- 2021Design
- 2022Implementation
Background
The labour and education ministries coordinate strategic actions and implementation plans in relation to training and certification of skills, universities and their role in lifelong learning and training for the acquisition and certification of digital skills by major companies in the field.
Objectives
The objectives of this legal intervention were:
- to integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
- to reward active jobseekers;
- to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
- to reform CVET and its interconnection with the country’s economy;
- to utilize European resources for quality assured training of the unemployed and of employees.
The Law regulated subsidised CVET and introduced the following provisions:
- the remaining 30% of the total amount to be paid to a training provider or a learner can only be paid after a successful pass of a certification exam (up to 70% is paid for the training provision);
- eligibility of a training institution for the provision of subsidized CVET programmes is decided by the following assessment benchmarks:
i.the percentage of unemployed who return in the labour market 3, 6 or 12 months after the completion of a training programme;
ii.assessment of the training provider by the employers;
iii.by the percentage of those who complete training and participate to certification.
c.in-house training can be eligible for subsidized training, only if thematic relevance with a subject, is included in a call for subsidized training announced by the Public Employment Service.
d.individual skills accounts for participants in subsidised CVET programmes. Credits are introduced and may be accumulated from participation in training. Accumulated credits can be ‘consumed’ in career guidance support, participation in further training and/or certification.
Description
The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
To develop a more transparent system for the professional certification of individuals and for improving the provision of lifelong learning the labour ministry proposed a draft law with the following actions:
- lifelong learning centres operated by universities should play a central role in training. The unemployed gain access to training programmes offered by the universities’ lifelong learning centres;
- a wide range of module options is offered in modern subjects. Learners may select from a variety of training programmes in high-demand industries, with emphasis on digital and green skills;
- performance based funding: the labour ministry introduces a payment methodology for training providers based in the principle of payment by results, with the aim of efficiency and optimal use of the RRF funding. Full payment/funding for both training providers and beneficiaries is linked to the completion of training and the certification of...
The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
To develop a more transparent system for the professional certification of individuals and for improving the provision of lifelong learning the labour ministry proposed a draft law with the following actions:
- lifelong learning centres operated by universities should play a central role in training. The unemployed gain access to training programmes offered by the universities’ lifelong learning centres;
- a wide range of module options is offered in modern subjects. Learners may select from a variety of training programmes in high-demand industries, with emphasis on digital and green skills;
- performance based funding: the labour ministry introduces a payment methodology for training providers based in the principle of payment by results, with the aim of efficiency and optimal use of the RRF funding. Full payment/funding for both training providers and beneficiaries is linked to the completion of training and the certification of skills; 30% of the total amount to be paid to providers and trainees only after the successful completion of a skills certification process;
- particular emphasis is given to the certification by major international technology companies that provide - through third parties - recognised certificates for digital skills;
- stricter criteria are introduced for the participation of lifelong learning centres in subsidised programmes, including obtaining additional international ISO certificates;
- accreditation of the educational material by an independent body(which is not specified by the legal framework and will therefore be the subject of future regulations) the quality of educational material is guaranteed using modern quality standards, which will be monitored by an independent certification body operating under ISO 17024, the ISO standard for the certification of persons;
- the certification body is to be selected by the learners themselves and not by the training provider, so that the learners may choose themselves which certificate they wish to obtain.
In the reporting period, the labour ministry re-designed its approach regarding vocational training and especially continuing VET(CVET) programmes, funded by the Recovery Fund, and began consultations with relevant stakeholders for preparing the necessary legal framework.
In 2022, Law 4921/18.4.2022 ‘Better jobs for everyone: Reorganisation of the Public Employment Service- DYPA (former Labour/Manpower Organisation OAED) and digitalisation of its services, upgrading of workforce skills and jobs need diagnosis and other provisions’ which encompasses the renewed approach for VET and specifically for CVET was approved.
Also in 2022, the Public Employment service (DYPA) launched calls for upskilling and/or reskilling 80 000 unemployed people in high-demand specialties, on digital and green skills funded by the Recovery and Resilience Fund (with a total budget EUR 100 million). Certification of individuals by independent and international awarding bodies became an obligatory prerequisite for training providers and learners to receive the total amount of subsidy (30% relevant to the amount foreseen in each call).
The law integrated the National Institute of Labour and Human Resources (EIEAD) to the labour ministry, and consequently its tasks, to contribute to the establishment of the mechanism of labour market diagnosis and to develop a methodology for skills forecasting) were transferred to labour ministry.
Bodies responsible
- Ministry of Labour and Social Affairs
- Public Employment Service (DYPA)
- Manpower Employment Organisation (OAED) (until 2022)
Target groups
Learners
- Young people not in employment, education or training (NEETs)
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
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.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
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.
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.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
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 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 providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
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.