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The education ministry has started an international project (with a budget of EUR 350 000) aimed at elaborating a National skills strategy for the Slovak Republic, in cooperation with the OECD. A launch conference was held on 29 January 2019 and a final OECD report is expected by the end of March 2020.

An umbrella body, the Employer Council for dual VET, was set up in 2016 aiming to strengthen cooperation between respective sectoral assignees involved in dual VET. The Council is partially financed from the State budget. The most important responsibility of the Council is to coordinate processes related to the accreditation of training companies based on their compliance with the requirements set by the State concerning space, training equipment and materials. Involving employers allows...

On 27 June 2018, the government approved the National programme for the development of education (NPDE). The NPDE was adopted, with 106 measures to be fulfilled until 2027. Some measures related to regional schooling and higher education are relevant also to VET. Measures directly aiming to align VET to labour market are as follows:

1. increasing the quality of dual VET through the funding of professional and employer organisations involved; they will receive approximately EUR 1 million annually...

In September 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...

The 2016-20 ESF project Dual education and increasing attractiveness and quality of VET provides support through its web portals. Eight contact points (officially called Dual points) have also been set up within this project. Their role is to support the implementation of the dual system and make the matching of supply and demand easier. The employer council maintains its own portal. The 2013-15 ESF project Development of secondary VET-related portal focused on matching supply and demand,...

Stimuli based on the 2015 VET Act are more comprehensive and generous than in the past, including:

1. performance-based State-funded motivation scholarships for learners trained for shortage occupations. These can equal to 25%, 45% and 65% of the national subsistence minimum;
2. company scholarships amounting up to four times the national subsistence minimum;
3. remuneration for productive work during training, between 50% and 100% of a minimum wage;
4. State scholarships for socially disadvantaged...

The Act on VET was amended in March 2015 (61/2015). Its main objectives were to introduce a dual VET scheme and tax incentives for enterprises to provide training. The reform entered into force in September 2015 and made available upper secondary VET delivery in three forms:

1. school-based programmes with practical training (mainly) in school workshops;
2. mixed scheme, with school-based learning along with in-company training within the framework of school-company agreements (contracts) based on...

In 2014, learner performance in foreign languages (English language) at upper-secondary level, including VET, attested through matura exams, has been linked to the common European framework of reference for languages (CEFR). Other languages followed in 2017, so now certificates are issued for German, English, Spanish, French and Italian languages.

The 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.

The promotion is done mainly through the national and European skills...

A 5-year project Reform of upper-secondary vocational education, funded by the European Social Fund (ESF), started in November 2016.

The project includes the following activities:

1. test and identify the tools and methods to create a sustainable system to match the needs of the labour market;
2. develop flexible and individualised teaching methods and learning pathways;
3. support companies to engage in work-based learning;
4. test and evaluate the apprenticeship system;
5. define learning outcomes for...

The new Act on Apprenticeship, adopted and published in 2017, is the result of joint work and consultation with all main VET stakeholders: the ministries of education, labour and economy, the Institute of the Republic of Slovenia for VET (CPI), schools and social partners (chambers and trade unions). It defines apprenticeship as a means to accomplish three-year upper secondary VET programmes, equal to school-based programmes. The act strengthens the role of chambers in monitoring the scheme,...

A thematic country review (TCR) on apprenticeship was conducted in close cooperation with Cedefop in 2015-17. The aim was to carry out an in-depth analysis of the situation to support Slovenia on reintroducing apprenticeship. The review involved a broad range of VET stakeholders: directors of VET schools, students, recent graduates who are in employment, providers of in-company training, directors of intercompany training centres, company directors and in-company mentors. Several sectors...

The 2015-16 social pact was adopted by the Economic Social Committee (Ekonomsko socialni svet) where representatives of the government, trade unions and employers take part. This acknowledges the need for apprenticeships and considers their reintroduction, especially in sectors where skills shortages are observed.

In March 2017, the government approved new curricula to address the ICT strategy objectives. Programming skills are now embedded in primary and lower secondary education, especially through technology and mathematics. Amendments include qualification-tailored digital skills. For example, the Child and recreation programme stresses the responsible use of digital technology to support children. The new curricula were implemented, including all VET programmes, in 2017/18.

In September 2018, the government asked the National Agency for Education to develop a vocational orientation for the Business management and economics programme which is a higher education preparatory programme. The National Agency for Education will propose a vocational outcome that will serve as a hybrid between higher education preparatory programmes and vocational upper secondary programmes. The new orientation will serve as a pilot for introducing a vocational profile in higher...

In 2018, the government launched an enquiry with a mission to propose a regionalised model of upper secondary provision (IVET and CVET) to ensure that a variety of programmes are made available to learners. The objective is to better align the supply of IVET to regional labour market needs.

The government commissioned the National Agency for Education in December 2017 to propose curricular changes to modify traditional gender patterns (including VET programmes). The proposal was presented to the government in December 2018 and explicitly stated that the curricular requirements concerning gender equality are also pertinent in work-based learning. Once curricular changes to impede traditional gender patterns will be approved, teachers, school leaders, adult educators and VET...

Amendments to the 2010 Education Act came into effect in January 2017, granting adults the access right to study courses needed for progression to higher general or vocational education to all upper secondary VET learners. This included not only the right to access courses needed to comply with general eligibility for tertiary education, but also the right to access courses needed for meeting specific entry requirements for any tertiary programme for which the learner has applied.

The National Agency for Education was commissioned in December 2016 to investigate if competence tests at the end of the programme may strengthen upper secondary vocational education by increasing their labour market relevance and by increasing cooperation between the world of work and VET.

In December 2017, the mandate of the National Agency for Education was amended to include a pilot phase to determine whether competence tests may also ease validation of adults' and newly arrived migrants'...

In June 2015, the government adopted an ordinance, according to which study within the so-called education contracts may be combined with work or work experience, enabling the learners to both apply for study aid and receive remuneration from work.

The National Agency for Education developed an extensive graduate tracking system to follow up what VET learners and apprentices do after completion of a VET programme, providing in-depth analyses of transition from school to working life. The knowledge gained feeds into planning at both national and local level. Data were collected two years after graduation and were processed during the reporting period. In November 2017, the first statistical data and a report were made available on the...

A national commission of inquiry (Yrkesprogramsutredningen) in 2015 had already suggested establishing trade schools/industry schools for the provision of school-based training for upper secondary VET programmes in trades and industries that are too small, and have too few applicants, for VET institutions to have the required infrastructure to provide the related school-based training. A government proposal to parliament was approved in 2017. A total of 10 trade schools have been selected to...

The State grants measure (used as an incentive for education providers to offer VET as an apprenticeship path) was expanded in 2018 to also offer learners in bridging programmes (programmes for learners not eligible for national upper secondary programmes) financial support to cover their extra living costs, so they received the same economic benefits and conditions as learners in national VET programmes. The measure is part of policy initiatives to promote work-based learning and...

Swedish National Agency for Education, has been playing a key role in the development of apprenticeship. It cooperates with a wide range of stakeholders (VET providers, municipalities, social partners and enterprises); it provides advice to VET institutions and employers, trains supervisors at workplaces, and stimulates cooperation at regional level between schools and businesses. Since 2015, it has organised workshops and provided guidance and support to companies and social partners....

The National Centre for TVET Development registers new training firms and corresponding activities annually.

The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.

The competition takes place based on the approval of the education ministry at local, regional and national levels.

The number...

The Romanian national qualifications framework was referenced to the EQF in April 2018 and the next revision of the referencing report is foreseen to take place in 2023.

In 2013-16, the training standards for IVET (131 initial VET qualifications at EQF level 3 and 69 qualifications at level 4) were revised and, in 2016, were approved by ministerial order.

The professional training standards have been adapted to new technological developments and labour market needs; they include learning outcomes. They were developed/updated for improved articulation between the stages of schooling and to support mobility in education and vocational training from the...

The government supports the implementation of initial VET programmes by offering financial support in various forms.

1. High school scholarship is a national social protection programme that offers approximately RON 250 (EUR 50 since 2018/19) of monthly financial support for upper secondary education learners in grades 9 to 12, including those in VET (technological and vocational programmes). The scholarship is linked to family income and is not available for all learners enrolled in any of...

The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...

An amendment to the Education Law endorsed in November 2016 (Ordinance No 81/2016) introduced a dual form of initial VET for qualifications at EQF/ROQF (Romanian national qualifications framework) levels 3, 4 and 5.

Implementation of dual IVET programmes started in 2017/18 for qualifications at EQF level 3. Over 2 500 learners from the first generation of students with access to dual VET programmes enrolled in dual IVET. Setting up a methodology for organising and conducting entrance...

In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.

In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.

In 2018, the...

In 2018, a new law introduced the subject Citizenship and development to implement the National strategy for citizenship education. This subject is included in the curricula of primary, lower and upper secondary education, including VET. A range of stakeholders were involved in the preparation of the legislation including the Education council, the Schools council and the Portuguese cooperative confederation. Implementation started in the 2018/19 school year.

This law, issued by the Ministry...

IEFP launched the Network of excellence partners for apprenticeship in 2016. Members of the network receive a certification, issued by IEFP, testifying that they deliver high-standard apprenticeships. The network aims to distinguish and disseminate good practices carried out by enterprises and other employers that promote the quality of work-based parts of apprenticeship programmes and the integration of young people into the labour market. The network includes 10 business groups, among them...

Addressing both IVET and CVET, the Ministry of Digital Affairs appointed a digital education working group within the Digitalisation Council in December 2016. In 2016-18, the working group was engaged in identifying digital competences currently needed in the labour market as well as foreseeable future trends. Focus was on e-skills gaps and e-skills needs of employers, as well as employment gaps in the IT sector. The group developed the main areas of the 'body of knowledge' for ICT...

Begun in 2016, the aim of the first of these two ESF co-funded projects was to develop e-resources for vocational foreign language learning in 10 vocational areas and methodological resources for foreign language teachers. The budget for the project was EUR 4 million. At the beginning of 2017, 10 contractors were selected and contracts signed. The project finished in the second half of 2018. E-resources (multimedia materials) for vocational foreign language learning in 10 areas were...

The 2015 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification ('awarding bodies'), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.

Also, new rules on the recognition of...

In 2017, the Ministry of National Education adopted a Regulation on the framework teaching plans for public schools, standardising the weekly number of teaching hours per week in compulsory subjects for each grade; previously only the minimal number of hours per subject on a certain education level was set. In this way, learners' horizontal permeability was eased.

In December 2016, the education ministry introduced a structural reform of the education system, influencing progression routes within the education and training system. The changes aim to enhance responsiveness of VET to the needs of the modern economy and include:

1. prolonging upper secondary VET programmes (from 2019/20, of five-year instead of four-year duration);
2. the introduction of a 'two-stage' sectoral school (dwustopniowa branzowa szkola), consisting of:

• a first stage sectoral school,...

In January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project 'effective educational and vocational guidance for children, adolescents and adults', aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...

In May 2018, the education ministry launched the first call for projects aimed at strengthening cooperation between VET schools and higher education institutions. The call covers the development and dissemination of exemplary practice of cooperation between vocational schools and higher education institutions, including:

1. exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
2. proposals for organising classes by...

In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetnosci - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...

From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium-sized enterprises was established in Poland (and Cyprus) to build the capacity of key intermediary bodies to support SMEs offering training placements for apprentices/trainees. Among the main results of the project were:

1. the setting up of a national apprenticeship and traineeship support service for SMEs, offered by the Polish Agency for Enterprise Development;
2. training was provided to the...

The Polish Agency for Enterprise Development (PARP) implemented an ESF co-financed project to establish and support the functioning of Sector Skills Councils - SSCs (Sektorowe Rady ds. Kompetencji). The SSCs collect information from labour market stakeholders and recommend systemic solutions and changes in the area of education; stimulate cooperation between education providers and employers; and provide support in identifying and anticipating competence needs in a given sector.

The programme...

In August 2015, the Ministry of National Education amended the Regulation on practical vocational training. The amendments came into force in September 2015, bringing important changes, including:

1. vocational schools are required to ensure the provision of work-based learning in their vocational programmes; the amount of provision varies by education level (basic vocational, upper secondary, post-secondary);
2. assigning different forms of practical training to different types of schools;
3. the...

In March 2017, Skills Norway designed a key competences mapping tool for young people not in education, employment or training (NEETs), and for the public in general. The goal is to ensure relevant training for each target group. This project is carried out in close cooperation with the Norwegian Labour and Welfare Service, the Directorate for Education and Training and the Directorate of Integration and Diversity. In April 2017, Skills Norway completed designing an online learning platform...

A digitalisation strategy for 2017-21 (Fremtid, fornyelse og digitalisering) was published by the government on 25 August 2017. The strategy identified overall perspectives, challenges, the main goals and key action areas, i.e. learners' learning, school content, competence, infrastructure and VET. For VET, the focus is on upskilling vocational teachers in line with technological change and schools' needs, and on cooperation with businesses. During the school year 2018/19, a total of 29...

In April 2016, the government introduced a white paper aiming at school subject renewal. Reading, writing, maths, communication and digital skills were suggested to remain as key competences and should be incorporated in curricula where relevant. It should be made clear which subjects are responsible for key competences, especially as regards digital skills and maths. Public consultation on the process was completed in June 2017. It resulted in a process to renew all subjects.

Following the social contract for VET 2011-2015 for more relevant and flexible VET, a new upper secondary dual model (Vekslingsmodellen) has been piloted since 2013 as an alternative pathway for learners experiencing difficulties completing the main (2+2 model) VET pathway. The scheme offers the possibility of concluding an apprenticeship contract after year 1 (instead of only after year 2) in the main 2+2 VET pathway.

An evaluation was carried out in 2015 with a focus on organisation,...

The social contract for VET was renewed in 2016 aiming at providing apprenticeship places to all qualified young people who applied, therefore tackling high dropout rates, increasing the number of apprenticeships and the number of adults acquiring a trade or journeyman's certificate. The social contract was renewed by the following parties: the Ministry of Education and Research, the Ministry of Government Affairs and a range of social partners (NHO, LO, Virke, Spekter, Unio,...

In 2017, the education ministry and the Association of VET colleges (MBO Raad), representing all VET schools, launched an agenda to strengthen civic competences of VET learners by updating VET curricula. In cooperation with the Knowledge point citizenship in VET, schools are being supported in implementing the Civic Agenda 2017-21.

A self-evaluation tool will be made available to schools by mid-2020. This instrument will enable schools to assess their starting situation and current approach...

In September 2016, the Secretary of State for Education announced in a letter to parliament measures to improve career orientation and guidance in general and in vocational education. The most important actions implemented were:

1. in collaboration with stakeholders (e.g. sector councils, teacher associations, education institutions, the Expertise centre for guidance), competence profiles of school-based experts in career orientation and guidance were designed. An overview of career orientation...

Almost in parallel to the introduction of the Action plan for equal opportunities, new legislation to ensure the right of enrolment in VET for all (Wetsvoorstel aanmelddatum en toelatingsrecht MBO) was adopted in October 2016 and came into force in August 2017. The law paved the way for better guidance before and during transition. It brought forward the registration date (1 April) for all students moving from pre-vocational secondary education to upper secondary VET. This change was...

In 2016, the education ministry proposed ending the connection with bachelor programmes and giving Ad a stand-alone position. In February 2017, the Higher Education and Scientific Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk Onderzoek, WHW) was amended accordingly.

Since 2018, Ad has become a stand-alone programme. Consequently, these programmes should respond better to labour market and adult learners' needs. A greater variety of Ad programmes will also better suit the needs...

In 2015, within the City deals programme, the labour ministry concluded agreements with the Netherlands' five main cities: Amsterdam, The Hague, Eindhoven, Leeuwarden, Zaanstad (including: their municipalities, schools, the Employee Insurance Agency (UWV), employers and intermediate organisations). Measures already developed include awareness-raising meetings in schools and training courses for internship coordinators, teachers and students. A toolbox with methods to tackle the problem has...

In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget of...

Cross-over qualifications combine elements of several qualifications from different domains to create innovative training programmes. The first application period for the experiment (pilot) in cross-over qualifications in MBOs lasted until 15 September 2016. Applications submitted before this date could offer cross-over qualifications in the school year 2017/18.

This initiative offered an alternative route for developing cross-over qualifications. Apart from the regular route where...

Public and private VET providers and the Minister for Education, Culture and Science have agreed on an agenda on examination quality in Dutch VET for 2015-20. The agenda includes the validation of exams by an external body and the independence of the committee that issues VET diplomas. These arrangements will not apply to all exams, only to those that are developed through agreements in which schools do not participate.

In addition, legislative amendments were introduced primarily to ease VET...

In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:

1. the Ministry for Education and Employment;
2. University of Malta;
3. the Malta College for Arts, Science and Technology (MCAST);
4. Jobsplus (PES);
5. the Institute for Tourism Studies;
6. the Malta Chamber of Commerce, Enterprise and Industry;
7. Malta Enterprise;
8. lifelong learning entities and the civil society.

One of...

Since 2015, legislation has allowed secondary education students to choose between nationally organised centralised state exams in foreign languages and recognised international foreign language exams.

19 vocational and higher education institutions have developed e-career platforms where employers can advertise practice placements and job offers for students. Career e-platforms are websites where the employer can easily register and post practice placements or jobs to students. Students can view, save and apply for these ads. It is no longer necessary for the employer to send word or pdf advertisements to the school, and contact the school administration if any corrections or changes are...

A national team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.

In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...

In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational...

The Ministry of Education, Children and Youth encourages and accompanies many projects and initiatives of educational interest through its Department for Coordination of Educational and Technological Research and Innovation (SCRIPT). Several websites providing digital teaching material for school teachers have been created: the portal Multi-script provides access to online and printed educational material and online applications for both primary and secondary education. It grants access to...

The Jonk Entrepreneuren Luxembourg asbl (created in 2005) brings together representatives from the school and business worlds, to perpetuate and boost the 'entrepreneurial spirit' movement in Luxembourg's education system. It has two major objectives: explaining to and teaching young people throughout their school curriculum that self-employment is an alternative to hired employment, and giving a taste for entrepreneurship, innovation, creation and leadership.

They implement several projects...

In 2015, the Digital Education strategy was developed, including five dimensions broken down into specific projects; the strategy's major focus is on IT infrastructure and equipment.

In 2015, the National Youth Service and Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) developed the Bee Creative project. This contributes to developing digital literacy and creativity (programming, security, design, communication) and entrepreneurship, by...

The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres de...

In July 2016, the Government approved the draft legislation that set the outlines of a modernised secondary school. The aim was to promote different schools for different pupils (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), and schools that exploit their pedagogical autonomy to open up prospects for the future. The main priorities of the reform are diversification, the promotion of talent, as well as fostering e-skills. Within this framework, schools are allowed to set up projects...

Since 2014, following the adoption of the Youth guarantee, the public employment service (ADEM) and the National Youth Service (Service national de la jeunesse, SNJ) on behalf of the Ministry of Education, Children and Youth have been implementing guidance-related projects, many of which were part-funded by the European Social Fund (ESF) and the Erasmus+ programme.

1. The Act! Jeunes project, offered an alternative programme of vocational training using, among others, theatre approaches to help...

In February 2016, the Ministry of National Education, Children and Youth announced changes in the guidance process. To ease 5th Grade (third year of lower secondary school) learners' choice between the many vocational programmes offered, a new guidance procedure was introduced in 2016/17. In the new approach, decisions about possible career paths are only made after extensive discussions between teachers, learners and parents throughout the cycle and the analysis of a series of documents. A...

The Ministry of Education, Children and Youth created in 2018 the Lëtzebuerger Bildungsdësch, a national conference on education, which includes all major stakeholders (scientific experts, civil society, etc) to shape the outlines of education priorities.

Several institutions took part in the conference.

1. Ministry of National Education, Children and Youth
2. Directors' board of primary and secondary education
3. Department for Coordination of Educational and Technological Research and Innovation...

The National Programme Council was created in 2018. It is an autonomous body and provides advice to the Minister concerning school programmes and their design. It analyses societal change (political, environmental, economic, digital, humanitarian, cultural) and their possible effects on the Luxembourgish education system and programmes. It provides advisory opinions or recommendations on curricula, on its own initiative as well as on request of the Minister.

The Council consists of eight...

In 2018, the Training Observatory of the National Institute for the Development of Continuing Vocational Training (INFPC) set up the TEVA Barometer. This uses data from the TEVA study (Transition école- vie active - transition from school to working life), which has been monitoring more than 7 000 VET learners since 2009, and was a new tool to follow the early career stages of recent secondary education graduates in 74 VET trades and occupations. The Barometer provides 20 annually updated...

The Chamber of Commerce launched several initiatives to promote apprenticeship. In 2016, the Winwin promotion campaign was introduced, aiming to encourage companies to offer more training places for apprenticeship and uses apprentices and training companies as testimonials. In parallel, in 2016, the campaign TalentCheck was launched, and targeted potential apprenticeship candidates. It offered a self-evaluation tool to learners to help them prepare their future professional projects. It can...

Since 2015-16, the following technician programmes have been offered in the form of apprenticeships:

1. Technician in administration and business (three initial years at school and during the last year three days per week in a company);
2. Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
3. Technician in logistic services: the first year at school and during the last...

The revised VET Act of August 2016 introduced the concept of the final integrated project in initial VET in the CCP programmes (Certificat de capacité professionnelle, Certificate of professional competence). Integrated projects combine theoretical knowledge and on-the-job practical training. The revised act abolished the intermediate integrated project for some VET programmes, including those on full-time attendance, as it proved to be an organisational burden for technical secondary...

In 2016, the Qualifications and VET Development Centre (KPMPC) launched a national project entitled 'Development of the Lithuanian qualifications system' (Phase 1) (No 09.4.1-ESFA-V-734-01-0001). In November 2017, the design began with an interactive e-learning tool to aid with learning to learn and entrepreneurship competences. The tool was tested in 18 VET and non-formal adult education programmes in 2018.

In 2015, an amendment to the procedure on how formal VET (IVET and CVET) programmes should be designed was approved by the Ministry of Education, Science and Sport. It set new principles for VET curricula and underlined that key competences should be integrated into learning, together with competences needed to acquire qualifications. The EU's framework for key competences was used as a basis in this area. In 2017, the Ministry of Education, Science and Sport initiated changes to VET that...

In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages to...

In 2014, national ECVET experts participated in public information activities and discussions with stakeholders in Lithuania, presented reports at events of the Education Exchanges Support Foundation,events at national VET institutions and at different events in Europe, and prepared information articles on ECVET. Experts also conducted ECVET-related training and guidance activities for representatives of VET providers, companies and other interested institutions, and began to advise...

In May 2017, the electronic system used for admission to higher-education establishments was extended to VET institutions, which had previously organised the admissions process on their own. Since then, the system has covered 19 universities, 21 colleges and more than 70 VET institutions. As in the past with traditional education, admission to VET institutions in the early years of the centralised system was organised only once, in the summer. However, as early as 2018 the decision was made...

In spring 2015, the Ministry of Education, Science and Sport decided that formal IVET and CVET programmes would consist of mandatory (85%) and elective (15%) modules grouped into introductory, professional and final categories. These would be competence-based and in line with sectoral qualifications standards, while a credit system would be introduced, with one academic year corresponding to 60 credits. More than 60 modular programmes were finalised by 2016, prepared by expert groups...

Legislation in 2015 introduced provisions for the implementation of apprenticeships. It stipulated that apprenticeships can be organised by a VET institution together with employers, with practice and theory to be provided in alternating periods at the company and VET provider. The measures stated that a teacher should be appointed by the VET school to manage apprenticeship training in the workplace, while company staff appointed by the employer are put in charge of organising and...

In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training...

The 2015 Jobs Act (legislative decree No 81/2015), on the apprenticeship system, and the inter-ministerial decree of 12 October 2015 refer to the role and tasks of trainers in companies and teaching staff.

A trainer in a company is required to (in cooperation with the school-based trainer) ensure training success for young people. The trainer is entrusted with supporting the apprentice's integration in the company, aiding the learner-employee during the in-company training course, and...

A non-compulsory entrepreneurship education syllabus for upper secondary school, based on the EntreComp framework, has been developed with the involvement of about 40 stakeholders (including national representatives, foundations, business and other civil society actors). The syllabus contains suggestions for topics to support curricular initiatives. Education providers, according to the topic they intend to strengthen (digital innovation, social innovation or any particular local need) can...

In 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.

The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal and...

A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...

The 2015 reform ( Law No 107/2015- Buona Scuola) aimed to increase specific skills: foreign language (English) and communication skills, through the development of content and language integrated learning, literacy and the Italian language for foreign learners; mathematical-logical and scientific skills; digital skills, ICT, computational thinking; critical and conscious use of social networks and media; musical and artistic skills; entrepreneurial skills; citizenship skills; legal and...

On 13 July 2015, the Italian government adopted a reform of the national education system emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.

The two policies work closely...

On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...

Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with the...

The occupational councils provide the education minister with guidance on vocational education at the upper secondary school level. The councils are responsible for defining job descriptions and competence requirements and provide reviews of upper secondary qualifications. The councils also keep a record of companies and workplaces that meet requirements for workplace learning. The coordination role was moved to the Directorate of Education instead of SA-Business Iceland.
The Directorate of...

In 2019, the Directorate of Education hired a special project manager to develop and coordinate the digital logbook for VET learners, which would serve as an important quality management tool for apprenticeships and increase the attractiveness of VET. The education ministry had planned for a major industry organisation, SA-Business Iceland, to coordinate the work with the occupational councils but by early 2020 the Directorate of Education was also entrusted with that task. The new digital...

For 2015-17, the main emphasis in the education ministry was the elaboration of proposals that a specific working group delivered in 2015. The main ideas of the working group were:

1. the school should be responsible for the training of learners throughout their studies, including the workplace training;
2. the basic education at the commencement of VET needs to be broader and more subjects need to be offered for those who have not yet decided what they would like to study;
3. to develop further the...

The PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.

The PLSS consists of three elements:

1. national programme database (NDP) - a depository of all programmes/courses designed to be run by FET...

Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland's Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:

1. the readjustment of the balance between PLC...

The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.

The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...

In 2017, government Decree 1516/2017, VIII. 14 introduced financial support for young people under 35 to acquire a foreign language certificate. Beneficiaries will receive reimbursement for the language certificate fee up to a ceiling of 25% of the national minimum wage for the year concerned.

From the school year 2019/20, students in grades nine and 11 in (general education) grammar schools and vocational grammar schools can participate in a two-week individual or group language course....

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

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