- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
In 2013, the IVET system was reformed, restructuring programmes, introducing agreements with companies for organising work-based learning, as well as providing subsidies for companies involved in apprenticeship and opportunities for student progression to higher VET.
The apprenticeship system was also reformed in 2013-14. A proposal for a 2-year dual system was submitted to parliament in December 2014. A new strategic framework for IVET was prepared, aiming to strengthen social partners' and companies' involvement and to bring IVET closer to labour market needs.
At the beginning of the reporting period the attractiveness of apprenticeship was low, despite existing policies being in place for supporting apprenticeship as part of the Youth guarantee implementation plan, 2014-15 and additional funding from the Human capital operational programme, 2014-20. Conclusions from an impact assessment project run between August 2014 and September 2015 revealed the need for more flexibility (shorter apprenticeship programmes) and increased financial incentives for employers. Another challenge was to change the mentality of learners/parents towards IVET and foster (youth) entrepreneurship.
Objectives
To improve relevance of VET to the labour market needs, increase participation, facilitate access to VET programmes, and improve their quality.
To develop innovation and cooperation in IVET at national and international level.
Description
An amendment to the Education Law endorsed in November 2016 (Ordinance No 81/2016) introduced a dual form of initial VET for qualifications at EQF/ROQF (Romanian national qualifications framework) levels 3, 4 and 5.
Implementation of dual IVET programmes started in 2017/18 for qualifications at EQF level 3. Over 2 500 learners from the first generation of students with access to dual VET programmes enrolled in dual IVET. Setting up a methodology for organising and conducting entrance examinations for dual IVET programmes at EQF level 4 and 5 has still to be done. The National Authority for Initial Training in Dual System was established by government Order in June 2018 to help develop policies in this field. The authority has been operational since January 2019. Based on government Decision No 24/January 2020 on the new structure and functioning of the Ministry of Education and Research, the National Authority for Initial Training in Dual System became a directorate/department within the ministry.
In initial VET, the dual form of the 3-year school-based VET programme (‘professional’ VET) was created by means of new legal provisions, based on the Government Emergency Ordinance No. 81/2016, endorsed by Law No 82/2018, regarding the modification and completion of the National Education Law No 1/2011.
This new legal framework followed a national debate initiated as part of the Dalivet project, where companies, national authorities, school decision-making actors took part.
According to these official documents, dual VET programmes could be organised at the request of companies and include a partnership contract concluded between initial VET school, employer/ company and municipality (local authority). Companies were also obliged to pay dual VET learners a monthly allowance that is not less than that provided by the government and should support by being involved in the practical training of students.
The first implementation year of the dual VET programme welcomed 2 570 students in 2017/18.
The number of students enrolled in grade 9 of initial dual VET increased to 4 244 in 2018/19.
The National Authority for Initial Training in Dual System was established withing the education ministry in 2018 to help develop policies in this field.
The number of new students enrolled in dual VET in the ninth grade increased from 2 570 in the school year 2017/18 to 4 244 in 2018/19, growing to 6 970 in 2019/20. The share of dual VET students in the total number of ISCED level 3 VET students increased from 8.1% in 2017/18 to 16.4% in 2019/20. The effectiveness and quality of dual VET partnerships was high due to the commitment of companies in providing good training and to employing the graduates. The number of companies involved in partnership contracts increased from 227 in 2017/18 to 763 in 2019/20. VET schools have also played an active role in this process by adapting their offer to meet the requirements of companies and by offering companies the possibility of being involved in partnership contracts. The number of schools involved in dual VET increased from only 67 in 2017/18 to 167 in 2019/20, according to the data provided by the county school inspectorates.
The initial dual VET has not yet been implemented for qualifications at EQF level 4 and 5.
Due to numerous campaigns to promote initial vocational education and training in the regions, across all its forms of organisation (4-year technological programme, three-year school and work-based programme including the initial dual form), the companies and local authorities increased their interest in the initial dual VET programme as a solution to addressing their skills needs.
From 2019/20, there was an increase in the number of places requested by employers for students to be trained in initial dual VET: the number of initial dual VET learners increased to 6 970. The most attractive domains were mechanics (41.9%), electrics (8%), electromechanics (7.5%); the qualifications sought by students were operator for machines with numerical command/control (11% of the total enrolled), auto/car mechanic (9.5%), electromechanics in industrial machinery and installations (6.7%) and cook (6%). Services, tourism and food were also popular.
The National Authority for Initial Training in Dual System was reorganised within the Ministry of Education and Research based on Government Decision No 24/January 2020.
The number of new students enrolled in dual VET in the ninth grade reached 6 639 in 2020/21. Despite the pandemic, the number of companies interested in supporting the practical training of the initial dual VET programmes grew from 527 companies in 2019 (for 2019/20) to 886 in 2020/21 emphasising a growing awareness of the vital role of companies supporting initial VET training.
A relevant, interactive map of IVET programmes leading to the acquisition of level 3 qualifications (3-year school and work-based programmes/ învățământ profesional/ and its dual form) or level 4 qualifications (4-year technological programmes) was provided for the school year 2020/21 on the institutional website of the National Centre for TVET Development.
In 2021/22, 16 195 students were in initial dual VET programmes, including 4 649 new enrolments. The most attractive domains for the new entrants in initial dual VET were: mechanics (48.53%), tourism and food (13.70%), electrics (10.48%), electromechanics (7.64%), construction, plumbing and public works (3.36%), electronics and automation (3.10%) followed by commerce (2.75%), textile and leather industry (2.41%).
The qualifications sought by students were operator for machines with numerical command/control (almost 11.71% of the total enrolled), auto/car mechanic (9.8%), electromechanics in industrial machinery and installations (7.51%). Services, tourism and food were also popular.
In 2022, 15 118 students were in 3-year dual IVET programmes leading to the acquisition of a qualification at NQF/EQF level 3.
In 2022, methodologies for the organisation and implementation of dual IVET programmes for qualifications at NQF/EQF levels 4 and 5 were developed. They aimed to support the development of a complete dual pathway in education and training covering levels of IVET and continuing to higher education dual VET programmes for qualification level 6-8 NQF/EQF. The implementation was expected to take place as soon as possible in the light of a new package of the education law for preuniversity and university education.
Bodies responsible
- Ministry of Education
- Ministry of National Education (until 2021)
- National Centre for TVET Development (CNDIPT)
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
- National, regional and local authorities
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 both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
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 refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
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.
This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET