Country fiches

There are no specific programmes or measures for the preparation of opportunities for learning mobility on national level.

Linguistic and intercultural preparation is provided. All schools in the German-speaking Community provide language courses following the Common European Reference Framework.

Information not provided

The Community has not taken any measures, and no measure is in preparation.

The vocational schools foster active participation in mobility and partnership projects. As part of the preparation for the implementation of these projects a number of additional hours have been planned for developing specific intercultural and linguistic classes. The aim is to better prepare the participants in the mobility for the peculiarities and specificity of the country they are going to visit as well as to encourage further development of the language skills. Some schools also attract additional funds (from sponsors or parents’ bodies) to finance the additional linguistic and intercultural preparation.
Additional optional teaching hours are arranged in the schools to develop digital competencies adequately up to the standard so that a comprehensive participation in mobility projects could be assured.
Participating in- and implementing mobility and partnership projects help the internationalisation of the curricula of the partnering schools. New methods and teaching practices are exchanged which contribute to the qualitative improvements in the teaching curricula, especially in the VET curricula.

VET schools are aware of the outdated curricula and therefore take advantage of many mobility projects to give the teaching staff an opportunity to learn about new methods and practices which are used in schools abroad and to integrate those good practice examples in their curricula.

The country has taken actions that cover the following dimensions.

Linguistic and intercultural preparation
The Ministry of Education and Culture (MoEC) is aware of the multicultural trends which are developing in the modern world. Consequently, from the early stages of education (Primary and Secondary Education) it supports the development of intercultural awareness, tolerance and respect of differentiation. It works towards the harmonious coexistence of students regardless of differences in ethnicity or cultural background.
In primary education a second language (EN) is introduced in the curriculum and later in secondary education one or two more languages are introduced, according to the educational sector chosen by the students. At the age of 15/16 in Lyceum and IVET the students continue their language learning with at least two extra languages.

Internationalising the IVET curriculum
IVET students but also teachers take the opportunity to travel to other EU countries through the Erasmus+ programme in order to learn and introduce new methods of practices and learning.

Digital preparation
For the early acquisition of basic digital competences by IVET learners, during secondary education (12/13 years old) the students are subsidised by the MoEC to buy a laptop. However, due to the recent economic crisis in Cyprus and limited budget, this has been restricted to students with socioeconomic problems. In addition, in the secondary education curriculum, basic and intermediate digital competences are introduced.
Cyprus is also one of the partners to the European Commission leading multi-stakeholder partnership campaign, "the Grand Coalition for Digital Jobs", to tackle the lack of digital skills in Europe and the thousands of unfilled ICT-related vacancies across all industry sectors. The National Coalition for Digital Jobs was established in Cyprus, composed of relevant stakeholders, including ICT companies, education and training providers, public authorities and the digital champion. Three working groups have been formed (education and training, certification and awareness) in order to formulate and implement an Action Plan and a roadmap, with the aim to attract young people into ICT education and increase the supply of ICT practitioners, which was approved by the Council of Ministers on 18 January 2016. A website was developed and a publicity event took place on 19 November 2015, under the aegis of the President of the Republic of Cyprus, with three Ministers and relevant stakeholders participating. A monitoring committee follows-up implementation of actions included in the Action Plan.The internationalisation strategy described in the applications for Erasmus+ VET mobility by the IVET schools reveals their strong will for cooperation, exchange of good practice and development of their know how. Furthermore, the department of Secondary Technical and Vocational Education of the MoEC has been working on the curriculum of technical schools (ages 15-20+) for the development of learning outcomes and the introduction of the European Credit system for Vocational Education and Training (ECVET). All the above together with Europass mobility documents and certificate supplement documents are used to facilitate mobility.

The country has taken actions that cover the following dimensions.

Linguistic and intercultural preparation
The country has taken actions for encouraging quality linguistic and intercultural preparation of IVET learners for mobility. This is ensured based on the rules for setting up educational programmes: so called framework educational programmes (national curricula) are set up at national level for pre-primary, primary and over 280 educational programmes for secondary level of education according to the School Act. Every VET school is obligated to develop its own education programmes respecting both the framework programme and local/regional specific conditions. The linguistic and intercultural competencies are included already in the framework programmes so that the VET schools include them in their educational programmes. There also exist examples of good practice in terms of using and implementing knowledge and experience acquired within mobility projects into school educational programmes.
Also, since the school year 2013/2014, teaching a second foreign language is compulsory at primary school.

Digital preparation
The country has taken actions for fostering the acquisition of basic digital competencies by IVET learners. This is ensured based on the rules for setting up educational programmes: so called framework educational programmes (national curricula) are set up at national level for pre-primary, primary and over 280 educational programmes for secondary level of education according to the School Act. Every VET school is obliged to develop its own education programmes respecting both the framework programme and local/regional specific conditions. The basic digital competencies are included already in the framework programmes so that the VET schools include them in their educational programmes. In addition, a new Strategy for Digital Education until 2020 was adopted in autumn 2014. With the support of EU funds, it aims at widening the use of modern digital technologies in education, developing teachers' and pupils' digital skills, reinforcing infrastructure, supporting innovative practices. Revision of the Framework educational programmes is currently considered, also with respect to the implementation of the Strategy for Digital Education. In the Framework educational programme for basic education, the following cross-curricular topics feature: Thinking within European and Global Contexts and Multicultural Education. Cross-curricular subjects represent a mandatory part of basic education. It is the school's responsibility to, over the course of basic education, gradually offer pupils all thematic areas contained in the individual cross-curricular subjects; their extent and manner of implementation is governed by the school educational programme. Cross-curricular subjects may be used as an integrated part of the educational content of a subject of instruction in the form of individual subjects, projects, seminars, courses, etc. Cross-curricular subjects (in order to be effective) must be integrated with the educational contents of specific subjects of instruction and with the contents of the pupil's other activities at school and outside of school.

It is a general endeavour of VET that foreign languages should be taught in combination with and integrated with other subjects. Teaching in foreign languages varies depending on the educational context. Holistic teaching (Helhedsorientering) is often used.
For students who are going on mobility for a period of 19 days or more "onlinelinguistic support" from Erasmus+ is available. Typically the VET college has a package for the individual country covering cultural behaviour, common knowledge at the workplace, etc. Tech College Aalborg has produced guidelines for VET students going abroad. The guidelines are also for the responsible teachers, for example, in preparing:
- Cultural information about the specific country, e.g. courses by natives about the national culture and do’s and don'ts;
- Intensive language preparation;
- Cooking, if students are going to be cooking their own meals for the first time;
- Local transportation from accommodation to work place;
- Social networks so that students do not feel alone.

Digital competence is an integral part of the whole of VET education, as well as being the basic subject of "Information technology". VET programmes are regulated by national curricula (order of basic subjects, vocational subjects, vocational language for foreigners in VET, June 2014). In March 2015, the Ministry of Education published 'A Strategy for the Digital VET college' in support of the VET reform. Every VET college in Denmark is obliged to implement a digital strategy to support the goals in the reform about higher success rates in finishing a VET education and to support differentiated teaching.
The aim is that all students should have the competence to be digitally mobile, whether they go on mobility or not.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
In Estonia, it is possible to acquire vocational education not only in Estonian, but also in foreign languages. However, in 2015 only 0.1% of IVET learners studied in English (78.5% in Estonian and 21.3% in Russian).
Besides that, the measure "Additional language learning courses in VET and higher education" (supported by ESIF) provides language learning courses (Estonian and foreign languages) for 1200 IVET learners and university students by the year 2018.

Digital competencies
Digital learning and digital competences are strongly integrated into the IVET curricula and study processes of most of the vocational institutions in Estonia. That includes incorporating a digital culture into the learning process, improving digital competences of IVET learners, accessing modern digital infrastructure for learning, etc.
One of the objectives of the Estonian Lifelong Learning Strategy 2020 is to apply modern digital technology in learning and teaching in a more efficient way and with better results, to improve the digital skills of the general population and to guarantee access to the new generation of digital infrastructure. In order to support the objectives and the achievement of the study results outlined in the curricula of vocational institutions, the availability of digital learning resources will be ensured.

Internationalising the IVET curriculum
Estonian VET system and VET institutions are active participants and exploiters in international initiatives. Many VET institutions have developed an action plan for internationalisation and implementing measures written in their strategic development plans to improve international cooperation with foreign partners with the aim of sharing experiences and improving learning quality by participating in mobility programmes or in teacher's training programmes. Its main aim is to increase the competitiveness of IVET learners in the labour market. For example, it is possible to pursue a VET programme not only in Estonian, but also in other languages. In 2015, 78.5% of VET students studied in Estonian, 21.3% in Russian, and 0.1% in English and Latvian.
The Lifelong Learning Strategy Vocational Education Programme supports internationalisation of vocational education and training, including participation in the Erasmus+ Programme. The Vocational Education Programme aims to popularise IVET mobility and improve internationalisation between vocational institutions with an aim to learn from best practices. Acquired knowledges from abroad help and inspire vocational institutions to develop the quality of its teaching. Also international experiences are to be considered when developing VET curricula.
In the context of the Estonian ECVET (European Credit System for Vocational Education and Training) involvement, a network of experts has been trained to support the transition to outcome-based curricula. By implementing the ECVET instrument in 2013, validation of the learning outcomes acquired during the mobility period will be easier. In 2013, the principles on ECVET were utilised to introduce the Estonian VET Credit Points (EKAP). Its objectives are to improve the recognition of learning outcomes acquired abroad, to enhance the quality and value of international mobility, and to encourage the use and implementation of ECVET in practice.

The country has taken actions that cover the following dimensions.

In the basic education curricula, the first foreign language (and culture) learning starts in the age of 7 years. The Finnish VET qualification requirements include language skills learning minimum of three competence points and maximum of nine competence points.
Most students going on a mobility period abroad also undergo a preparatory training including often specific vocationally oriented language and culture training regarding the host country.

In the basic education curricula, it is stated that also games and other virtual environments should be recognized more often as learning environments. Technology plays an increasingly significant role in everyday school routines, thus allowing pupils to be more easily involved in the development and selection of their own learning environments. Also in all VET qualification requirements there are one compulsory and three optional competence points learning about information and communication technology and its utilization.

Also the introduction of the ECVET-system in 2015 has allowed for e.g. even more individual learning paths to be included in the qualifications, which in many cases have taken the form of a study unit focusing especially on internationalisation (often 10-15 competence points). These study paths can include extra language training, cultural sensitivity, business culture etc. (1).Internationalisation has also been streamlined through strategic planning of the activities and use of te Erasmus+funds (2).
__________
(1) http://www.oph.fi/english/publications/2015/inspiring_and_strengthening_...
(2) For more information on the strategic planning of internationalisation in Finland see a study: http://www.cimo.fi/services/publications/faktaa_1b_2016

The country has taken actions that cover the following three dimensions:

Linguistic and intercultural preparation
The learning of modern languages was identified as one of the best ways for encouraging mobility in the Policy and Framework Act of 8 July 2013 for the restructuring of the French school system (1).
Several significant measures have been taken, in particular the "Modern Languages Strategy", which includes:
- Learning two modern languages from lower secondary school onwards;
- Diversifying the provision of modern languages in Académies (2), (3)
- The introduction of the "Foreign Languages Week" in 2016, to encourage and promote mobility and international openness (4).
Also, to encourage the acquisition of language and intercultural skills, for vocational degrees accessible at the upper secondary level (levels 3 and 4 of the European Qualifications Framework), foreign language programmes for the vocational baccalaureate and for the CAP (certificate of professional aptitude / certificat d'aptitude professionnelle) have been established, including oral and written communication in foreign languages (5).
A reform of the baccalaureate is planned for 2021 (1). In the context of the new baccalaureate, with regard to language assessment and European and international openness, modern language tests will be revised in order to strengthen their link with the Common European Framework of Reference for Languages (CEFR) (6).
Complementary mechanisms include:
- Deutsch für Schulen (7), an online service for learning German at primary and lower secondary schools. The service was co-developed by the National centre for distance learning (Centre National d'Education à Distance / Cned) and the Goethe-Institute;
- Initiatives targeted at apprentices, for example glossaries specifically developed for the linguistic preparation of apprentices in the automotive and construction sectors;
- Language courses offered by the OFAJ (Franco-German office for Youth / Office franco-allemand pour la Jeunesse) to support exchanges between French and German young people (8).

Digital skills are acquired through two main channels:
- Using information and communication technologies in vocational education and training;
- Preparing for the computing and internet certificate (B2i) at primary and secondary school, and in apprenticeship training centres (9).

Internationalising the IVET curriculum
Partnerships for exchanging on practices have been set. They bring together VET institutions in Europe. They aim to share ideas and practices on the topics of school teaching, adult education and vocational training (10).
The use of eTwinning, the main measure of the "Online Learning" programme of the European Commission, is encouraged by the Ministry in charge of National Education. This service aims to put classes in Europe in contact with each other to carry out collaborative projects remotely using digital technology. In concrete terms, participating teachers constitute an online community, which allows them to communicate with European colleagues. They are free to choose the duration of their project, its complexity, the number of partners involved and the working language(s). 27% of all of the projects involve high schools including vocational ones.
Internationalisation is also targeted through the initial training of teachers. In Higher schools for education and teaching (ecoles supérieure du professorat et de l'éducation - ESPE), an international mobility mechanism aims to develop international exchanges of teachers and structured partnerships to open up approaches to teaching practices (11).
Finally, a direct approach to internationalising the IVET curriculum is also being developed. An "optional mobility module" common to all existing 90 vocational baccalaureates (high school diploma) was created in 2014. It covers general and professional learning outcomes (LOs) which should be achieved through a training period in a European country. These LOs are described and assessment specifications are also defined. The professional LO must be assessed abroad, and the general LO will be assessed in France. The assessment carried out abroad is recognised and taken into account in France for validation.
_____________
(1) https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000027677...
(2) http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html
Modern Languages Strategy, Ministry of National Education, Higher Education and Research, press dossier of 22 January 2016: http://cache.media.education.gouv.fr/file/01_-_janvier/38/4/DP_strategie...
For more information about the 2015 provision of modern languages map: http://www.education.gouv.fr/cid94630/au-bo-du-22-octobre-2015-la-carte-...
(3) http://eduscol.education.fr/pid31440/favoriser-l-ouverture-aux-autres-cu...
(4) http://eduscol.education.fr/cid93738/premiere-edition-nationale-de-la-se...
http://cache.media.eduscol.education.fr/file/LV/29/7/Guide_Academique_se...
(5) http://www.education.gouv.fr/cid23840/mene0829952a.html
6) http://cache.media.education.gouv.fr/file/Rentree_2018-2019/82/9/2018_D…
(7) http://www.deutschfurschulen.fr/ Modern Languages Strategy, Ministry of National Education, Higher Education and Research, press dossier of 22.1.16. http://cache.media.education.gouv.fr/file/01_-_janvier/38/4/DP_strategie...
(8) Instruction ° DJEPVA/BRI/2016/18 of 14 January 2016 relating to the international mobility of young people and to European and international cooperation http://circulaires.legifrance.gouv.fr/index.php?action=afficherCirculair...
(9) http://eduscol.education.fr/cid46073/b2i.html
(10) http://www.education.gouv.fr/cid97827/strategie-langues-vivantes.html#Mi...
(11) Circ. No. 2016-053 of 29-3-2016 http://www.education.gouv.fr/pid285/bulletin_officiel.html?cid_bo=100542

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Foreign language teaching is an integral part of basic general education at all primary and secondary schools. In vocational schools, language teaching builds on the competences taught in the lower secondary level. It develops the ability to act in an international professional context and promotes intercultural competences and the mobility of apprentices (1). The certification is based on the areas of competence and levels of the Common European Framework of Reference for Languages (CEFR). In May 2017, the Ministry for Education and Cultural Affairs of North Rhine-Westphalia decided to commit itself to reach the national benchmark for mobility in VET: by 2020, 10% of IVET-learners in North-Rhine-Westphalia should have a learning experience abroad. To reach this target, a two-fold certification tool is to be implemented: certification of the vocational schools for their activities in the European cooperation in vocational education, and certification of the IVET learners for additional qualification in “international vocational mobility” (including min. 10 working days abroad and min. 40 teaching hours before and after the traineeship abroad in different relevant subjects: foreign language, company abroad, cultural sensitisation, documentation and reporting). Certification is given to schools that allow at least 10 percent of their students to stay abroad and also implement curricular and strategic measures for internationalization (2)
The national agencies Erasmus+ in Germany and the pedagogical exchange service (PAD) of the KMK (conference of the federal education ministries) organised an impulse conference on 16 January 2018 “Talk to me! Languages.Learning.Europe” to foster linguistic preparation for international mobility of upper secondary learners (3).

Digital competencies
In the field of digital competences in VET, an increasing number of measures are financed. The aim is to use digital media in model projects at the regional and national level to contribute to sustainable structural change of the VET system. The "Digital Media in Vocational Training"funding programme (4) is focused on projects that prioritise direct integration of learning processes into real occupational contexts, for example through workplace-based learning, ePortfolios and Open Educational Resources – OER (i.e. open education and training materials). These can help to modernise initial and continuing vocational training, help to more widely disseminate the use of digital media for training and education purposes and increase the number of people engaged in digital learning and forms of work (5).

Internationalising the IVET curriculum
One of the aims defined by the Federal Government consists in: Internationalizing vocational training and education is an aim of the federal Government "to ensure that skilled personnel have the qualifications they need in a globalized economy"(6).
Many companies integrate additional international skills in their training programme in order to meet the demand for internationally skilled staff and to prepare the apprentices for a learning phase abroad. Many VET schools not only encourage their students to learn abroad but also offer additional international courses (i.e. foreign languages). In Lower Saxony for example, the Ministry for Education and Cultural Affairs gives VET schools the possibility to develop an international profile, including the curricula. The internationalisation process within the schools is supported by a practical handbook provided by the regional ministry (7). Chambers are also very active regarding additional international qualifications. The Crafts Chamber of Muenster for example, offers the additional international qualification "European Assistant" (8).
__________
(1) Recommendations of the Conference of Ministers of Education for the Strengthening of Foreign Language Competence on 8 December 2011, p 5 (Empfehlungen der Kultusministerkonferenz zur Stärkung der Fremdsprachen-kompetenz am 8.12.2011, p 5)
(2) https://www.berufsbildung.nrw.de/cms/bildungsganguebergreifende-themen/…
(3) https://www.kmk-pad.org/pad/english.html
(4) Bundesministerium für Bildung und Forschung BMBF: Digitale Medien in der beruflichen Bildung: Förderprogramm des Bundesministeriums für Bildung und Forschung https://www.qualifizierungdigital.de/de/programm-23.php
(5) Bundesministerium für Bildung und Forschung (BMBF): Berufsbildungsbericht 2018. Internationalization of IVET curricula
(6) Action Plan of the BMBF on International Cooperation, p 99
(7) Niedersächsisches Kultusministerium: Internationalisierung als Strategie berufsbildender Schulen - Handbuch http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKE...
(8) Handwerkskammer Münster (HWK): Zusatzqualifikationen und Auslandserfahrung während der Ausbildung - Europaassistent/-in http://www.hwk-muenster.de/ausbildung/fuer_auszubildende/zusatzqualifika...

Internationalising the IVET curriculum
There is an effort and tendency in the curricula of vocational schools or institutions to integrate key elements of IVET Mobility and become more company-oriented. Vocational schools and institutions can enrich their curricula with such elements through their mobility experience, despite the fact that they are top-down oriented and defined by the Ministry of Education. As VET Mobility Charter presupposes the embodiment of the international mobility into curricula, this should also be mentioned as a motive. In addition, Greece (General Secretary for LLL) - in cooperation with Finland - has launched an EU funded joint project to support the Greek National Strategic Framework for the Upgrading of VET and Apprenticeships. The project was approved by the European Commission in July 2016.
Its main objectives are:
- Strengthening the connection between VET education and the labour market through developing dialogue models.
- Developing high-quality apprenticeship models and rethinking the framework for apprenticeships
- Supporting international mobility through the implementation of ECVET, a European initiative, allowing for the accumulation and transfer of credits gained through the recognition of learning outcomes in vocational education and training (VET) across Europe.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
In Hungary since 2012, in accordance with the Common European Framework, the basic aim for teaching modern foreign languages has been to establish and develop foreign language communicative competences of learners. Communicative language competence is closely related to overall competences, namely to knowledge about the world and its affairs, to practical skills and competences, and to motivation, which are essential for every type of activity, including linguistic activities.
Learning of foreign languages begins in the early stages of an 8-years long primary school education in the 4th grade with 2 lessons per week, and after the 5th grade with 3 lessons per week.
Within the training programme of secondary VET schools (former name VET schools) during the 9th-11th years learning period, at least one foreign language is mandatory for all students, curricula define two lessons per week.
In the secondary technical VET schools from 9th to 12th years, language teaching is carried out in 4 lessons per week.
The student is at the centre of the foreign language framework curricula. The intention is that s/he can acquire competences during foreign language learning in a VET school, which enables them to communicate in a foreign language as well as maintain and develop their foreign language knowledge independently with the appropriate motivation after the mandatory language learning period. Useable foreign language knowledge ensures not only better opportunities in the labour market, but allows increased self-awareness and improved knowledge about one's own nation and culture through better recognition of other cultures.

Digital preparation
The most important aim of the IT-subject is to revive interest in learning via its tools and methods, and to enable a more effective learning process for learners. Learning IT assists learners in developing a self-regulating learning strategy and therefore it makes them recognize the importance of problem-solving in a learning-process, the role of looking for information and sharing infrastructure; as well as it enables them to organize the learning environment in which IT tools, IT resources and online facilities play an important role.
Within the training programme of secondary VET schools, most of the vocational subjects are supported by IT tools. There is one IT lesson per week after the 5th grade of the 8-years long primary school period.
In the secondary technical VET schools during the 9th and 10th years IT teaching is carried out in 2 lessons per week and most of the vocational subjects are supported by IT tools.

Internationalising the IVET curriculum
Following the translation of syllabuses of other EU Member States (e.g. Germany, Austria, the Netherlands, etc.), good practices are taken over and their integration, introduction is continuous. Since 2011, the gradual development, introduction and implementation of the dual training system has taken place. Co-working in projects with other countries also supports internationalization, taking over good practices, which are then embedded in framework syllabuses and teaching projects.
Participation in international skills competition is another channel for internationalisation of the IVET curriculum. Hungary has participated in 6 WorldSkills competitions (1) and 6 EuroSkills competitions (2). Hungary is a member of WorldSkills International and also of WorldSkills Europe, established in 2007. It is represented since 2011 by the Hungarian Chamber of Commerce and Industry. An important goal of participating in international competitions is to integrate the acquired experience into the Hungarian VET system. It is an important factor that contenders enter in only those qualifications, which are supported by business (also as sponsors), and which are organizing a national competition for selection, and the preparation of the winner for the international tournament.
The Erasmus+ programme also contributes to internationalising the IVET curriculum. It allows VET centres' participation in strategic partnerships, the results of which are used in local training programmes, by integration into the teaching material. A future goal for VET centres is to share international good practices still more efficiently, with support from NOVETAL.
_________
(1) 2007 Shizuoka, Japan; 2009 Calgary, Canada; 2011 London, United Kingdom; 2013 Leipzig, Germany; 2015 Sao Paulo, Brazil; 2017 Abu-Dhabi, United Arab Emirates.
(2) 2008 Rotterdam, the Netherlands; 2010 Lisbon, Portugal; 2012 Spa-Francorchamps, Belgium; 2014 Lille, France; 2016 Gothenburg, Sweden; 2018 Budapest, Hungary.

Actions have been taken in three directions.

1. Long-term linguistic and intercultural preparation
Upper secondary schools in Iceland follow the Icelandic National Curriculum Guide 2011 (1). Both VET and academic study programmes need to include six fundamental pillars in all school work and practice. These include the pillar on literacy, expression and communication in foreign languages. The focus of this pillar is on cultural literacy of other nations and language skills. VET schools have the freedom to decide on how these pillars are put into practice in their work and study programmes.

2. Long-term digital preparation
Upper secondary schools in Iceland follow the Icelandic National Curriculum Guide 2011 (1). Both VET and academic study programmes need to include six fundamental pillars in all school work and practice. These include the pillar on literacy, expression and communication about numbers and information. The focus of this pillar is on students' ability to utilize varied technology in their search for knowledge. Emphasis is put on students' ability to use information technology in searching for and communicating knowledge in a critical and creative manner.

3. Introduction of pedagogical methods in use abroad
The IVET schools have the responsibility over curriculum development. Teachers can apply for funding from their Teachers Union to go abroad and visit other VET schools to learn about different methods and practices.
______________________
(1) The Icelandic National Curriculum Guide for Upper Secondary Schools: General Section 2011: http://brunnur.stjr.is/mrn/utgafuskra/utgafa.nsf/xsp/.ibmmodres/domino/…

Steps have been taken in the dimensions of basic digital competencies and internationalisation.

Basic digital competencies
In October 2015, the Department (Ministry) of Education and Skills published its Digital Strategy for Schools 2015-2020. The aim of the Strategy is to modernise the curriculum at second level and to embed digital learning for all students. As set out in the Strategy, the National Council for Curriculum and Assessment (NCCA) is tasked with ensuring that future curriculum specifications will incorporate clear statements of learning that focus on developing digital learning skills and the use of ICT in achieving learning outcomes at all levels of second level education. While the Strategy does not cover education beyond ISCED 3 (upper secondary), care was taken in developing the Strategy to ensure that the actions align with and complement strategies and initiatives to support digital learning in the further education (ISCED 4 – where most VET occurs in Ireland) and higher education (ISCED 5-8) sectors.
Within IVET itself, actions to ensure basic digital competences feature in programmes are visible mainly in the certification requirements, where learners must achieve a minimum number of credits in basic digital skills.
The SOLAS FET Strategy also highlights the importance of incorporating digital skills, although it does not prescribe any mandatory actions.

Internationalisation of VET curriculum
Internationalisation of the IVET curriculum in Ireland occurs mostly through the compliance procedures required for validation of apprenticeship programmes, which are validated by Quality and Qualifications Ireland (QQI), the statutory body that issues certification on completion of certain types of education/training programmes in Ireland, including VET. The validation exercise is an external quality assurance process that provides an opportunity for an objective view on whether a QQI award can be offered in respect of a given programme. Associated outcomes include the endorsement of good practice and the identification of opportunities for improvement. Under the QQI validation process for apprenticeship programmes, there is a requirement to map the learning outcomes for apprenticeship programmes to equivalent programmes operating internationally, where possible.
The Apprenticeship Services Unit of SOLAS (Ireland's Further Education and Training Authority - mostly ISCED 4 education/training) administers and manages the apprenticeship programmes at a national level. The curriculum for each apprenticeship programme is based on uniform, pre-specified standards which are agreed upon and determined by industry. QQI map the learning outcomes for apprenticeship programmes to equivalent programmes operating internationally and match with the corresponding EQF levels in Europe.
In relation to mobility to countries outside of Europe, the Apprenticeship Services Unit in SOLAS has worked with Canadian authorities particularly in Alberta whereby Irish Craft Qualifications are mapped against those qualifications in Alberta for a number of trades including Carpentry, Plumbers, Heavy Vehicle Mechanics, Welders, Electricians and Industrial Insulators. This is known as Foreign Credentials Recognition.

Regarding foreign languages
In Ireland, foreign language education begins mostly at lower and upper secondary schools, although proficiency in a language is not a
prerequisite to progression through the education system; while entry to many tertiary education (ISCED 5-6) courses requires minimum standards in at least one foreign language, no such entry requirements exist for entry to VET programmes (e.g. apprenticeships, traineeships and specific skills courses). As such, little foreign language training is provided in the main VET programmes in Ireland.
In 2015, the Department (Ministry) of Education and Skills held a public consultation to allow key stakeholders to have an input into the development of a languages strategy. It is the view of SOLAS (Ireland's Further Education and Training Authority - mostly ISCED 4 education/training) that because training courses are generally of relatively short duration, designed to provide employment in specific occupations […] it is difficult to envisage how a training course could provide the level of fluency required, given that foreign languages are not a pre-requisite to course entry.

The country has taken actions in the following dimensions.

Linguistic and intercultural preparation
The Ministry of education has managed to improve foreign language knowledge thanks to the implementation of the CLIL-INDIRE Content and Language Integrated Learning method. The Content and Language Integrated Learning method (CLIL ) refers to situations where subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive 'can do' attitude towards themselves as language learners (Marsh, D. 2002).
The Upper Secondary Education Reform Act introduced in 2010 included the teaching of a vehicular language in the Italian School System. INDIRE has played a fundamental role within the Training Plan for non-language subjects (DNL) teachers promoted by the Directorate General for the MIUR school staff. The Ministry promotes and follows the introduction of the CLIL teaching method in Italy through a series of actions and initiatives, such as:
- the surveys carried out within the framework of the Eurydice Network on topics involving foreign languages and the CLIL method;
- the "GOLD" system, namely a repository of school experiences, which has enabled the collection and sharing of good practices involving the CLIL method;
- the "eTwinning " platform, which enables exchanges and virtual twinships between schools from different countries, which cooperate on different matters, such as the CLIL.
The CLIL teacher has C1-level language/communication skills in their vehicular foreign language, as well as methodological-educational competencies acquired during a university specialisation course amounting to 60CFU (check for understanding) for ITE ( Initial Theachers Education and to 20 for CFT ( working Teachers).
Moreover, INDIRE is the EUN – European Schoolnet Italian representative; EUN is a consortium of 31 European education ministries, which promotes a series of initiatives and projects involving a wide range of topics within the framework of internationalisation and innovation, such as the teaching of STEM (Science, Technology, Engineering, Maths) subjects in a foreign language by use of multimedia and multimodal technologies.
To be underlined is also the innovating role played by Law no. 107 of 13 July 2015 involving the reform of the national education and training system and existing legislative dispositions, also known as "La Buona scuola". The application of this new law will greatly contribute to the promotion of language learning.
The situation of investments in language learning preparatory for educational mobility within regional projects is more varied and complex, as different language learning activities are organised and monitored.

Digital competencies
Law no. 107 of 13 July 2015 involving the reform of the national education and training system and existing legislative dispositions, also known as "La Buona scuola", will greatly contribute to the promotion of digital skills. The law includes the implementation of the National Plan for digital schools, pursuant to art. 58, and aims at the following goals:
- carrying out activities aimed at developing the digital skills of students, also by cooperating with universities, associations, third sector bodies and enterprises;
- enhancing the educational and workshop instruments required to improve training and innovation at school;
- training teachers on educational innovation and digital culture development for enhancing teaching, learning and enabling students to acquire work, cognitive and social skills.

Internationalising the IVET curriculum
According to the new policies for alternance training, since 2017, each School or educative Institution is allowed to plan, manage and evaluate international mobility projects aimed at encouraging internationalisation of IVET curricula, mainly through work experiences, alternance training courses or stages abroad. For example, schools can select directly the host organizations and design the competences to be achieved.

The country has taken actions that cover the following three dimensions.
2016 regulations (1) stipulate mandatory acquisition of two foreign languages (instead of one). Furthermore, when vocational education institutions organize students' application for mobility, the foreign language skill are used as a criterion to select the best applicants. The same regulations also stipulate mandatory acquisition of informatics.
The opportunity to participate in the Erasmus+ learning mobility for IVET schools staff, in Strategic partnership projects and Sector Skills Alliances projects, encourages the internationalisation of IVET curriculum by introducing methods and practices that are in use abroad. For example, during the Strategic partnership projects IVET schools in cooperation with partners from other countries develop learning methods, methodical materials, modules, e-environment for learning, translate methodical materials from other countries in national languages, test them and include new methods or practices in the schools' curriculum. Schools include these activities in their Internationalization strategy which is one of preconditions for applying to Erasmus+ VET Charter.
___
(1) Cabinet of Ministers' Amendments to Regulations on the state vocational secondary education standard and the state vocational education standard, http://likumi.lv/ta/id/280842-grozijumi-ministru-kabineta-2000-gada-27-j....

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
A subject "Communication in foreign language" is part of the VET curriculum at upper secondary level, thus the majority of VET students have a basic or higher level in foreign language communication skills (usually English). Part of VET institutions offer their students the additional VET subject ‘Occupational foreign language’, for example in the training programme for hotel workers (50 hours course), and in the training programme for organisers of ceremonies and celebrations (100 hours course). It is up to VET institution whether to introduce a foreign language subject in VET curricula at post-secondary education level.
There are no specific measures for the development of intercultural awareness competence at national level, but such competence is recognised as one of the key competences and most VET institutions integrate them into the education process through non-formal education, school projects or events for familiarising with foreign cultures.

Digital preparation
IVET learners’ digital competence is developed through targeted course of information technologies. Content of the course differs from school to school. For example, students practice working with Microsoft word, Excel and other programmes, apply them in their subject area, develop websites, presentations, etc. Generally speaking, digital competence is a part of everyday learning where students are searching for information, using IT to accomplish tasks, prepare and present their works.

Internationalising the IVET curriculum
At national level the internationalisation of IVET curriculum is encouraged by adapting it to international standards. Prepared national qualification standards must correspond to international standards. But the main role in integrating learning methods and good practice from other countries into the education process is performed by the VET institutions themselves. In most cases, when developing VET curricula, VET institutions use good practice of foreign countries acquired during mobility visits of learners and staff, especially related to innovative teaching methods. Hosting of in-coming students from foreign countries also contributes to curriculum internationalisation. One more opportunity for curriculum internationalisation is to invite trainers from companies in another Programme Country to teach at the VET institution. 17 VET institutions have already took advantage of this Erasmus+ opportunity since 2016. They have invited trainers from companies abroad to give training in such sectors as food production and confectionery, welding robotics, welding, locksmith and other. In most cases, the training was provided for VET learners and staff not only at the applicant institution but at the partners’ institutions which provide similar training programmes as well.
In order to agree on learning outcomes and their evaluation and recognition principles, VET institutions coordinate their training programmes with learners’ host institutions. This may result in changes of curricula and training methods applied.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Luxembourg has a multilingual school setting, in which all learners learn at least German, French and English. Other languages (Italian, Spanish, Latin, Greek…) can also be learned depending on the chosen school track. A major reform introduced in October 2017, introduces this multilingual component in the preschool daycare context.
A new course, called ‘Life and society’, introduced in the school year 2016-2017 aims to prepare pupils for life in a multicultural society.

Digital preparation
There is a national strategy "Digital (4) Education" which is built around 5 dimensions (Digital Citizen, Digital Peer, Digital learner, Digital Worker, Digital Entrepreneur) for which specific projects are developed, in order to make sure that the school actors dispose of the necessary tools (software, equipment, pedagogic resources, numeric learning environments, ...) to be able to create learning situations favourable to the development of digital competences.
The project "Digital classroom" aims to give all learners the necessary competences to manipulate digital tools. Within the framework of this project, all learners will be equipped with a numeric tablet. Teachers in charge of the pilot classes receive didactic support from the IT management education centre in collaboration (CGIE) with the National Education Training Institute (Institut de Formation de l'Éducation Nationale (IFEN)). They also organise class visits in order to make sure that the tablets are used consequently.
The project "eduSphere" is a numeric environment allowing each learner and teacher access to didactic and pedagogic resources in the different fields. It allows teachers to conceive interactive and collaborative learning activities and to draw on multimedia tools. Teacher also have access to trainings in the field of technology and pedagogy, which are organized in collaboration with the Training Institute of National Education Institute de Formation de l'Éducation Nationale (IFEN). Teachers can easily publish and find pedagogic resources (video, links, pdf documents) and have access to a helpdesk. By this way, learners get also familiar with digital tools.
In the framework of Erasmus+, most of the subscription steps have to be accomplished using digital tools and the students have to fill in an online report about their training.
The European Computer Driving Licence is an internationally recognized certification attesting practical competences in the use of informatics applications. The tests can be taken at the Lifelong Learning Centre. It allows validating competences related to TIC. The European Computer Driving Licence is an assessment of informatics knowledge that values the know-how and the competences by an internationally recognized certification. The ECDL courses are included in some VET programmes (trade and administration). In the framework of Erasmus +, all participating institutions have to develop an internationalisation strategy and its impacts on a personal and a systemic level in order to receive funding.

Internationalising the IVET curriculum
Some trainings/courses require a placement abroad. This is in particular the case for some training in the agricultural field and in health. There are also trades that can only be learned via trans-border apprenticeships, in which the practical part in the workplace is carried out in a training institution/company located in Luxembourg and where schooling is provided by an institution /high school in a neighbouring country. For the trans-border apprenticeship, internationalisation of IVET is the essence of these programmes.

Actions have been taken in two directions
1. Linguistic and intercultural preparation
In compulsory education students learn the two official languages, Maltese and English, and one or two foreign languages. Intercultural education is integrated in the learning programmes of (a) language teaching; (b) Personal, Social and Career Development; (c) Social Studies; and (d) History and Religion/Ethics. Moreover, vocational programmes at further education, at all level, include sector-specific language teaching. All vocational learning programmes at MCAST and ITS include intercultural awareness. In preparation for participation in mobility programmes, students are offered information sessions to help them deal with such issues as cultural shock, home sickness and cultural characteristics of the country they are about to visit.
2. Digital preparation
Digital literacy is one of the core subjects in the learning programmes of compulsory and further education. All students are prepared to acquire European Computer Driving Licence Certification (ECDL) and to study computing.

Since thes school year 2017-2018, reading and comprehension of English language is part of central examinations at VET-level 4. In addition to the national qualifications, VET schools will be afforded the leeway to draft some of the options themselves, and thus to anticipate specific regional needs or preferences, for example cross-border mobility. The options will also allow them to provide coursework in the German language for example. Dutch VET-schools are free to provide ICT/ digital competencies in their curriculum.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Norway has taken measures for long-term linguistic and intercultural preparation of IVET learners for mobility. English is mandatory from the first year in primary school, this encourages quality linguistic skills from an early stage. In upper secondary VET school English is taught as second language both years. Intercultural competence is an integrated part of the English curricula.

Digital preparation
In Norway the acquisition of basic digital competence starts early. Digital competence is defined as part of the basic skills for the primary and upper secondary school. To ensure a continuous development of the skills through the 13 years of the education, the skills are integrated in the competence objectives. The majority of primary schools use digital learning platforms such as It's learning, Fronter etc. Starting upper secondary school all students have to have their own computer or laptop (it is possible to buy subsidized laptops and additionally apply for equipment grant). Much of the learning material is available in the multidisciplinary Open Educational Resource Norwegian Digital Learning Arena(1).
A digitalisation strategy was launched in 2017 and a stimulation grant for IVET was suggested. The grant is an incentive to develop new digital learning resources in vocation education and training.

Internationalisation of the IVET curriculum
The Norwegian National Council for Vocational training (SRY) has defined a strategy for internationalisation of VET and the curricula used. According to this strategy SRY will follow the international development concerning VET closely and ensure the visibility of internationalisation in political documents. The SRY strategy focuses on activities like communication, mutual cooperation and the influence of internationalisation on the workspace. SRYs focus on internationalisation continues for the new period 2017-2021.
_________
(1) http://www.ndla.no

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Foreign language acquisition is included in the national curricula early on - in kindergarten (preparation for language lessons) and in primary school (language lessons). Vocational upper secondary education (both in first and second stage sectoral schools and vocational upper secondary schools) offers vocational-specific foreign language study (which is included in the core curriculum for vocational education and training).
The Ministry of National Education actively supports vocational-specific foreign language education. One of the initiatives is the call (within the Operational Programme Knowledge Education Development) for developing 125 learning and teaching vocational-specific foreign language e-resources (multibooks, etc.).

Digital preparation
Digital competences are included in the national curricula early on - in primary schools. Vocational upper secondary education (both in first and second stage sectoral schools and vocational upper secondary schools) teach digital competences (included in the vocational curriculum, as well as in the general curriculum – most visibly in a separate subject "informatyka" - IT).

Internationalising the IVET curriculum
Core curricula for vocational education and training were developed in consideration of the good practices in different countries. Core curricula allow for the use of different pedagogical methods for the education and training of pupils, and schools have the autonomy to develop their own teaching programmes and content. However, there is no requirement to introduce new methods, or ones which are used abroad. The school principal and teachers are required to continue their professional development, which can include foreign visits. Such activities for teachers are often organised by the network of Teachers' Training Centres.

Portugal has taken actions for the long-term preparation of students in the linguistic, intercultural and digital areas

1. Linguistic preparation
The Portuguese education system offers English as a foreign language from the age of six, although it is neither a compulsory offer nor a curricular discipline in the first two years of the 1st cycle of basic education (lasting four years). However, since 2014, it became a compulsory subject in the two last years (1) with a minimum of two hours per week. At the end of the 1st cycle, pupils are expected to reach the A1 level. Thus, the learning of English is compulsory for seven consecutive years. The study of a second foreign language is compulsory during the 3rd cycle (corresponding to lower secondary education).
As regards the application of the principles of the Common European Framework of Reference for Languages, Portugal has accredited the European Language Portfolio (ELP) for primary and lower and upper secondary education.
Portugal also participates in the English-Speaking Union (ESU), the activities of which in the country have been taking place for about twenty years, with emphasis on cultural exchanges, conferences, travel grants, debates and public-speaking in English (for secondary and higher education). Since 2013, ESU Portugal has the institutional support of the Directorate-General for Education – DGE.
Some partnerships and pilot projects between public and private entities have also been put in place with the purpose of studying possible future measures to promote a quality language culture from the early stages of formal education.
- One such example is the Bilingual Schools Programme (PEBI): since 2011, the DGE has worked in partnership with the British Council Portugal in some primary schools across the country where part of the curriculum was delivered in English. Primary teachers were supported by English teachers in teaching part of two curricular subjects – natural & social environment and artistic expressions – in English. The British Council worked closely with the DGE on delivering training courses, carrying out school monitoring visits and providing teaching resources. A full external evaluation study was conducted in 2014 and presented in 2015 (2). Based on the results obtained, the programme was renewed and opened to other levels of education and teaching and to a broader network of schools. In 2018, the goal of widening this offer to 5% of all schools by 2020 was set.
- Another example is the Kiitos@21st Century Preschools, an international project for the period 2015 to 2018, aimed at an integrated pedagogical approach to preschool education, promoting the early learning of a second language along with music education and “skills for the 21st century”. The DGE accompanied the project in 2014/2015, carrying out technical-pedagogical monitoring (3).
- The project Teaching Chinese in Basic Education is the result of a partnership between the Municipality of São João da Madeira, the University of Aveiro, and the three school groupings in the municipality. It aims at promoting the learning of Mandarin and the knowledge of Chinese culture. The scientific and pedagogical supervision of the project is under the joint responsibility of the Department of Languages and Cultures of the University of Aveiro and the Confucius Institute at this University. The education ministry bodies monitor and evaluate the project. The project was implemented in 2012/13, on an experimental basis, in the 3rd year of basic education and was progressively extended to the 7th year (4) as a complementary subject..
- Also, the European Language Label (ELL) competition annually rewards the most innovative language-learning projects in the country. Schools, institutes, universities, training centres, companies and other institutions that work on initiatives with foreign languages can apply.
With regard to the IVET curriculum, communication in foreign languages is a compulsory subject for all VET programmes at upper secondary education. In articulation with the general and specific competences contained in the Common European Framework of Reference and the National curriculum of basic education, VET programmes target core language skills as well as sociocultural and learning skills, to be developed/acquired in an articulated way throughout the cycle. Learners can choose the foreign language they wish to study according to their study plan. The qualifications required from candidates for enrolment in a VET programme (although they may vary according to factors such as age or type of programme) generally presuppose that the learner has previously acquired a certain level of language skills in the formal education system.
In terms of inbound mobility, the linguistic preparation of foreign students is set to ensure their effective integration in the national education system. The curriculum for basic education and for the scientific-humanistic and specialised art programmes in secondary education may thus include the subject of Portuguese as a Non-Native Language (PLNM), aimed at students newly arrived in the education system that do not have Portuguese as their mother tongue. Following a diagnostic evaluation process or a level transition process, students placed at the initial (A1 / A2) or intermediate (B1) proficiency levels follow the PLNM curriculum at their respective level rather than the Portuguese language curriculum of the school year they are attending. If the school does not meet the conditions to create a PLNM class, students attend the general Portuguese subject but follow the PLNM curriculum, and should additionally benefit from PLNM support classes. This learning path allows the completion of secondary education as well as access to higher education (except when the higher education institution requires a Portuguese entrance exam).

2. Intercultural preparation
In 2012, the DGE developed guidelines for integrating the subject of Education for Citizenship in the national curriculum from preschool to upper secondary education. Decree-Law No. 55/2018 changed this subject to Citizenship and Development, reinforcing the awareness about intercultural contexts. Since the 2018/2019 school year, this subject has become mandatory in all programmes under the responsibility of the education ministry. Public and private upper secondary schools may select how to introduce it in the curricula, ranging from a separate subject or integrating it into other subjects.
The Network of schools for intercultural education (REEI) programme created within the framework of the Strategic Plan for Migration 2015–2020 is a joint initiative of the High Commissioner for Migration (ACM), the DGE and the Aga Khan Foundation. The programme promotes not only the reception, integration and educational success of all children and young people from pre-school to secondary education but also creates a network for sharing practices between public education schools, training providers and private and cooperative educational institutions, aiming at the intercultural education of all members of the educational community. The ACM also offers several resources and training materials and actions to citizens, professionals and organisations on the issues of inter-culturalism and migrations, across the country, delivering awareness-raising sessions and training actions. In a joint initiative with the DGE, the ACM also created the Intercultural School Seal in 2012, which aims to distinguish schools that excel in the development of projects promoting the recognition and appreciation of diversity as an opportunity and source of learning for all.
The European Clubs, a national network coordinated by the education ministry, also contributes to introducing a global and intercultural dimension in curriculum development. Implemented in schools across the country and managed mainly by teachers of the schools involved, these are spaces that aim at promoting activities in the field of the European dimension in education. They create among the members of the school community a sense of European citizenship, fostering the acquisition of knowledge about Europe (geographical, historical and cultural aspects), European institutions and the purpose of European integration, and promoting foreign languages and exchanges with students from foreign schools. Launched in the academic year 2013/14, the European Club Bulletin disseminates projects, themes and activities developed by clubs throughout the country. The DGE promotes annual national meetings to foster dialogue and debate among clubs and disseminate good practices.

3. Fostering the acquisition of basic digital competencies by IVET learners
ICT is a compulsory subject for all programmes from primary to upper secondary education. In primary education’s curricula, ICT is a transversal subject. Depending on the programme, ICT training includes modules on: worksheet; database management; creation of web pages; Web page editing; Web graphics animation; understanding the impact of the Internet on perceptual habits to develop a critical attitude towards available content.
ICTs also play a key role in stimulating participation in learning processes in the education of learners with special needs, as well as in the professional integration of people with disabilities. A national network of ICT resource centres (CRTIC) for special education was created, consisting of 25 centres based in school groupings. The purpose of these centres is to evaluate students in view of adapting technologies to meet their specific needs..
Attention has also been paid to the ICT training of teachers and trainers. Since 2009, the education ministry has been implementing the Training and Certification System for ICT Competences of teaching staff from pre-school to secondary education. The system has three levels, according to the principle of progressive expansion of acquired skills. The use of MOOC courses as well as that of platforms such as eTwinning or moodle is encouraged and has also enabled Portuguese teachers to create collaborative networks with other European schools, through the development of joint projects using the internet and ICT, thus seeking to integrate students into international projects. The Educational resources and technologies team – ERTE of the DGE promotes accredited training courses for teachers and trainers regularly and throughout the country. A major initiative taken by the ERTE of the DGE is the ICT Competence Centres (CCTIC). This network currently comprises nine institutions (mostly from higher education) resulting from protocols established with the education ministry. The mission of the CCTICs is to support schools in the educational use of ICTs and, ultimately, to promote innovative teaching towards the improvement and internationalisation of teaching and learning processes in Portugal.
Finally, there are several good practices in ICT training in Portugal carried out and supported both by public authorities and private organisations, in particular:
- Escola Global, most likely the only school in Portugal where all textbooks are digital. Technologies such as digital writing and collaborative digital tools as well as educational resources created by the teachers result in an innovative experience for students.
- Introduction to Programming in primary education has been piloted in 388 school groupings (44 393 pupils) since the school year 2016/2017.
- Academia de Código is a project created with the support of Lisbon Municipal Council and the Calouste Gulbenkian Foundation, in three primary schools in Lisbon which have integrated basic programming skills into the curricula of students of the 3rd and 4th years.
_______________
(1) Decree-Law (Decreto-Lei) No. 176/2014, of 12 December (https://dre.pt/application/file/a/63958168)
(2) http://www.dge.mec.pt/sites/default/files/Projetos_Curriculares/Linguas….
(3) http://www.cm-pontedesor.pt/images/educacao/SOCIOEDUCATIVO/CenturyPresc…
(4) Corresponding to the 1st year of lower secondary education (http://www.dge.mec.pt/ensino-de-chines-no-ensino-basico).

Romania has developed actions covering three dimensions.

Linguistic and intercultural preparation
Romania adopted the European approach of key competencies and integrated it in the national compulsory curricula starting from 2008 and 2009. Consequently, the national school curricula, namely the core-curriculum, available for all training pathways and profiles of the high school, including the technological high schools promoted the European framework of key competencies. Communication in foreign languages is mentioned as a key competence in the National Education law no.1/2011. The national school curriculum promotes the acquisition of foreign languages as a key competence at all levels of education: early education, primary, lower and higher secondary education. Since long, one to two foreign languages have been mandatory (depending on the type of school, bilingual schools graduates must take two foreign languages exams) as part of the final school graduation exam, i.e. the Baccalaureate. The assessment is made based on the levels in the Common European Framework of Reference and the results are registered in one annex (descriptive supplement) of the graduation diploma. Within the classes of foreign languages, various topics are handled, multicultural and intercultural elements being part of the curriculum as well. Complementary to this, the students who will participate in the mobility project have access to the Online Linguistic System (OLS) platform that is presented by the National Agency for Erasmus+.

Digital preparation
Digital competencies for using information technology as an instrument for learning and knowledge are mentioned as key competencies in the National Education law no.1/2011. The acquisition of digital competencies is made in lower and upper secondary education. Moreover, digital competencies are assessed as a mandatory competence examination included in the Baccalaureate. In terms of national strategies, the development of ICT competences is enforced by the National Strategy on the Digital Agenda for Romania 2020. „ICT in education, health, culture and E-INCLUSION” is specified as a particular action domain within the above mentioned Strategy, provision of ICT infrastructure in schools and the development of digital skills of the students and teachers being the main measures targeting the education area.

Internationalisation of IVET curriculum (introducing pedagogical methods and practices in use abroad)
Internationalization of IVET curriculum is fostered through the so-called Locally Developed Curriculum (LDC). The LDC is an important part of the IVET curriculum. It is developed in partnership between the VET school and a partner company, possibly a foreign company within the framework of Erasmus+. Erasmus+ mobilities are organized mostly for the LDC. During the mobilities, the students experiment specific methods, and the participating teachers develop didactic materials based on the experimented methods, which represent a basis for developing the LDC every year.

The country has taken actions that cover the following dimensions.

Linguistic and intercultural preparation
Quality linguistic and intercultural preparation is an integral part of curricula.

Digital preparation
Fostering the acquisition of basic digital competencies is an integral part of the curricula of the school-based IVET.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Integrating linguistic and intercultural dimension is part of the conditions to obtain funds for mobility. Schools pay attention to this dimension and involves it in the preparation of mobility. Practices vary, depending mainly on the host country's language and the programme. Hours are dedicated to either "professional language" (if the language of the host country is part of the educational programme of the students), or to "linguistic preparation" if students will be travelling to a country the language of which they do not know. Linguistic preparation takes place at one of the schools involved in the project, in the afternoon, through a web application.

Digital preparation
ICT preparations in the framework of mobility are offered, depending on the programme and the needs of the students. For example, one existing course deals with recording and editing relevant photos for documentation.

Internationalising the IVET curriculum
The internationalization of schools is one of the priorities of the Minister of Education. In 2015, CMEPIUS organised a workshop on internationalization of schools in the scope of the regular professional training of head teachers.
In some schools, they make it a point to send the student on Work Based Learning where they can acquire extra knowledge (for example new programme for CNC machine that are not taught in the school). Some schools also ask the employers about deficiencies in the student knowledge (they check if they are lacking contents in curriculum, that are necessary for employers) and consider those for making improvements. The students prepare presentations for their class and teachers about the knowledge gained during the mobility. Some schools prepare modules for mobility together with partners, e.g. a professional module in English for incoming students as well as regular students. Schools strive to include new contents in the modules.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
In the education system, IVET students are required to have developed linguistic competence in foreign languages (mainly English) during secondary education.

Digital preparation
Access to IVET programmes requires students to have an appropriate level of digital skills. Also, vocational qualifications, and certificates of occupational standards if required by the professional profile, include a specific professional digital competence, which will help the students to adapt to the requirements set by the receiving training centre or company abroad.

Internationalising the IVET curriculum
IVET teaching curricula are designed considering EQF (European Qualifications Framework) level descriptors, EQAVET (European Quality Assurance in Vocational Education and Training) indicators and descriptors, and the principles of ECVET (European Credit system for Vocational Education and Training), which represent the internationalization of the training curriculum.

The country has taken actions that cover the following three dimensions.

Linguistic and intercultural preparation
Sweden has taken actions in the form of making mandatory quality linguistic and intercultural preparation from the early stages of education. All learners in Sweden study English as a second language from primary school and English is a mandatory subject in upper secondary VET-education. A third language is mandatory in lower secondary school, and elective in the vocational programmes of upper secondary school. The diploma goals of upper secondary VET-programmes stress that the learners should be prepared for a vocation after completing the programmes (courses and subjects but also transversal goals should all aid in this process). Linguistic preparation therefore should combine general and professional language training. In some cases the teachers have developed their own teaching material or methods inspired by practices, cases or examples found abroad. In one example VET-teachers and English teachers have cooperated with the students in creating a vehicle and industry tools and methods dictionary in Swedish, English and a third language to use in cooperation with students and teachers in the third country.
Intercultural competences constitute a crosscurricular subject included in the curricula from early ages.

Digital preparation
Digital competences constitute a cross-curricular subject included in the curricula from early ages. Many schools have one computer unit (computer or tablet) for each student. These computer devices are used in all subjects, general and VET-subjects, when appropriate, and ease the communication between learner and teacher during mobility actions. Schools where each learner has a computer unit use shareware like Google docs to share information and advance their learning. There are also schools that integrate e-twinning projects in their VET-education. In addition, the Government has revised the curricula to boost digital competence among all learners in Sweden in 2016.

Internationalising the IVET curriculum
Individual teachers plan their teaching and are free to use any method they find effective as long as it is based on scientific grounds and proven experience. Within these limits, the individual teacher is free to introduce international methods and practices. There are several examples of teachers that witness how, through mobility actions, they have encountered methods and practices abroad and introduced these in their own teaching.
Pedagogical methods used abroad can also be introduced through research and networks. VET-teachers can participate in a research programme offered in cooperation between six Swedish universities. The research is focusing on didactic methods in VET. In addition, there is a Nordic network for vocational education and training which disseminates practices and research about VET-practices through its journal The Nordic Journal of Vocational Education and Training.

1. Encourage quality linguistic and intercultural preparation of IVET learners for mobility from the early stages of education:

The majority of foreign language learning in the UK takes place prior to students embarking on a full-time VET related course. IVET programmes may include foreign language learning at the discretion of the VET provider. Foreign language learning taking place alongside a VET programme may be related to specific professions, but again – at the discretion of the provider.
A foreign language is a compulsory subject up to key stage 3 (age 14) in schools that are obliged to follow the national curriculum in England. Schools are free to choose which foreign language to offer students. French, German and Spanish are most common, but a wide range is generally available. Some schools offer more than one foreign language, but are often restricted by a lack of teachers. Education and training provided above key stage 3 are not covered by a national curriculum. The majority of VET including apprenticeships is delivered in the further education and skills sector at upper secondary level (age 16+) in England. At this level education and training providers are free to work with students to find them the most suitable study programme they offer.Language subjects taught before key stage 3 is mostly general in nature, but can be work related for students above 16 years of age if appropriate.

According to a survey by the British Council, 46 per cent of schools teach a foreign language in years 1-2 for at least 45 minutes per week. In years 3 to 6, the majority (nearly 80%) of schools taught teach a language for between 30 and 60 minutes per week. More than 60% of secondary schools providedd between two and three hours of foreign language teaching for years 7-9 students in 2016. The percentage was in excess of 70 for years 10-11.

In the primary sector in Scotland, despite innovative practice in some schools in beginning language learning early, children are not expected to experience modern language learning until year 6 (age 9-10). Some schools offer learners subject choices in the early part of the secondary school, with the option to give up language learning before the end of their broad general education. The choice of languages taught is decided by individual schools.

The new curriculum currently being developed in Wales will includes languages, literacy and communication as one of the six areas of Learning and Experience from age 3 to 16. Literacy will is also be one of three cross curriculum responsibilities. Languages offered will be chosen by the schools. The study of modern foreign languages is currently only compulsory at key stage 3 (ages 11-14) in Wales. Modern foreign languages are available at colleges and other post-16 education and training providers; however, there are no compulsory subjects at this stage of education, so students choose learning programmes based on availability from education and training providers.

Modern languages are compulsory subjects within the statutory curriculum for schools in Northern Ireland at key stage three (ages 11-13). At key stage four (ages 14-16) communication is one of the cross-curricular skills. As part of the Entitlement Framework in Northern Ireland, schools must provide at least one official language of the European Union (other than English, and Irish) course for students up to age 16.
Modern foreign languages are offered, but are not compulsory, in colleges for students aged 16+.

Around 1,400 Foreign Language Assistants help boost foreign language provision in schools in the UK. Partly funded by the Department for Education via a grant to the British Council, Language Assistants from the UK and other Member States may apply for a small personal allowance payment under Erasmus+ which supplements the salary they receive from their host schools. The 2016 British Council language trends report discovered that cuts in school budgets have resulted in fewer schools employing foreign language assistants.

"Speak to the future" is a campaign for languages aiming to highlight the importance of languages, language learning and professional language activities for the UK. The campaign targets the public, media, government and policymakers and tries to raise the profile of languages on the agenda and to bring about a step-change in attitudes and policy.

2. Foster the acquisition of basic digital competencies by IVET learners:

Computing is a compulsory subject up to key stage 4 (age 16) in schools in England that are obliged to follow the national curriculum; however, education and training provided above this level are only covered by a reduced national curriculum. Providers are required to offer post-16 students study programmes that include ICT if it "is directly relevant to effective performance in either the particular occupation or the sector", unless the students have not already achieved a satisfactory level. This is also the case for apprenticeships. ICT can be embedded into vocational courses, such as plumbing by researching materials via the internet, e-mailing suppliers, word-processing invoices, using a spreadsheet for products and prices, creating a website and taking digital photos before, during and after jobs to add to it, and maintaining an electronic diary.

ICT is included in most curriculum areas within the Scottish Curriculum for Excellence (up to age 16). At this age students are expected to be familiar with using appropriate software to solve complex issues, using ICT effectively in learning contexts and select information in a range of tasks, as well as using a computer system to process and organise information. Schools, further education and higher education institutions build Core Skills and/or other transferable skills into their educational programmes; however, in many circumstances this is not mandatory. The Core Skill in ICT consists of accessing information and providing / creating information. The Core Skill in ICT must be included in Modern Apprenticeships and may be included in other vocational qualifications as both optional and mandatory units.

The Welsh Baccalaureate framework includes a Skills Certificate, which comprises digital literacy. The curriculum includes science and technology (including computer science) as one of six areas of Learning and Experience from 3 to 16. Digital competence is also one of three cross curriculum responsibilities. The aim of the Essential Skills Wales ICT / digital literacy qualification is to encourage candidates to develop and demonstrate their skills in using ICT to carry out a task or activity by finding, exploring, exchanging, developing and presenting information.

Science and technology are compulsory subjects within the statutory curriculum for schools in Northern Ireland at key stage three (ages 11- 13). At key stage four (ages 14-16) using ICT is one of the cross-curricular skills. Essential Skills are nationally accredited qualifications offered to students in Northern Ireland colleges. Qualifications are available in ICT at qualifications framework levels 1 and 2. ICT Essential Skills qualifications comprise the elements of using ICT systems, finding and exchanging information, and developing and presenting information.

Apprenticeships in Northern Ireland comprise Essential Skills qualifications in communication, numeracy and ICT