- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Internationalisation of VET is a priority set in the Guidelines for Education Development 2021-27, including collaboration between the Baltic States. One of the aspects in Baltic collaboration is apprenticeship type schemes. Since 2013, Latvia has been in the process of reform to increase the attractiveness of initial vocational education and training (IVET) and involve companies more in providing practical training placements. By 2015, attempts had been made to set up incentives for companies to provide apprenticeship opportunities. An apprenticeship scheme - nationally called 'work-based learning' (WBL) - was piloted as of 2013.
In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt) was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational Education and Training Development Centre (Lithuania), Foundation Innove (Estonia). This project laid the basis for further Baltic collaboration in VET and WBL and the establishment of the Baltic Alliance for Apprenticeships (BAfA) in 2015. Since then, BAfA is serving as a collaboration framework and platform for joint Baltic VET developments.
Objectives
The overall aim of the activity is to raise the overall competitiveness of Latvian VET system and VET providers, with a particular emphasis on Baltic collaboration. Internationalisation has been set as a priority in individual development strategies 2021-27 of VET institutions. BAfA aims to share experience in implementing vocational education reforms in the Baltics, with the focus on introducing work-based learning and apprenticeships, and to promote examples of good practice.
Description
In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational Education and Training Development Centre (Lithuania), Foundation Innove (Estonia). Within the project, a Baltic alliance for apprenticeships (BAfA) was launched in June 2015 as a common framework for joint cooperation between the three Baltic countries.
The Baltic Alliance for Apprenticeships (BAfA) was founded on 22 June 2015 within the framework of the Latvian Presidency of the Council of the European Union and with the support of Erasmus+ funding. It is a platform for the implementation of various Baltic cooperation projects, involving the Ministries of Education and Science of Latvia, Lithuania and Estonia.
Since 2015, within the framework of two Erasmus+ programme projects (DVB-Balt and TTT4WBL), there has been regular cooperation between vocational education providers in the Baltic States in promoting vocational education and work-based learning (DVB).
In January 2017, the Erasmus+ project DVB-Balt was completed (2014-17). At the end of it,...
In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational Education and Training Development Centre (Lithuania), Foundation Innove (Estonia). Within the project, a Baltic alliance for apprenticeships (BAfA) was launched in June 2015 as a common framework for joint cooperation between the three Baltic countries.
The Baltic Alliance for Apprenticeships (BAfA) was founded on 22 June 2015 within the framework of the Latvian Presidency of the Council of the European Union and with the support of Erasmus+ funding. It is a platform for the implementation of various Baltic cooperation projects, involving the Ministries of Education and Science of Latvia, Lithuania and Estonia.
Since 2015, within the framework of two Erasmus+ programme projects (DVB-Balt and TTT4WBL), there has been regular cooperation between vocational education providers in the Baltic States in promoting vocational education and work-based learning (DVB).
In January 2017, the Erasmus+ project DVB-Balt was completed (2014-17). At the end of it, an international conference, Baltic apprenticeship alliance for innovative vocational education, and a Baltic seminar, Development of the Baltic apprenticeship alliance, took place. Representatives of public administration, education institutions / associations, social partners and entrepreneurs from the three Baltic States took part in the events. During the conference, the representatives of the Ministries of Education of the Baltic States agreed to continue cooperation at all levels, emphasising cooperation between associations of Baltic vocational education institutions, industry associations and entrepreneurs and their organisations. The main activities included negotiations and activities for the development of joint programmes and qualifications; strengthening cooperation between Baltic companies for the implementation of DVB training; and promotion of the Baltic region as an excellent learning and working environment.
In May 2017, the funding for the Erasmus+ project Testing new approaches to training VET and workplace tutors for work-based learning - TTT4WBL (2017-20) was approved. The project aims at supporting the implementation of apprenticeships by putting emphasis on training in-company trainers tutors and vocational education teachers by the 'tandem training' methodology. Learning takes place in tandem, by bringing together business representatives and teachers from vocational education institutions to explore together the various aspects that would improve the work-based learning experience procedures and delivery of WBL programmes. Since the start of the project, the following activities have already been completed:
- development of a 16-hour training programme approved by the MoES. The programme may be taught as a separate module or part of a 32- or 72-hour competence development programme; in Latvia it is compulsory for a company WBL tutor to have pedagogical competence which can be obtained by following a tutor training programme of at least 32 hours;
- a study visit on WBL tutor training in Finland, organised by Jyvaskyla University of Applied Sciences in May 2017 for 18 participants from Latvia, Lithuania and Estonia;
- development of methodological materials and training programmes for joint/tandem training;
- training of lead trainers in Latvia (4), Lithuania (6) and Estonia (4);
- development of an experimental methodology to identify the impact of joint learning on school-business cooperation.
17 seminars were organised during which more than 800 WBL trainers over the three countries were trained (more than 300 in Latvia, of which 131 were from vocational schools and 169 from enterprises).
The Baltic ministries responsible for VET have also supported two Erasmus+ VET policy related projects, several parallel and subsequent activities and projects that have been implemented as part of the VET internationalisation process.
Ongoing and completed Baltic projects:
- Individual Approach and Individual Learning Plan in WBL: Training for WBL Tutors (ILP4WBL) (Latvia, Lithuania, Finland)
- Skills for the Baltic Wood industry - European Quality in Vocational Education and Training, co-ordinated by the German - Baltic Chamber of Commerce (Latvia, Lithuania, Estonia and Germany)
- Industry 4.0 CHAlleNGE: Empowering Metalworkers for Smart Factories of the Future (Baltic associations of metalworks, VET institutions - working with smart technologies, joint upgraded standards, assessment tools)
- FinLat-Logic - Aligning work-based learning curricula in VET programmes of logistics through cross-border WBL in Latvia and Finland
- 3LoE-3LoE - Three-level Centers of Professional Excellence: Qualification, Entrepreneurship and Innovation in the Green Economy, Nr: 620870-EPP-1-2020-1-DE-EPPKA3-VET-COVE; (partners from Latvia, Lithuania, Poland, Germany, Austria, Italy, Spain)
- Dig4VET: Digital Tools for Teaching, Learning, Assessment and Validation in VET and WBL
- ECVET-Enterprise: about competence-based approach in assessment and validation of internships and WBL
- ExcellWBL: Baltic examples of excellence in WBL (sharing and promoting excellence)
- EST-LAT WBL: cross-border WBL, developing long-term partnerships between employers in one country and VET in another country
- e-VET: enabling VET teachers to be creators of digital education
- Baltic Green Leadership: VET Students as Agents of Change (cooperation of VET and industries to promote VET initiatives in green, esp. circular, economy
Parallel to collaboration in WBL an increasing number of Baltic collaboration projects is related to Latvian and EU VET priorities - greening and digitalisation. Another emerging trait is the sharing and promotion of Latvian VET best practice among other EU states and beyond, both by education ministry and individual VET institutions or their associations.
The TT4WBL project was completed in February 2020. Any further discussions on the Baltic co-operation in WBL are to take place within the platform of BAfA, since this platform involves the Baltic national level public authorities: the ministries of education.
The following projects have been implemented with the involvement of Baltic stakeholders.
ERASMUS+ Project Industry 4.0 Challenge: Empowering metalworkers for smart factories of the future - 4CHANGE.
The project was implemented by 12 partners from Estonia, Germany, Latvia, and Lithuania with expertise in the development of VET curricula, vocational training, support to VET policy reforms and CNC software programming. The project aimed at tackling skill gaps among metalworkers and raising their abilities to a 4.0 level, improving the responsiveness of VET systems to the manufacturing sector-specific labour market needs, and the demand for new digital and entrepreneurial skills.
The main outputs were developed model qualification standard for three Baltic countries (LV, EE, LT), revised national qualification standards and VET programmes in the metalworking sector (computer numerical control (CNC) metalworking machine setter; computer numerical control (CNC) metalworking machine operator); developed and piloted training material for trainers, VET teachers and learners, an e-learning platform with multimedia, and a new CNC simulation software. Project duration: 01 December 2016 to 29 February 2020.
The continuing Baltic project Skills for the Baltic wood industry - European Quality in Vocational Education and Training coordinated by the German-Baltic Chamber of Commerce (Germany, Estonia, Latvia, and Lithuania).
The modular programme in the wood industry at EQF level 5 consists of 10 modules. The modules are to be translated into English. Project Duration: 01 November 2018 to 31 October 2021.
In January 2020, a Baltic seminar and international conference took place in Riga. During the seminar the three Baltic countries agreed on a common Baltic competence profile for WBL tutors. This development will serve as a basis for improved mobility of WBL students and tutors in the Baltics.
The following projects were completed with the involvement of the Baltic states:
- Individual approach and individual learning plan in WBL: Training for WBL tutors (ILP4WBL) (Latvia, Lithuania, Finland);
- Skills for the Baltic wood industry: European quality in vocational education and training, coordinated by the German-Baltic Chamber of Commerce (Latvia, Lithuania, Estonia and Germany).
Several joint projects continued in 2021:
- FinLat-Logic: Aligning work-based learning curricula in VET programmes of logistics through cross-border WBL in Latvia and Finland;
- Dig4VET: Digital tools for teaching, learning, assessment and validation in VET and WBL;
- ExcellWBL: Baltic examples of excellence in work-based Learning: Companies, tutors, networks' (2019-22).
In February 2022, the results of the Baltic collaboration were presented at the Education Committee meeting of the Baltic Assembly in Vilnius.
Sharing and promotion of Latvian VET best practice among other EU states and beyond has been implemented by the education ministry and individual VET institutions and their associations.
In April 2022, Ogre vocational school hosted a peer-learning event on WBL in Latvia for VET and employers' representatives from Armenia, Albania, Kazakhstan, Moldova and North Macedonia.
In September 2022, the Latvian VET and WBL developments were presented by the education ministry to the Skillman association.
In October 2022, the education ministry presented Latvian VET green approaches in the meeting of VET Directors General DGVT in Prague.
In November 2022, the education ministry presented Latvian WBL approaches in a bench learning seminar in Athens.
In November 2022, the Latvian WBL approaches were presented by Ogre vocational school at the annual Skillman International Forum (SIF2022) in Cagliari, Italy.
In November 2022, the education ministry presented Latvian WBL qualification development approaches to Central Asia platform countries in Kazakhstan.
In February 2023, the education ministry presented the Latvian best practice examples of green transition to the VET working group of the European Commission.
In September 2023, as part of the European year of skills, the Latvian Ministry of Education and Science in collaboration with Skillman International and the European Training Foundation and the Ogre Technical School organised an international vocational education forum "The Planet of Skills. Renewed perspective on Networking Potential". More than 700 experts and practitioners from 72 countries participated sharing their experiences and vision on the latest trends in skills development. The Forum was hosted by the Ogre Technical School, with site visits to four other VET institutions. With the participation of international partners and organisations, the forum contributed to the broadening of the vision of VET policy makers and practitioners regarding international education and employment trends, as well as to creating new collaboration networks for the improvement of the VET quality, excellence and innovation. It also contributed to raising the awareness on the achievements of Latvian VET and introduced a wider international audience to Latvia as a country with an education export potential.
In September 2023, the memorandum on collaboration in VET was signed between Latvia and Germany. The memorandum envisages policy and practice exchange on VET, including peer learning activities, joint project implementation and exchange visits. Initial discussions started on the development of a German government supported project for piloting new developments in the Latvian VET system, with the focus on capacity building of the sector expert councils and exchange of expertise between the Latvian and German counterparts.
In March 2024, the VET policy developments of Latvia were presented at an international research conference in Crete, Greece.
In April 2024, the policy developments for VET excellence in Latvia were presented at DGVT/ ACVT webinar organised by the DG EMPL of the European Commission.
In May 2024, the education ministry hosted the visit of the delegation from the five Central Asia countries, as part of the EU funded DARYA project implemented by the European Training Foundation and supported by the Latvian foreign affairs ministry.
In March 2024, the education ministry hosted a visit of the delegation by the French Employment Agency AfPA and two major European VET associations EVTA, EVBBv. During the visit future collaboration plans were discussed and site visits implemented to three VET institutions. A follow up visit took place in September 2024, with representatives from AfPA and EVBB, visiting a VET institution and the Riga Technical University. Joint project ideas were discussed regarding VET developments in skills formation and VET internationalisation.
In June 2024, the kick-off conference of the joint German-Latvian project on sector expert council capacity building was implemented. The project is funded by the German government, implemented by the German-Baltic chamber of Commerce (AHK) with German counterparts from the sectors, supervised by the Latvian and German education ministries.
In October 2024, the education ministry organised and hosted a study visit of the delegation from Azerbayan (AZ), with participants from the AZ National Centre for Education, VET institutions management and the AZ UNDP representation. The visit was co-organised by the Ogre technical School, with site visits to three Latvian VET institutions. Plans for future collaboration were discussed.
In October 2024, the education ministry organised and hosted a study visit of the delegation from the United Kingdom, representing VET colleges and VET researchers. Study visits to three Latvian VET institutions were implemented, with a final discussion at the education ministry on potential future cooperation in VET.
In October 2024, Latvian VET and WBL approaches were presented at European Training Foundation partner countries seminar in Tirana, Albania.
In October 2024, the repeated accreditation of the International Baccalaureate (IB) in career education programme took place in the Ogre Technical School. The programme is an important contribution to VET excellence and internationalisation. Ogre Technical School was the only one implementing this IB programme in the Baltics in 2024. Invited renown international professionals from the academia as visiting lecturers contributed to the quality of the IB programme implementation.
Bodies responsible
- Ministry of Education and Science
- The Association of Mechanical Engineering and Metalworking Industries of Latvia
- National Centre for Education (VISC)
- German Baltic Chamber of Commerce
- Ogre Vocational School
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Trainers
Entities providing VET
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to developing internationalisation strategies supporting a strategic approach to international cooperation in VET and lifelong learning, including going beyond the EU.
This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).
European priorities in VET
Osnabrück Declaration
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). VET internationalisation and Baltic collaboration: Latvia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28382