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For a long time ESF projects have been crucial in promoting teachers' in-service training regarding assisting disadvantaged learners, including Roma. In 2017, the implementation of the ESF 'Open school for all' project gave a new impulse to this effort. The project aims to further strengthen professional competences of teachers and teacher assistants in the provision of inclusive education to Roma within mainstream general education, an important prerequisite for provision of subsequent VET.

To familiarise VET teachers and trainers with dual VET, short credit-awarding courses were designed within the 2013-15 ESF project Development of secondary VET. The subsequent 2016-20 ESF project Dual education and increasing attractiveness and quality of VET also focuses on in-service training via three accredited programmes. The project aimed to train 600 members of pedagogical staff in curriculum issues, 200 directors of schools and other leading staff concerning the new role of schools...

The 2016 government manifesto also aimed at further changing the system of career development. It envisaged certification in line with professional standards for pedagogical staff and experts employed by regional schools. Implementation of the standards was a long-lasting and controversial process. The education ministry even hesitated to publish these standards. After some revisions these standards were finally published in 2017 despite doubts about their applicability. EUR 20 000 were...

The steps taken until 2018 focused on amending legislation and policy commitments for further continuing professional development (CPD) improvements. The newest and the most visible of such improvements is the abolition of the limited validity (seven years) of credits received within CPD. Staff can move from beginner to independent teacher status and then to attestation at first and second (advanced) level. Since the 2009 Pedagogical Staff Act, a wide range of in-service programmes/courses...

Pay rises were awarded in 2016 and 2017 (4% plus a further 6%). As the government claimed that highly qualified teachers were key to the delivery of its education and training agenda, it announced further increases - in its 2016 manifesto - averaging 6% per year from 2018 Yet, such a move was still considered insufficient by staff representatives as teacher salaries would remain lower than 70% of the average salary of professionals with higher education qualifications. The increase in...

The 2015 legislation amending the 2009 Pedagogical Staff Act made qualification requirements more flexible to attract (more) business and industry professionals to teaching and to facilitate changes of position or subject areas. Professionals teaching in occupation-oriented areas are not required to comply with qualification requirements in pedagogy provided they teach up to 10 hours per week (the responsibility for ensuring/assessing their teaching competences lies with school principals)....

Since October 2017, the Green education fund (GEF), managed by the Slovak Environment Agency and financed from the State budget and private companies, has been active in supporting environmental education. EUR 155 000 were earmarked for 28 NGO-projects at national (11) and regional (17) level. Grants of EUR 10 000 and EUR 5 000, respectively, with 5% joint financing by beneficiaries, supports the provision of class-ready materials and supporting actions (competitions, games, outdoor...

In 2016/17, in response to signs of increasing intolerance in the European Union, secondary education national curricula were supplemented by a document for teachers and counselling staff on how to prevent racism, xenophobia, anti-Semitism and extremism.

A review of national curricula and textbooks concerning human rights and democratic citizenship education was initiated by the Government Council of the Slovak Republic for human rights, national minorities and gender equity as of 2016. The...

A new national standard for financial literacy was approved in 2017. It replaces the 2014 standard and includes entrepreneurship competence. It also addresses areas like planning, income and labour; consumer protection; counteracting corruption and fraud through consumer financial responsibility; consumer decisions and financial management; loans and debts; savings and investment; risk management and insurance. The revision was based on the 2016 thematic assessment of learner performance in...

In 2019, ESF-funded projects were launched aiming to improve learners' literacy, mathematics and science competences. They were also carried out in VET schools. The projects enrich school curricula, improve learning environments and offer afternoon activities aiming to improve performance in respective competences via non-formal and informal learning. Although still at their initial stage, the initiatives are already very positively assessed by practitioners including the Slovak Chamber of...

In 2016, the education ministry submitted to the government a Strategy for enhancing the level and continuous development of reading literacy. The 2016/17 school year was declared 'year of reading literacy', accompanied by diverse activities, including competitions. The State School Inspectorate published a report on monitoring reading literacy in basic and secondary schools. A survey on a sample of 3 863 secondary learners was conducted in February 2017. Grammar school learners achieved...

The ESF project Dual education and increasing attractiveness and quality of VET launched in 2016 and run by the State Institute of Vocational Education (ŠIOV) aims at improving career guidance and counselling services for learners in VET and those who consider entering this field. As part of this project an orientation centre was piloted in Nitra, targeting lower secondary pupils, teachers and educational counsellors.

VET teachers and trainers were targeted by in-service training offered by...

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.

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,...

In December 2016, a call was launched to invite proposals for the modernisation of the equipment and premises of school-based practical training (VET schools' workshops and specialised facilities, e.g. libraries). Additional components could relate to equipment for dormitories in support of inclusive education, reconstruction of school premises, or improving the energy performance of buildings. The call was launched within the framework of the ERDF part-funded Integrated regional operational...

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...

According to the new rules on the selection and joint funding of further education and training programmes for education professionals (2017), there are two types of CPD programmes for teachers: additional training required for the teaching profession for those not having followed specific training during their initial studies or special tasks (e.g. for teachers that need to work with SEN students); and shorter (8-24 hours) courses on various topics that teachers can choose from a catalogue...

The 2016-18 ESF project 'Strengthening the competences of professionals' in the field of managing an innovative educational institute, targeted teachers and other professionals in upper-secondary vocational schools and higher vocational schools. The project strengthened their competences in promoting entrepreneurship, introducing innovative methods of teaching, working with special needs learners, acquiring pedagogical/andragogical skills of higher-education lecturers and supporting quality...

A programme improving the professional competences of teachers (2016-22) was launched in 2016, as part of an initiative of the Ministry of Education, jointly funded by ESF. It aims to improve teaching/learning quality by giving teachers and trainers in companies the opportunity to update and complement their knowledge, skills and competences through a form of job rotation: teachers of vocational modules and organisers of work-based learning spend two to four months in a company. During this...

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...

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 National Centre for TVET Development implemented several projects through which continuing teacher and trainer-in-companies training was offered.

One of the projects aimed to improve the skills and competences of teachers and trainers involved in work-based learning, through an Erasmus+ pilot training programme (DALIVET 2014-16). An accredited training course was introduced to increase the competences of 23 vocational education and training (VET) school teachers and 22 trainers. The...

In 2016, the Ministry of National Education changed the procedure for awarding the teacher confirmation certificate (Definitivat certificate). After completing a 1-year period of teaching, prospective teachers take a simplified teacher confirmation examination.

The written test consists of two parts instead of three: one part is focused on the subject in which the candidate specialises (60% of the total grade); the other is focused on the teaching methodology (30% of the total grade), while...

A master degree has been legally required as a condition for entering the teaching profession since 2011 (Education Law), but the implementation of this provision did not start in 2015-16 as planned, leaving it as an option.

The law was revised in May 2015, focusing on the organisation and implementation of a master of arts (MA) for the teaching profession: a 2-year programme including academic studies, practical training (throughout three semesters) and research (linked to the MA...

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 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...

Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...

The Teaching career law for pre-school, basic and secondary education has been reviewed. Since 2016, the skills and knowledge examination (Prova de avaliação de conhecimentos e capacidades) has no longer been in force. The entry requirements for teacher training courses have been increased and the system for employing temporary teachers has been reformed, allowing an annual renewal of fixed term contracts for up to five years.

In 2017, legislation modified the selection, recruitment and...

Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.

The Foundation for the Development of the Education System...

In October 2017, the Act on financing educational tasks was adopted. The Act made teacher CPD obligatory and to be conducted in line with the school's needs. Head teachers report annually on teachers' CPD. Changes in teachers' advancement procedures were also implemented, however, they were withdrawn in a subsequent amendment to the Teachers Charter in 2019.

The Act also allowed higher salaries to be paid to specialists employed at schools who are not teachers. Previously, such a salary could...

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...

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 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...

In January 2016, the education ministry opened a call for proposals to develop model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) for adults. The assessment of applications was finalised in late 2016; three projects were selected and began to be implemented. The initiative is co-financed by the ESF. The aim is to support VET providers in expanding their offer for adults. The projects were completed at the beginning of 2018, with 81 model vocational...

From 2016 to 2020, the Central Management of the Prison Service (supervised by the Ministry of Justice) has been conducting a training project to prepare inmates' return to work after release from prison. The budget of this ESF co-funded project was approximately EUR 31 million (PLN 131 million).

Vocational training courses in different occupations along with labour-market-relevant soft skills training were organised. They were addressed to inmates who voluntarily apply to take part (except...

The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:

1. promoting dual VET, further linking school...

The VET teacher promotion initiative was launched nationally in October 2015, aiming to attract new teachers to ensure sufficiency and quality of VET teaching staff. It builds on previous successful pilots. The programme is based on scholarships and flexible education pathways for skilled workers. A scholarship scheme for non-qualified VET teachers who want to complete VET teacher education has been set up and is managed by the Directorate for Education and Training. Since 2016, people who...

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.

In 2014, a revision of teacher requirements was proposed by the national teacher body Onderwijscoöperatie, which represents the teaching profession. The revised requirements were approved by the education ministry in 2015 and have become effective as of 2017. Formal requirements were divided into three categories:

1. subject content requirements;
2. didactical requirements;
3. pedagogical requirements.

Teachers in primary education, in secondary education and senior secondary vocational education are...

School-higher education partnerships have been encouraged nationally within the policy measure Reinforcement of collaboration between initial teacher training institutes and schools 2013-16. The partnerships aimed at collaboratively designing initial teacher training curricula and coordinating internships. In 2016, six upper secondary vocational education partnerships between initial teacher training institutes and (regional) schools were organised and granted a subsidy. The scheme ended in...

In February 2017, the education ministry published an action plan on teacher shortage. The plan is being implemented to encourage regional stakeholders to stimulate circular careers and hybrid teaching to tackle shortages of (technical) teachers.

The Teacher register bill, approved by the Cabinet in 2015, made enrolment of teachers in the register mandatory from 2017 onwards. By being registered, teachers are able to demonstrate that they have the right qualifications, keep their knowledge and skills up to date and keep abreast of the latest developments in their field. The register was an initiative by the teachers' forum (Onderwijscoöperatie), which represents the various bodies for the teaching profession. It has been possible for...

From 2016 onwards, teacher training colleges (higher professional education) have offered programmes for a VET teaching qualification at bachelor level. More specifically, the vocational education specialisation track has been introduced in teacher training bachelor programmes. The aim of this specialisation is to prepare teachers adequately for pre-vocational secondary education and upper secondary vocational education. Before the implementation of this measure, teacher training focused...

The 2016 maths agenda, agreed by the education ministry, education providers and social partners, aims to improve maths education in secondary education and in VET. The agenda has introduced several initiatives to motivate, facilitate and stimulate teachers and learners to improve the quality of teaching, resulting in improvements in basic maths competence and language. In addition to EUR 52 million distributed to VET schools annually, the education ministry has provided extra funding for...

In a 2020 letter to parliament, the education ministry announced that a new inspection framework (2021-25) will be developed. The inspectorate will further implement the principle of proportionate supervision; supervision and its intensity will depend on the quality delivered. Schools are expected to jointly develop and commit to more ambitious benchmark values. CINOP, the EQAVET national reference point, and the Quality network of upper secondary VET schools (kwaliteitsnetwerk mbo) will...

Industry placements for teaching staff are presently taking place in following different forms:

1. a recently launched MVEAR, a CPD programme for MCAST industry;
2. Erasmus+ mobility programmes are offered to MCAST teaching staff, enabling them to visit industries abroad;
3. teaching staff voluntarily asks to carry out industry placements, particularly in the summer recess, to keep themselves abreast of developments in the industrial sector relative to their areas of teaching;
4. the activities of the...

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...

Strengthening strategic approaches to the training of teachers:

1. annual identification of training needs for teachers based on evidence and using advanced teacher skills' assessment tools and methods;
2. targeted and needs-based planning of teacher training at municipal level, providing equivalent support facilities for all educators;
3. developing unified, coordinated and monitored VET by ensuring effective cooperation between stakeholders in teacher professional development;
4. support for...

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,...

The implementation plan adopted in June 2015 provides directions for improving the access to education and preventing early school leaving from general and vocational education, especially for young people subjected to social exclusion. Measures include scholarships in initial vocational education; a Youth guarantee scheme providing opportunity for young people to acquire a professional qualification in a short time (one to one-and-a-half year initial vocational education programmes);...

The 2015 legislation establishing the Training Institute for National Education (IFEN) stipulates that IFEN offers mandatory teacher CPD schemes to develop and refresh the competences of teaching staff, these include training leading to certification, coaching, supervision, job shadowing and exchange networks. With the support of IFEN, a school may also develop optional CPD plans for their staff (Schulinterne Lehrer/innen-Weiterbildung) to align teacher training activities to the school's...

The project Teachers meet businesses, initiated by the Chamber of Commerce and the Training Institute for National Education (IFEN) in 2018, addresses secondary education teachers looking for insights into industry developments to help improve the training and guidance they provide to their students. The project allows teachers to discover a growing economic sector and become familiar with the corresponding qualifications and competences. The 2018-19 edition focused on start-ups and business...

In 2016, the Education IT Management Centre (Centre de gestion informatique de l'éducation, CGIE) published a mobile learning guide to help school leaders and teaching staff in secondary education and training, use ICT in a targeted and systematic way. The guide drew on extensive research and consultation as well as national and international experience and practices.

The CGIE also organised in 2017, in cooperation with the Department for Coordination of Educational and Technological Research...

Following the 2015 reform, a candidate for the teaching profession first has to take preliminary tests in the three national languages (German, French and Luxembourgish) followed by a competitive examination (concours) organised by the Ministry of National Education. Then an induction phase is obligatory; by law amendment of July 2019, the duration of the initial induction phase has been reduced from three to two years. During this phase, which combines theory and practice, participants...

Legislation in 2015 established the Training Institute for National Education (Institut de Formation de l'Education Nationale, IFEN) to organise professional induction and continuing professional development (CPD) for teaching and socio-educational staff, including VET teachers. Its tasks include advising and supporting schools in developing CPD plans for their staff. This reform made initial training (and CPD) more coherent and improved the quality of teaching by harmonising the induction...

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...

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 School development plan (Plan de développement de l'établissement scolaire - PDS) was introduced by the law of 15 December 2016. Within this framework, schools are requested to describe their curricular and extracurricular activities in the PDS to outline their profile and analyse their general situation. The plans are to be set by a school development committee (Cellule de développement scolaire, CDS). The CDS is coordinated by the school directorate and involves school staff appointed...

The National Observatory of School Quality was created by the law of 13 March 2018 at the Ministry of National Education, Children and Youth. Its role is to examine the organisation and functioning of schools, at all levels of education. The Observatory is composed of eight observers who work in complete independence and produce, every three years, a national report on the school system with findings based on research and recommendations. These reports inform the debate on education policies...

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...

A training programme for trainers in companies has been in progress since 2015 within the Erasmus+ project Developing apprenticeship: in-company trainer training and apprenticeship promotion. The programme is dedicated to the professional development of trainers in companies. Knowledge and skills have been listed for each of the 11-course modules. Online training material has been prepared to support their training during and beyond the project. The programme was piloted with a limited...

In 2015, the education ministry approved and prioritised the organisation of VET for teacher-related CPD within the framework of sectoral practical training centres and innovative companies. In the 2015-16 period, traineeships in companies were funded for 100 VET teachers from the engineering, construction, trade, transport and services sectors.

In October 2016, a national-level project was launched aiming to create a CPD system for vocational teachers and adult educators. The project is...

In October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...

A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...

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 Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region's labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...

VET teacher training is regulated by the Good school reform (Law 107/2015). According to this Law, teachers' in-service training becomes continuing. It also provides incentives to support continuing teacher training and systematic need analysis mechanisms. Teachers' in-service training must be in line with the school plan and with the priorities of the education ministry. As part of the Good School Law, the priority areas for teacher training in the period 2016-19 are:

1. organisational and...

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...

In April 2017, the council of ministers approved several legislative decrees aiming to complete the implementation process of the Law 107/2015 The Good school reform. One of the decrees defined new criteria for the recruitment of school teachers. Applicants must be university graduates and must pass exams that take place twice a year. The number of job openings will be estimated based on the needs of each school. Successful candidates attend a three-year training course (work-based learning)...

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...

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...

In 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people...

Since 2018, the Directorate of Education has been leading a national campaign for literacy, where all schools at compulsory and upper secondary level are offered assistance. The main emphasis is on compulsory schools, managed by the municipalities, where many have already amended their policies. A movement to assist learners lacking competences is in progress. Many have to deal with dyslexia and get special assistance.

In November 2016, the 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...

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...

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 Ministry responsible for VET outlined its priorities in the decree, VET in the service of the economy, which was approved by the Government in February 2015. The decree calls for a career scheme for school-based vocational trainers and a motivational system that allows the differentiation of remuneration and recognition of extra work. To expand career opportunities and raise the standards of professional work, alternative pathways are also being recommended for teachers to progress in...

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...

In 2016, the National Office of VET and Adult Learning introduced VET framework curricula for vocational grammar schools. Designed by the working committees of the Chamber of Commerce and Industry and based on national standards and examination requirements, the curricula, apart from vocational competences and skills, also include personal, interpersonal and methodological competences and set out appropriate learning methods.

To achieve its target of reducing early school leaving to less than 10%, Hungary has introduced two projects since 2016: Reducing the number of students leaving VET without a qualification - GINOP 6.2.2 VEKOP/15 and Overall development of VET structures - GINOP 6.2.3 - 17. Vocational training programmes are free of charge for SEN learners. They are also allowed to remain in full-time education regardless of their age. The 2019 reform opened up new opportunities for workers of any age to get...

The 2019 framework for career advancement and rewards to teachers encourages mentorship and peer collaboration, teaching innovation, CPD, production of teaching resources and open digital education content, participation in projects, as well as contribution to the education system through engagement in working groups for policy development, research or experimental programmes in education. Adopted in 2019, the Regulation on career advancement contributes to evidence-based decision-making on...

The project Modernisation of the continuing professional development (CPD) system for VET teachers started in June 2017and lasted until 2021. In 2018, an analysis of international best practices and the current teacher training and professional development system in Croatia was carried out, based on market research of general, professional and sector-specific training needs of VET teachers. Guidelines for professional development of VET teachers were drafted, along with recommendations for...

From 1 March 2015 to 31 August 2018, the Croatian Academic and Research Network - CARNET - carried out the pilot project e-Schools: Establishing a system for developing digitally mature schools. It addressed the improvement of ICT infrastructure in schools, raising digital competences of teachers and students, introducing digital educational contents in teaching and learning, and developing data management systems. During the pilot project, IT infrastructure was improved in all participating...

The curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.

In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.

Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...

The Dual education experimental programme was launched in 2018/19 by the ministry responsible for education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...

In July 2018, following a public call procedure, the ministry responsible for education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:

1. the quality of VET provision;
2. the number of students in sectors;
3. regional distribution of schools;
4. balanced geographic representation of the future centres.

The centres were appointed in five priority sectors:

1. tourism and hospitality;
2. mechanical engineering;
3. electrical engineering and ICT;
4. health...

The Institute of Educational Policy (IEP) is carrying out the project Teachers and trainers training on issues related to apprenticeship. Particular attention is paid to the continuing professional development (CPD) of teaching staff who used to work in school-based programmes and are (re)allocated to the new apprenticeship programmes (mostly the EPAL post-secondary apprenticeship year, but also apprenticeships within post-secondary VET programmes of the Institute of Vocational Training...