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Building on the results of national and international (OECD) comparative surveys, an overarching national medium-term strategy on financial literacy has been in place since 2017. It aims to support financial skills acquisition and proficiency of the Hungarian population and is being implemented in the period 2017-23 within the framework of two-year consecutive action plans managed by the Ministry of Finance.
In October 2020, the Government adopted the Strategy for education 2030+. It includes reflections on both emerging social and technological challenges, such as fourth industrial revolution, and unsatisfactory aspects of the Czech education system, such as: the long-term declining quality of initial education, employers’ dissatisfaction by school graduates’ skills, an increasing share of early leavers from education, and the growing selectivity of the Czech education system.
The year 2020 was different for VET competitions, as they had to be conducted online due to the Covid-19 pandemic.
In September 2020, the National Centre for Technical VET Development (NCTVETD), under the coordination of the Ministry of Education and Research, published Methodological benchmarks for strengthening teaching and learning in initial VET as a support guide for VET teachers in the new school year 2020/21.
The Central Union of Chambers of Greece (KEEE) designed the project Upgrade and expansion of apprenticeships – Apprenticeship partnerships, contributing to the institutionalisation of apprenticeship in Greece as a key means of connecting VET with the labour market and fighting youth unemployment. It aims to encourage companies to offer apprenticeship placements and support the implementation of the work-placed part of apprenticeship programmes.
The MIND+ project 2018-21 is implemented as a part of the umbrella project Reform of VET 2016-21. Its aim is to develop and test individualisation models of pedagogical processes, including effective approaches, actions and activities. It supports school development teams in organising more flexible learning environments and optimal pathways for each student.
Estonia has invested heavily in recent years in its skills governance, mainly through the jobs and skills forecasting system OSKA. Five years ago, the Estonian Qualifications Authority began conducting research that analyses the need for skills and labour over the next decade and compares this to VET, HE and continuing education provision.
During the Covid-19 pandemic, most countries introduced distance learning in schools as part of protective measures. Czechia was no exception. However, at first, during the spring of 2020, student participation was not obligatory.
From March to June 2020, during the Covid-19 lockdown and the school transition to distance learning, the Agency for VET and Adult Education (ASOO) conducted a survey on the experience, attitudes and needs associated with distance learning in Croatia. They asked 1348 IVET and CVET teachers to assess digital competences, distance learning delivery and available support. Further surveys were also conducted among pre-tertiary and provider levels to plan support and different scenarios for education and training delivery in 2020/21.