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 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.
Ministry of Education (Until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
National Association of Professional Schools (ANESPO)
Ministry of Education, Science and Innovation (MECI)
Promoting a closer link between the polytechnic network and the training and business dynamics in the different territories and regions.
Reinforcing the vocational training dimension in higher education.
Encouraging the diversification of the training supply and lifelong learning.
Increasing cooperation between higher education institutions, the public vocational training service and the associations and companies of different sectors, in order to qualify and re-qualify professionals in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
High professional technical programmes (CTESP) correspond to a short cycle linked to the Bologna Process, provided exclusively by polytechnic higher education institutions, within the first cycle of higher education. These courses have a study cycle of 120 ECTS, which includes a set of curricular units organised in the components of general and scientific training, technical training and on-the-job training. It confers a qualification equivalent to level 5 of the national qualification...
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 Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Polytechnic higher education institutions
Ministry of Education, Science and Innovation (MECI)
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 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.
Denmark's hosting of EuroSkills 2025 is an ambitious part of the strategy to encourage more young people to choose a vocational education pathway. EuroSkills 2025 is thereby much more than an international competition with medals at stake and ambitions for Danish success on the podium: it is also a way to focus on the more than 100 exciting vocational education programmes in Denmark and the opportunities that VET provides for young people, including ambitions to develop their talent and 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.
Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark's largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...
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 ambition of the Danish Parliament is that at least 90% of 25-year-olds should complete general or vocational upper secondary education after compulsory schooling (lower secondary programmes, EQF level 2) and the percentage of young NEETs should be reduced by half by 2030. The remaining 10% must be well on their way to completing education later or have a permanent connection to the labour market and therefore be entitled to be assigned a training plan. The goal reflects that society has...
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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.
In 2017, a committee of experts was set up by the Danish parliament to address the declining number of applications to IVET and to rethink pathways that would facilitate the transition from compulsory schooling to IVET.
By 2018, the committee's recommendations were accepted by a majority in parliament, leading to the creation of the Executive Order of the Act on Preparatory Basic Education (FGU). This law provides the framework for education programmes targeted at young people under 25 who...
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 modernise and secure the future of the adult, CVET and further VET (EQF 5) system, so that employees, may develop competences that secure their job prospects and remain relevant to labour market needs. The agreement also aims to improve job prospects for the unemployed and unskilled or low skilled people.
With the latest tripartite agreement, the government and parties from the labour market seek to create a stable framework for strengthen continuing and further education...
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 Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.
The creation of a 'conversion fund': around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a 'conversion fund', which will enable unskilled and skilled workers to undertake further training on their own initiative. The...
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 main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategy to support SMEs contributes to the development of seven key areas, one of which is workforce, skills and education. Specific objectives are:
developing the skills of students in line with the requirements of the labour market by supporting the establishment and strengthening of appropriate forms of cooperation between schools and businesses and increasing the quality, efficiency and relevance of training for future professions;
providing further education, particularly in the...
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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.
Strengthening cooperation between companies, especially SMEs and schools, will be implemented by means of promoting and organising joint events. The strategy also promotes organising of students' work placements and internships in businesses. There will be shared workshops, shared classrooms and training centres established for the teaching of technical subjects and youth education in respect of Industry 4.0. The strategy supports instructor training by practical training providers...
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 objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objectives 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.
Some companies refrain from creating an apprenticeship place. Other companies lack the time in their daily work to deal intensively with their apprentices. The number of training place and quality of the vocational education and training (VET) suffers as a result. Inter-company apprenticeship training (ÜLU) is one solution. The offer complements and supports the training provided by the companies. In this way, the motivation of small and medium-sized enterprises (SMEs) to offer 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 Federal Government provides subsidies of around EUR 50 million annually for the inter-company apprenticeship training (ÜLU), making a contribution to the course and accommodation costs for apprentices from the second year of training onwards. The current funding guidelines allow a subsidy of up to one third of the course costs and up to half of the accommodation costs. The assessment basis for the federal funding lump sums is based on the determined average cost rates of the courses....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
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.
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 main objective of the Upskill programme is to respond to companies' needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
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 UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
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)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
The main objectives of this policy development are:
supporting young adults at a distance from the labour market to acquire economic independence;
preventing long-term unemployment among young people as a response to the effects of the COVID-19 crisis.
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 Cabinet's response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:
making explicit which bodies are responsible at a local and regional level;
supporting life coaching arrangements;
promoting guidance for young people after graduation.
The country's approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...
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
Council for upper secondary VET schools (MBO Raad)
The strategy sets out the vision, mission and strategic goals that guide the department's work programme in 2021-23.
To achieve this vision and mission, the strategy sets out three high level goals:
support the provision of high-quality education and improve the learning experience to meet the needs of all students in schools and early years settings;
ensure equity of opportunity in education and that all students are supported to fulfil their potential;
together with its partners, provide...
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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.
DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland's social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.
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 approach, apart from preventing early leaving from education and training, also has the objective of easing the path of young early leavers from education and training back to school or to work.
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 March 2020, the education ministry has issued three policy letters discussing the new approach to further combat early leaving from education and training and support young early leavers achieving sustainable economic independence.
In the first letter (March 2020), the government and various stakeholders from education and the labour market (including employers' organisations) expressed their joint intention to focus on apprenticeships (dual pathway) to help working, young dropouts 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.
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 government has set, as a strategic objective, the upgrade of VET from the level of a forced solution for few, to a conscious education and career choice for many.
The main objectives of the new legal framework are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
empowering general adult education;
strengthening permeability among education levels;
improving employability for all.
The reform also aims to improve initial and continuing 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.
In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.
The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...
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
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 objective is to 'boost' the labour market relevant skills mastered by jobseekers to meet the needs of businesses and promote the integration of candidates into the labour market. The digitisation of the economy, environmental issues and the emergence of new needs in the goods and services market are leading to the emergence of new qualification profiles. This requires Wallonia to invest in the professional qualification of jobseekers (including NEETs), the initial training of 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.
In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.
This plan is made up of one structural axis and six distinct operational axes aimed 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.
Walloon Government
Le Forem (The Walloon Office for Vocational Training and Employment)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled 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.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay 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.
Le Forem (The Walloon Office for Vocational Training and Employment)
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
extend the existing training offer in basic digital skills to provide a solid foundation in this area to low-skilled audiences so that they can then continue their training course;
raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
establish enhanced...
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 Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).
The project broadly targets jobseekers or learners over 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.
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition 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.
Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved 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.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
Increasing the capacity of pedagogical teams to meet the needs of learners of all ages in digital skills.
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 European Commission's support for the development of an adapted training offer in the context of the implementation of the Skills enhancement pathways, several stakeholders from the Belgium French speaking community are working together in the framework of the EU programme for employment and social innovation EASI to implement a training strategy for basic digital skills for jobseekers and adult learners with little schooling.
In line with this strategy, The Start...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
Training Service for Small and Medium-sized Enterprises (SFPME)
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
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 started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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.
Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The strategic objective of the Youth + Digital training programme is to reinforce the quality and effectiveness of vocational training and professional qualifications. Its specific objectives are:
to align professional training with the real needs of the labour market;
to improve the professional skills of young adults to support their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.
The training...
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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.
Institute for Employment and Vocational Training (IEFP)
Ministry of Labour, Solidarity and Social Security (MTSSS)
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
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...
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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.
promote employment and reduce unemployment by improving the employability of the unemployed;
provide opportunities for the unemployed to enter/re-enter employment by upgrading existing or by acquiring new knowledge and skills;
encourage organisations to offer suitable training programmes to the unemployed.
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 Special scheme for the vocational training of the unemployed in organisations of the public and broader public sector, local government authorities, non-governmental organisations and non-profit institutions, caters for the vocational training and work experience of unemployed individuals and is part of HRDA's activities for the integration of the unemployed and inactive persons in employment . The scheme also provides opportunities to organisations to utilise human resources through 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.
Human Resource Development Authority of Cyprus (HRDA)
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
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 Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
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.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The proposals are intended to avoid delays in the education and training of as many young people as possible.
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 proposed two temporary legislative amendments to provide young people in VET the opportunity to take a bridge course to general education competence in the school year 2020/21.
Learners with an apprenticeship contract may be admitted to a one-year bridge course extension even if they have not completed the craft or journeyman exam. It was suggested that the right of young people to education should be expanded. Young people who complete the second year of a vocational programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to get as many apprentices as possible to take their trade or journeyman certificates without significant delays.
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 normally several requirements for conducting trade and journeyman exams.
The government adopted changes regarding dispensation from the requirements for trade and journeyman certificates for those affected by the COVID-19 pandemic.
The goal is for the county municipalities to be able to conduct trade and journeyman exams for as many apprentices as possible. The same applies to final exams for apprenticeship candidates and internship candidates. The most important aspect is that no...
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 measure is intended to support training companies in continuing apprenticeship training in the during the crisis of the Covid-19 pandemic, by enabling them to outsource in-company training for a certain period of time without incurring any costs;
in addition, the number of new apprenticeship places on offer is to fall as little as possible, both for autumn 2020 and thereafter.
This results in the following policy guidelines to:
enable apprenticeships in 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.
In close cooperation between the Vienna Economic Chamber (WKW), the Vienna Chamber of Labour (AK), the Vienna Public Employment Service and the Vienna Employment Promotion Fund (waff), as well as conceptually supported by the two research institutes ibw and öibf, a model of a new, innovative training association was developed. It was finally implemented at the beginning of 2021, offering apprenticeship training companies the possibility of continuing their apprenticeship training for 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.
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To counteract the expected decline in apprenticeships due to COVID-19, those companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020 are being supported with EUR 2 000. The bonus of EUR 2 000 for each new apprentice is paid out in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period.
The decisive criterion is the date on which the apprenticeship...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who were...
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 Labour, Family and Youth (BMAFJ) (until 2020)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The main objective of the plan is to suggest reforms and specific measures that will increase the country's per capita GDP to reach 92% of the EU-27 average by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
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The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
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, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...
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.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
With the federal programme Securing apprenticeship placements, the Federal Government [Federal Ministry of Education and Research (BMBF), Federal Ministry of Labour and Social Affairs (BMAS), Federal Ministry of Economic Affairs and Energy (BMWi)] wants to support training companies in all sectors of the economy and training institutions in the health and social professions in the current difficult economic situation. It aims to motivate them to maintain their apprenticeship placements 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.
Due to the COVID-19 pandemic, the Federal Government (BMBF, BMAS, BMWi) decided on key measures to support apprenticeship and to secure skilled labour in June 2020 with a total funding budget of up to EUR 500 million. The first funding phase started in August 2020 (with retroactive improvements in December 2020) followed by the second funding phase from November 2020. The funding support covers the apprenticeship year 2020/21. The grants are paid via the employment agencies (BA).
The funding...
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 Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
To introduce apprenticeships in formal VET and promote sustainable collaboration mechanisms for apprenticeship/ WBL implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.
The Erasmus+ project 'National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)' was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange of...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The rationale underlying the MCAST strategic plan 2019-21 is the determination to adapt and grow as a well-functioning VET institution in a rapidly evolving modern world. MCAST considers itself fundamental to a strong and prosperous Maltese economy that delivers jobs industry needs. In the provision of its academic and training programmes, MCAST aims to be always relevant and responsive to industry's needs, particularly with the advent of Industry 4.0, driven by cyber-physical systems. MCAST...
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 MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college's contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college's strategic horizon for the forthcoming years is informed, aligned and directed by relevant...
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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.
Malta College of Arts, Science and Technology (MCAST)
Target 4 aims to 'raise levels of student retention and attainment in further, vocational, and tertiary education and training'. The reform aims to support tackling early school leaving and to provide an education system for all learners by addressing their different learning aptitudes, intelligence and patterns.
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 2015, measures to support the work on all forms of work-based learning for young people and adults include partnerships with social partners and other stakeholders. In this respect the education ministry is entering into partnership agreements with economic operators to provide work-based learning experience for students in lower and upper secondary (13-16 years).
These pathways are part of the project, MyJourney: achieving through different paths, which seeks to promote increased links...
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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 for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow's industry trends and requirements;
to promote an international outlook while embracing cultural diversity;
to promote professional development through lifelong learning opportunities;
to perform and solicit practices which are ethically correct and environmentally friendly;
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 rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to create, support and implement innovation-related curricula, teaching methods, technologies, digital content and teaching material in VET and AL.
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 February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnottképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development 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 Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
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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.
improve the links between the demand and supply side of the adult training market;
increase participation in funded lifelong development activities, for instance by replacing the tax training deduction scheme with a subsidy: the STAP budget (Stimulans ArbeidsmarktPositie).
Through the Subsidy scheme for flexible vocational education third pathway VET, the education and labour ministries intend to stimulate public and private VET institutions and emerging new (regional)...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.
On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.
Through the Subsidy scheme for flexible vocational education third pathway...
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 Social Affairs and Employment
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
National umbrella organisation of social partners (Stichting van de Arbeid)
to regulate the terms and conditions for the creation and maintenance of an information database of employers who meet the requirements of the Vocational Education and Training Act (VETA) for participation in partnerships for the implementation of work-based learning (dual training system) for students and trainees over 16 years of age;
to set the requirements for employers to be registered in the information database;
to specify the circumstances required for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.
The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main goals of the approved training programme are as follows:
to define clearly the methodological, organisational and social competences that mentors should acquire;
to define ways of matching theoretical knowledge and practice in a real work environment;
to specify the legislative base of work-based learning;
to determine the basic pedagogical and psychological knowledge and skills that mentors should acquire;
to describe the processes of planning, implementing and evaluating on-the-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 education minister approved a training programme for acquiring basic pedagogical and psychological knowledge and skills aimed at mentors involved in on-the-job training (dual training system). The changes in Art. 17a1 of the VET Act (VETA) of 2018 also include specific requirements for company mentors in dual training.
The programme is for people who want to become mentors at enterprises and to provide on-the-job training. It provides the tools for effective partnership between training...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners' employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in 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.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
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)
To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To develop a well-functioning and sustainable work-based learning (WBL) system involving employers, and to create flexible and appropriate forms of study for young people and adults for obtaining a qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning is developed under the Labour market and education cooperation programme.
In Estonia, WBL (apprenticeships) is defined as a form of study where work practice comprises at least two-thirds of the volume of the curriculum. The apprenticeship system was introduced in 2006 (updated in 2014) and the number of WBL learners, fields of study and qualification levels have gradually increased. In 2019, the share of WBL learners was, on average, 8% of all VET students and over 12% of...
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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.
This document quantifies expenditures on current social protection and inclusion policies, assesses their effectiveness and accessibility, and examines existing data collection settings. Based on the findings, it proposes measures to improve the social inclusion of vulnerable groups and to unlock the untapped potential for economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Overall, the spending review proposes a series of measures regarding social inclusion, data collection and methodology development, the management of systems not sensitive to additional funding, as well as three austerity measures. Many were related to education.
One austerity measure was linked to VET, requiring that contributions to the so-called activation work of the unemployed provided by municipalities (focusing predominantly on unskilled activities, such as street sweeping, waste...
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The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people's potential, develop their ability to adapt and responsibly manage constant changes in society and the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are four main areas of development envisaged in the national education strategy 2021-27:
Highly competent educators
Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.
Availability of quality education to everyone
Quality education...
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The aim is to support small and medium-sized enterprises (SMEs) in filling open training places with suitable young 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.
The Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at 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.
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
increasing the labour market relevance of the qualification;
enhancing the attractiveness of the technical VET school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus. For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET with a technical, craft...
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)
regular review and update of the content of apprenticeship programmes;
transparent and binding structure for the development/revision of a training regulation, including a guideline;
task description for the actors involved in the development process;
involvement of relevant professional practitioners such as in-company apprenticeship trainers;
improved coordination between vocational training and trainers (learning place: workplace) and curriculum development (learning place: part-time...
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 autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection 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.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The aim of this measure is to bring the acquisition of competences in the area of apprenticeship training as close as possible to the qualification requirements of the companies. Therefore, as part of a development process, in which the social partner institutions are closely involved, transversal competences should be anchored in all training regulations for apprenticeships and imparted in a modular manner, depending on requirements, in the form of a step model.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
training regulations have a particularly urgent need for adaptation;
training regulations had not been adapted for at least 10 years;
of the training programmes have a critical minimum number of apprentices.
Further,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The aim of the project is to develop a concept for support structures that focuses on all actors and places of learning in apprenticeship training (company, vocational school, apprentices), quickly recognises training-related and non-apprenticeship problems and contributes to this prematurely through neutral advice and continues support during training to prevent dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the suggestion of the social partners, the Ministry of Digital and Economic Affairs (BMDW) commissioned a study in 2018 to evaluate existing support structures in apprenticeship training and develop a concept for comprehensive and consistent support for apprentices and training companies throughout the entire training period.
As part of the preliminary study - carried out by ibw and öibf between 2018 and 2019 - the training supervisors scenario was developed, which will subsequently 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.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high level 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 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Tthe objective of the Digital pioneer project is, to:
get young women interested in digitalisation;
give young people the opportunity to get to know digital and technical fields of work;
work, thereby, simultaneously in the interest of the common good;
acquire digital skills in practice.
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 pioneers project is being designed and piloted by the Association Industry 4.0 Austria together with the Digital Campus Vorarlberg and the Chamber of Labour on behalf of the digitalisation fund of the Chamber of Labour. The project is being implemented together with central stakeholders and members of the network.
The first two pilot projects will start in the federal provinces of Vorarlberg and Upper Austria. These will be carried out at the Digital Campus Vorarlberg and in Upper...
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 strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.
Three strategic goals have been set to achieve the general objective:
learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and types...
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 education strategy applies an integrated approach to the development of the education system to make better use of Estonia's high-quality education for the benefit of people, society and the economy.
It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers' roles, and it focuses more on the skills policy, including a clearer division of the roles...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objectives of the measure are to make nursing training more attractive:
through a direct transition from compulsory schooling to nursing training;
by upgrading the qualifications, in particular by linking them to a university entrance degree (Matura) at VET colleges and thus to unrestricted eligibility to study.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Education, Science and Research (BMBWF), together with education providers from the field of socio-professional schools, developed school trials for nursing training that will follow on directly from compulsory schooling (after completion of the eighth school year).
Two types of school-based training programmes were developed for this purpose:
a five-year training course at secondary VET colleges for social care and nursing. This combines training as a nursing...
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)
The objectives of setting up apprenticeship programmes for adults, leading to EQF level 5 are winning new target groups for dual VET programmes and taking action to reduce the skilled labour shortage.
Graduates of general education programmes at upper secondary level and university dropouts are at the centre of attention in this respect.
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 title Apprenticeship NEW for adults, the Federal Economic Chamber has taken the initiative within its education campaign (Bildungsoffensive) to develop a programme for people with a higher education entrance qualification that leads to a dual VET qualification at NQF/EQF level 5. Through this programme the attractiveness of dual VET programmes for these new target groups should be increased. At the same time, the programme should cover knowledge, skills and competences that enable...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Increasing the attractiveness of apprenticeship training, through:
addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.
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 January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
