This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland's sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can equip...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
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...
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.
According to the 2020 VET recommendation, peer reviews are aimed at improving mutual learning, enhancing the transparency and consistency of quality assurance arrangements in the provision of VET and reinforcing mutual trust between EU Member States.
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 2020 VET recommendation a peer review is described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are not aiming at accreditation procedures. based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national...
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.
According to the 2020 VET recommendation, peer reviews are aimed at improving mutual learning, increasing the transparency and consistency of quality assurance arrangements in the provision of VET, and reinforcing mutual trust between EU Member States.
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 2020 VET recommendation peer reviews are described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
It is important to develop professional collaborations that involve students and teachers in Hungarian vocational training in regions outside the borders. This can generate a positive trend in the labour market, that would strengthen the integration and the relations of Hungarian vocational training in Hungary and beyond.
The goal is to support the development of the professional and general skills of Hungarian communities beyond its borders in a way that matches increasing European and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of the packages of measures are:
the timely further and new development of training opportunities in the area of school-based and dual VET as well as in further training with a focus on green skills;
integration of green skills into existing and new training regulations and curricula;
creation of a uniform teaching principle as a basis for a common understanding of the topic that enables the teaching of relevant content across all subjects, forms and levels of VET;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.
The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW)
Federal Ministry of Education, Science and Research (BMBWF)
The Federal Government wants to support further the development of VET in the partner countries and to strengthen Germany's international cooperation in VET. The aim of the Federal Government's bilateral VET cooperation is to help partner countries effectively integrate elements of practice-oriented or dual VET into their respective systems by sustainable support in line with the partner country's context and needs. Another objective is to support German companies abroad in their efforts to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The subject of bilateral VET cooperation is usually the intentions of a partner country to reform its VET system. Project funding in international VET cooperation serves to make expert knowledge and implementation competences from Germany available to the partner countries. Examples of good practice are developed and tested on various VET topics and can stimulate reforms in the partner countries. Pilot projects are funded by BMBF, which regularly publishes relevant funding guidelines to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry for Economic Cooperation and Development (BMZ)
Federal Foreign Office (AA)
UNESCO-UNEVOC
Association of German Chambers of Industry and Commerce (DIHK)
Through several of the programmes, Norway will have access to important research, infrastructure and technology that it cannot develop alone.
It is important for the country to be part of European investment in digitisation: Europe can build the necessary capacity in areas such as artificial intelligence, supercomputers and cybersecurity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.
These priorities are nationally important and affect several areas in the society, as well as vocational education and training.
Norway...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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 aim of the measure is to establish, through bilateral governmental or other types of agreement with EU member countries and third countries, short and long-term VET mobility programmes to boost and support global economic cooperation and workforce mobility, and to promote professional skills that can be acquired in the Hungarian 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.
Based on the example of the Stipendium Hungaricum Scholarship created in higher education, the mid-term VET policy strategy 4.0 envisaged creating and operating a VET Stipendium Hungarian Scholarship.
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 Prince's Trust International (PTI) Achieve is a personal development and employability skills programme to support young people aged 13-19, with its main aims being:
to enhance the personal development and employability skills for students, emphasising careers and preparation for work with opportunities to link up with employers;
to provide young people with the space and attention they need to learn skills, develop confidence, raise aspirations and improve their attitude to learning as...
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 school year 2015/16, the Prince's Trust XL programme - from a UK-based charity founded in 1976 by the Prince of Wales - was introduced in lower and upper secondary schools in Malta. It aims to re-engage 13- to 16-year-olds at risk of exclusion or underachievement through informal learning to foster self-confidence.
The programme covers:
personal and social development;
life skills;
active citizenship;
preparation for work.
The programme leads to an award, certificate or diploma in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
HSBC (Malta foundation)
Malta College of Arts, Science and Technology (MCAST)
Institute of Tourism Studies (ITS)
Malta Further and Higher Education Authority (MFHEA)
Ministry of Education and Employment (MEDE) (until 2020)
National Commission for Further and Higher Education (NCFHE) (until 2021)
To help young children (six-year-olds) with literacy problems reach the level expected of them in reading and writing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to improve basic skills in IVET, the National Literacy Agency (NLA) launched in September 2018 the Reading recovery (RR) training programme in collaboration with the university college London. The programme consists of 100 hours of individual sessions over 20 weeks. The sessions are provided by teachers trained specifically in the methodology of RR. The programme lends itself to adaptations to meet the individual needs of each student.
The programme includes the training of teachers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
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 reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
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 Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The project aims to develop a tracking system for initial vocational education and training (IVET) graduates.
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 2018, the National Agency for Vocational Education and Training (NAVET) launched the Erasmus+ project Tracking learning and career paths of VET graduates, to improve quality of VET provision (On track), in cooperation with seven countries. The project aims to develop a tracking system for IVET graduates. The tracking system will gather graduates' qualitative and quantitative data related to further education, employment, career paths, and skills and competences required by 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.
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. 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.
