The OCED report reviewed Ireland's existing National Skills Strategy to 2025 and how it may need to be adapted, identifying priorities and recommendations specifically for the Irish context. The report itself was not intended as an implementation plan, and further work was required by Irish stakeholders to progress the recommendations in the OECD report.
The National Skills Council (NSC) was established following the recommendations of the OECD Skills Review for Ireland, with the objective of...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A review was conducted in partnership with the OECD. The review concentrated on four areas:
balance in skills;
lifelong learning;
innovation;
governance.
The report identified four priorities:
Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.
Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.
Priority 3: Leveraging skills to drive innovation and strengthen firm performance.
Priority 4: Strengthening skills...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the Construction Safety Licencing Bill is to reform and modernise the existing model for the sector, to make construction an even safer industry to work in, and to make the industry more attractive to future workers.
Safety skills will be embedded into worker skills development, and make safety management easier for employers.
The legislation will also recognise workers who are not qualified (either through apprenticeship or professional qualifications), but have relevant...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The legislation was developed as a matter of urgency following targeted consultation with key construction industry stakeholders in 2022. The draft legislation was published in 2023 and is progressing through the Irish Parliament to pass into law.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the 'training-employment pathway' is to equip suitable job seekers with the skills they need to facilitate their integration into the workplace, either directly with the employer or elsewhere. The emphasis is on developing skills that bring real added value to the job market, and not just skills that are specific to the company applying for them. The pathway to employment combines the acquisition of technical skills, soft skills and in-company experience.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 'employment-training pathway' supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.
The principle of the 'training-employment pathway' is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the form...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland's sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can equip...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Community education takes a holistic, learner-centred approach and incorporates both formal and informal learning, addressing learners' personal development and building skills while offering educational opportunities through simplified pathways and the possibility of moving forward into the FET system and beyond. Community education fosters social cohesion and active citizenship, playing an important role in supporting a democratic society.
The Framework gives a foundation to help shape how...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Developing the framework was a collective and collaborative process by the whole of the FET sector, focussing on the needs of learners, who were also a key stakeholder and consulted during the process of drafting the framework.
A writing group was set up that included many different stakeholders in the FET Sector. This group was an important space to discuss ideas and challenges and was imperative for shaping the final content.
There was a 12-month development process, comprising four...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of Rural and Community Development
Pobal
Cavan Monaghan Education and Training Board (CMETB)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Education and Training Boards Ireland (ETBI)
Adult Learning Association (AONTAS)
Community Education Facilitators' Association (CEFA)
To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and staff.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.
The report explored the concept of transversal skills to establish consensus in terms of definition and identify...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
In 2023, the Innovation and Collaboration fund opened for applications to progress the ALL Strategy.
As part of the application, projects had to evidence: collaboration and partnership between organisations; innovative approaches; meaningful benefits for adults with unmet literacy, numeracy and digital literacy needs; and good value for money and no duplication of work already happening.
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The 2023 Innovation and Collaboration Fund was EUR 1 million, with the maximum grant of EUR 50 000.
Organisations that work in the public, not-for-profit, community and voluntary sector were eligible to apply. A minimum of two organisations working together in partnership were required to make an application, with one organisation as the lead applicant, and the other organisation(s) as the partner(s).
The target groups for the ALL Innovation and Collaboration Fund included:
older adults (55+),
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To equip VET learners with skills related to ecological sustainability and renewable technologies, contributing to economic resilience and meeting ecological challenges in various industries.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of National Education and Youth (until 2024)
Implementing ILAs backed by the new legislation and piloted using funds from European sources as a new instrument in support of adult learning by:
increasing access to education and learning;
reducing the costs of learning to inhabitants; and
securing quality of adult education funded by ILAs via quality check of providers.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Reflecting the LLCS 2030 recommendations the State Institute of Vocational Education prepared a comparative study focusing on new European policies, ILAs and microcredentials. The education ministry decided to cover ILAs and some segments of lifelong learning by new legislation and to pilot implementing ILAs making use of funding from Programme Slovakia 2021-27.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
According to the submission report to the law, the law aims to introduce system tools that will mitigate the effects of social and technological changes on people's lives. The education system needs to respond more flexibly to these changes to ensure that every citizen has lifelong access to opportunities to learn and develop their skills and competences, so that everyone can realise their potential in personal, professional and civil life. The law is intended to support flexible options for...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry initiated new legislation instead of the originally proposed law on lifelong learning, which was previously recommended by the Lifelong learning and counselling strategy for 2021-30 and approved by the government. Although the strategy suggested drafting a new act on lifelong learning, the education ministry decided to submit an act on adult education. Since the development of comprehensive lifelong learning legislation covering learning from cradle to grave would...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
The National Plan for Labour, Occupational Safety and Employment 2021-27 outlines the strategic priorities and measures for labour market policy up to 2027, including specific actions for upskilling, guidance, and aligning education with labour market needs. The National Recovery and Resilience Plan 2021-26 acts complementary to the National Plan for Labour, Occupational Safety and Employment 2021-27, allocating additional targeted support for employment and upskilling.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:
mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
identifying workforce skills to support lifelong guidance and career development;
developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...
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Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The National Education System Development Plan defines the strategic priorities and measures for education at all levels for the period up to 2027, including specific measures for IVET and adult education, based on the analysis of development needs and challenges for each priority.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:
3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.
3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
expand access to wide range training for working-age adults;
ensure ownership of adult learners in training based on their own and labour market needs;
keep individuals' training entitlements even when they change jobs,
reduce dependence of adult training choices on employer approval and financing;
strengthen involvement of social partners in training provision.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The pilot implementation takes place in the construction sector. It involves an analysis of existing ILA schemes in Europe and national feasibility study, simulations, an online portal (linked to the existing training provider authorisation platform), promotional campaigns, and a study on the use of ILA.
ESF+ and other funds are to support the implementation as of 2025. The implementation will initially last until 2027.
Main beneficiaries of ILA are the construction sector employees and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
National Agency for Employment (ANOFM)
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
The key goals and objectives for introducing ILAs in Bulgaria are:
to increase adult participation in learning;
to reduce skills shortages;
to establish a sustainable funding mechanism supporting lifelong learning;
to pilot sector-specific programmes as small-scale pilots, initially targeting specific sectors, with the goal of expanding to other sectors and occupations;
to establish a governance structure with the participation from ministries, social partners, and sectoral skills councils...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To facilitate the introduction of individual learning accounts (ILAs) in Bulgaria, the Bulgarian Industrial Capital Association (BICA), developed two pilot models for ILAs.
According to the first model employers may create individual accounts for their employees. These accounts record the qualifications and skills gained through training. It encourages' enterprises to invest in their employees by contributing to these accounts.
The second model envisaged sectoral funds or one state fund to...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve workers' qualifications in the industrial sectors, which will help them in their professional development, reskilling, and employability;
to prevent the risk of unemployment, promote job retention, and improve the productivity and competitiveness of companies and the economy;
to modernise the industrial sector when companies experience decreased productive activity due to unforeseen market conditions.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
It consists of financial support for upskilling and reskilling training plans of workers of SME businesses in industries experiencing reduced orders or less turnover. A budget allocation of EUR 10 million covers salary costs and sector-specific training.
Employers can submit applications for training projects directly or through the appropriate associations representing employers and businesses at sectoral, regional, and national levels. To be eligible for financial support, the training plan...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
to operate an educational institution outside the major cities;
to allow students across the country access to a wide range of high-quality, sustainable secondary education close to where they live.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Higher commercial examination (HHX) has become an increasingly popular option for Danish youths (upper secondary learners) during the last few years. Simultaneously, because of declining youth cohorts, it has become more difficult to offer higher commercial examination and higher technical examination (HTX) programmes in rural areas. Therefore, the government via the education ministry, together with the parties behind the Finance Act 2024, has allocated a special grant of in total EUR 670...
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The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.
The main objectives of the plan are:
a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices and employers...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ireland's Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...
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Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
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The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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Ministry of Education and Science (from 2021 until 2024)
The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
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The action plan includes the following five specific measures:
implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...
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Ministry of Education and Science (from 2021 until 2024)
To bring former students together, in order to maintain links with their school and fellow graduates through an online community platform.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The online alumni community platform is a network of graduates from all the pathways offered by the Department of Secondary Technical and Vocational Education and Training. It will give VET graduates the opportunity to stay engaged with the department. Through networking and professional development opportunities, graduates will participate in and benefit from career insights and advice from other alumni and career professionals. Alumni can benefit from continuing education opportunities,...
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The schemes aim to provide re- and upskilling opportunities for the unemployed and the employed and train young people aged 15-29 who are not in education, employment, or training (????s) by 2027. The target for the programming period 2021-27 is for 2 800 persons to benefit from the NEETs scheme and for 1 800 persons to benefit from the Individual Learning Accounts (ILAs) project.
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The Cyprus operational programme THALIA 2021-27 includes two relevant HRDA actions.
Individual learning accounts (ILAs) provide credits to eligible groups of employed and unemployed individuals to attend training programmes and acquire new and/or upgrade existing knowledge and skills. They aim to promote lifelong learning by providing flexible upskilling opportunities and preventing social exclusion. Through ILAs, individuals gain access to training programmes on a broad range of issues...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objective is to upgrade and enrich the skill set of the employed, with beneficial consequences for the economy and society in general.
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The activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:
single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objectives of the Human Resource Development Authority of Cyprus (HRDA) include:
the integration of the unemployed and inactive into employment, with focused training activities to support employability;
to support work-based learning of unemployed and inactive individuals by placing them in companies /organisations to acquire work experience in a real working environment.
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HRDA implements the following activities/schemes:
Scheme for the employment and training of tertiary education graduates
The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to offer...
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Human Resource Development Authority of Cyprus (HRDA)
These training programmes aim to assist employed (public and private sector employees and the self-employed) and unemployed individuals in reskilling and/or upskilling by participating in training programmes implemented by accredited by HRDA vocational training centres (VTCs).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The four HRDA schemes included in the RRP are as follows.
Training programmes for the acquisition of digital skills
The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training activities...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
to improve the relevance of technical and vocational education and training (VET) to the needs of the labour market;
to facilitate the transition from education to work;
to increase the attractiveness of STVET;
to modernise school facilities and provide a test bed for the development of state-of-the art programmes and promote closer links with the industry;
to improve the quality of VET by developing skills forecasting mechanisms, by updating curricula, and...
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In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical and...
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Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
To evolve to an innovative knowledge society a resilient and (re-)skilled workforce is needed. By offering (financial) support to individuals and enterprises, the Flemish government wants to increase the participation rate in lifelong learning. Incentives for learners and companies aim to promote work-based and lifelong learning and encourage the provision of quality guidance in the workplace.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Incentives for work-based learning In 2015, the federal incentives for VET became Flemish, due to a State reform. Since then, young people (below the age of 18) and the training companies, which offer work-based learning, receive a bonus each school year (starting bonus for learners, internship bonus for companies). In addition, training companies receive a reduction in employer's social security contribution paid by companies for employees who are low-educated young people, apprentices in...
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The purpose of the National platform for progress in VET is to encourage dialogue between various interested parties in order to advance the vocational education system. The platform functions as a consulting group of experts providing suggestions for issues related to VET system development: identify the need for updating /developing VET curricula, which will allow a greater number of stakeholders to be directly involved in the quality of VET processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National platform for the progress in VET, as a team of experts, is established as a response to the European Commission's encouragement to its member states to strengthen vocational training and adapt more flexibly to the needs of the labour market. The European Commission emphasises the necessary fundamental changes in the area of skills development, as a means for recovery from the social and economic impact of the COVID-19 pandemic.
The platform focuses on the further development of...
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qualify people from other sectors and/or unemployed people who want to join the tourism sector;
decentralise training in tourism and adapt it to local needs;
contribute to the sustainability and quality of the service provided by companies and agents in the sector, valuing professions and promoting work in tourism;
provide all professionals in the tourism sector with a wide range of training opportunities.
The training in the framework of...
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The programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...
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Agency for Competitiveness and Innovation (IAPMEI)
Increasing management skills and improving business practices of the participants (entrepreneurs, managers and employees) from SMEs.
Improving organisation, optimising methodologies and promoting company modernisation and innovation processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training action programme (Formação - Ação) is a training modality of the national qualification system for the reinforcement of SME management capacity and competitiveness; it combines training and consultancy. It is addressed to micro, small and medium-sized enterprises active in the North, Centre and Alentejo regions.
This business training combines classroom training, in-company training and individualised consultancy. The programme begins with a business diagnosis, allowing for the...
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Agency for Competitiveness and Innovation (IAPMEI)
The Training voucher aims to reinforce the quality of active employment measures, particularly as regards professional qualifications, seeking to:
contribute to improving the productivity and competitiveness of companies by reinforcing the professional qualification of their workers, especially those with lower qualifications;
boost the demand for training among the unemployed and active employees;
encourage lifelong learning pathways as well as the personal development of the active...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.
It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...
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Institute for Employment and Vocational Training (IEFP)
Training and (re)qualification, in the digital area, aiming to face the challenges and opportunities of several business sectors strongly impacted by digital transition processes.
Fostering digital transformation.
Improving the productivity and competitiveness of entities and the country's economy, as well as individual skills and qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The objective of the initiative is to reduce the number of unemployed over the age of 30. This is in line with the general objectives of the Danish National implementation plan (NIP) for the 2020 Council Recommendation on VET and Osnabrück Declaration and also with the objectives set in the Agreement on better and more flexible continuing vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the education lift scheme, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lift scheme.
Education lift (80% unemployment benefits).
Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the job rotation scheme is to encourage companies to upskill their employees and give unemployed people the opportunity to gain work experience and create a network in a real workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the job rotation scheme private and public companies are entitled to receive a job rotation allowance when an employee temporarily participates in continuing education/upskilling and an unemployed is hired as a substitute for the employee during the training period. The company pays the employees their usual salary for the entire training period, as well as any expenses related to the course. The temporary employee must receive a salary according to the labour agreement for the hours...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to modernise and secure the future of the adult, CVET and further VET (EQF 5) system, so that employees, may develop competences that secure their job prospects and remain relevant to labour market needs. The agreement also aims to improve job prospects for the unemployed and unskilled or low skilled people.
With the latest tripartite agreement, the government and parties from the labour market seek to create a stable framework for strengthen continuing and further education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.
The creation of a 'conversion fund': around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a 'conversion fund', which will enable unskilled and skilled workers to undertake further training on their own initiative. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To eliminate the problems identified and improve adult education quality, the project plans to develop a quality assurance system through the development of models of self-evaluation and external evaluation of adult education institutions in order to improve adult education based on relevant research data.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project Development of a quality assurance system in adult education is financed under ESF Operational programme Effective human resources 2014-20. The implementation period of the project is 40 months beginning from January 2019. The project has a total value of EUR 2 368 780 (HRK 17 838 099). The body responsible for the implementation is the Agency for VET and Adult Education (ASOO). The project is aimed at improving the quality of the adult education system through the development of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The amendment of the Law on Adult Education aims at the alignment of the regulations with the development of the national qualifications framework and to improve the quality assurance system, to ensure quality and effective education focused on the needs of the individual and the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The 2021 law also introduced micro credentials as units of learning outcomes designed to help individuals acquire specific sets of skills aligned...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
investment in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
Raise the attractiveness of following an apprenticeship programme for young people so that more training places can be occupied.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government expressed its willingness to increase monthly minimal remuneration in order to increase the attractiveness of VET for young people.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
The measure is part of the Equal start initiative: development of the lifelong learning support system (2021-24) and has the following objectives:
Develop a digital platform that would make it easier for learners to find training programmes in one place, including the creation of an individual learning account system;
help to change the culture of lifelong learning in Lithuania by offering more flexible learning opportunities;
invest more purposefully in strengthening the most relevant...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.
The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities. Higher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the initiative is to double the number of apprenticeships abroad from 1 000 in 2020 up to 2 000 by 2027.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to learn more about motives and expectations, as well as existing obstacles to mobility and potential incentives for mobility abroad, the project Partnership commissioned ibw Austria: Research and development in VET in 2020 to conduct the study 'Foreign mobility in apprenticeship training'. The results were presented at the OeAD on 30 September 2021 and a concrete objective and five action priorities for increasing apprenticeship mobility were derived from it.
The study shows that...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The objective of the related part of the Lifelong learning and counselling strategy for 2021-30 is strengthening legislative, financial and institutional support for improving the basic skills of adults.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:
embedding the term 'basic skills' in the Lifelong Learning Act;
piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
improving the digital skills of citizens in line with Reform 6 of Component 17 'Digital Slovakia' of the National recovery and resilience plan;
piloting a financing scheme for supporting non-formal learning for low-skilled adults in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Government Office of the Slovak Republic
Ministry of Investments, Regional Development and Informatisation
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
to support the continued growth of the higher vocational education sector;
to establish a system for the allocation of new student places which takes into account the skills needs of the labour market, and the planning capacity of vocational education schools, which is based on an analysis of the available knowledge base and skills needs;
to create new paths from upper secondary education to higher vocational education;
to examine the criteria and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was proposed by the Ministry of Education and Research for further improving and strengthening higher vocational education. It is aimed at higher vocational education and all actors in the field. The beneficiaries are both individual students and society, mainly by improving quality and increasing autonomy.
The priorities focus on the following four areas:
Growth in the tertiary vocational college sector
The government is to take steps to ensure continued growth in higher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme 'Scholarship for deficit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The main objective of the Upskill programme is to respond to companies' needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
The main objectives of this policy development are:
supporting young adults at a distance from the labour market to acquire economic independence;
preventing long-term unemployment among young people as a response to the effects of the COVID-19 crisis.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the Cabinet's response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:
making explicit which bodies are responsible at a local and regional level;
supporting life coaching arrangements;
promoting guidance for young people after graduation.
The country's approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Council for upper secondary VET schools (MBO Raad)
The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1-3 (EQF levels 1-2). The fund aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education.
The fund emphasises:
community education as a mechanism to continue...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.
Community Education providers can apply for funding across...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care system,
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Chamber of Employees
Chamber of Commerce
Chamber of Skilled Trades and Crafts
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
16 000...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: 'everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market'. Bruxelles...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Le Forem (The Walloon Office for Vocational Training and Employment)
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
The government has implemented several measures aimed at students to counteract these negative consequences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the government agreed several measures:
vocational colleges, colleges and universities receive funding to pay students to conduct academic follow up of other students;
the student organisations receive funding to pay students to start social, low-threshold services, such as social activities for students;
the student organisations receive funding for social, low-threshold services for mental health work;
the mental health student support telephone line receive extra funding to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to ensure students' welfare, including VET students at vocational colleges (EQF level 5), social contact with each other and ensure that they complete their studies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The expert group is led by the Ministry of Education and Research and Universities Norway (UHR), the National Council for Higher Vocational Training, the Norwegian Directorate of Health, the Norwegian Institute of Public Health and student representatives. Students and the community council will also be involved in the work.
There have been regular meetings with all principals, students and organisations since March 2020 to map concerns, to discuss possibilities for improving the situation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the pilot is to gain knowledge about how financial incentives can influence participation in further education and training for skilled workers and whether it has an important connection to the labour market.
The pilot should show if a scholarship scheme makes a vocational career more attractive and if it motivates skilled workers to invest in further education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.
The pilot will...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The skills reform aims to ensure that no one is excluded from working because of lack of competence. Everyone should have the opportunity to renew and supplement their competence and to work longer.
The second goal is to close the skills gap between what working life needs in terms of skills and the skills of the employees.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:
Stimulating individuals and companies to invest in education and training through:
making it attractive to invest time and money in education and training;
flexible loans and scholarships;
flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
promote employment and reduce unemployment by improving the employability of the unemployed;
provide opportunities for the unemployed to enter/re-enter employment by upgrading existing or by acquiring new knowledge and skills;
encourage organisations to offer suitable training programmes to the unemployed.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Special scheme for the vocational training of the unemployed in organisations of the public and broader public sector, local government authorities, non-governmental organisations and non-profit institutions, caters for the vocational training and work experience of unemployed individuals and is part of HRDA's activities for the integration of the unemployed and inactive persons in employment . The scheme also provides opportunities to organisations to utilise human resources through the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The objective is to provide upper secondary learners on three-year lasting VET programmes a realistic opportunity to become eligible for admission to tertiary education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the measure is intended to support training companies in continuing apprenticeship training in the during the crisis of the Covid-19 pandemic, by enabling them to outsource in-company training for a certain period of time without incurring any costs;
in addition, the number of new apprenticeship places on offer is to fall as little as possible, both for autumn 2020 and thereafter.
This results in the following policy guidelines to:
enable apprenticeships in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In close cooperation between the Vienna Economic Chamber (WKW), the Vienna Chamber of Labour (AK), the Vienna Public Employment Service and the Vienna Employment Promotion Fund (waff), as well as conceptually supported by the two research institutes ibw and öibf, a model of a new, innovative training association was developed. It was finally implemented at the beginning of 2021, offering apprenticeship training companies the possibility of continuing their apprenticeship training for a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To counteract the expected decline in apprenticeships due to COVID-19, those companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020 are being supported with EUR 2 000. The bonus of EUR 2 000 for each new apprentice is paid out in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period.
The decisive criterion is the date on which the apprenticeship...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2020)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
With the federal programme Securing apprenticeship placements, the Federal Government [Federal Ministry of Education and Research (BMBF), Federal Ministry of Labour and Social Affairs (BMAS), Federal Ministry of Economic Affairs and Energy (BMWi)] wants to support training companies in all sectors of the economy and training institutions in the health and social professions in the current difficult economic situation. It aims to motivate them to maintain their apprenticeship placements and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Due to the COVID-19 pandemic, the Federal Government (BMBF, BMAS, BMWi) decided on key measures to support apprenticeship and to secure skilled labour in June 2020 with a total funding budget of up to EUR 500 million. The first funding phase started in August 2020 (with retroactive improvements in December 2020) followed by the second funding phase from November 2020. The funding support covers the apprenticeship year 2020/21. The grants are paid via the employment agencies (BA).
The funding...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
The innovation programme INVITE aims at increasing participation in CVET by connecting existing learning platforms, improving the transparency and quality of digital CVET offers, and allowing a low-threshold, individual, modular approach, building on existing skills, in a secure digital environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
To ensure that all VET providers apply a common procedure and criteria for awarding scholarships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations on scholarships have been amended to ensure the principle of equality and provide for a clear procedure for awarding scholarships, thus ensuring that all VET providers apply common basic criteria for eligibility and amount of scholarships. The regulations set the criteria, purpose and procedure for awarding scholarships and their amount.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Target 4 aims to 'raise levels of student retention and attainment in further, vocational, and tertiary education and training'. The reform aims to support tackling early school leaving and to provide an education system for all learners by addressing their different learning aptitudes, intelligence and patterns.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, measures to support the work on all forms of work-based learning for young people and adults include partnerships with social partners and other stakeholders. In this respect the education ministry is entering into partnership agreements with economic operators to provide work-based learning experience for students in lower and upper secondary (13-16 years).
These pathways are part of the project, MyJourney: achieving through different paths, which seeks to promote increased links...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
The Transition plan 4.0 which includes the training tax credit development aims to promote company investments in continuing vocational training (CVET) on the main technologies that support the technological and digital transition of companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Transition plan 4.0 is managed by the Ministry of Economic Development and includes the measure Training tax credit 4.0.
Training tax credit 4.0 for companies is related to the percentage of the corporate costs of employees during the training activities. The maximum annual total amount can be EUR 300 000 for small companies and EUR 250 000 for medium and large companies.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:
The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
The Invest in young people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The objective of the expansion of HVET is to ensure that adults are better qualified for the labour market, which will lead to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Swedish Government has increased the funding to the Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The Agency for Higher Vocational Education has been able to approve more than a 56% increase in the number of study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
One of the priorities of the labour ministry is to stimulate the employability of SME employees. The budget of the Learning and development incentive scheme for SMEs (SLIM-regeling) is dedicated to creating learning environments within companies and to facilitate employees engaging in (parts of) a VET course in working time.
The objective of the Ministry of Economic Affairs is to mitigate shortages of technical staff by stimulating SMEs to engage in retraining and upskilling activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The labour ministry took action to stimulate lifelong learning in SMEs by launching the Learning and development incentive scheme for SMEs (SLIM-regeling) in 2020. SME entrepreneurs can apply for a subsidy up to EUR 25 000. The total amount allocated to the scheme is EUR 50 million. Larger companies (non-SMEs) in the hospitality, agriculture and recreation sectors can also apply for a subsidy, as well as partnerships of SMEs, sector organisations, sector training funds, education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The legislation aims to strengthen the position of upper secondary VET students via six measures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To enable the students to complete the school year 2020/21, despite the COVID-19 outbreak, and provide support to distance learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Following the declaration of the extraordinary situation and the state of emergency, the education ministry had to act in accordance with the crisis management measures:
harmonising procedures for dealing with employment relationships with teachers and other staff who were unable to work at school;
adapting the content and forms of distance learning;
adjusting institutional procedures (especially concerning the admission procedure and the completion of studies).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the closure of schools, teachers began spontaneously to move to distance learning using communication platforms (such as Zoom); at the same time, the burden of work was transferred onto learners and households. Very soon, the need to ease the school's pressure to evaluate learners' performance from a distance became apparent, partly because it is not easy to distinguish learners' own performance from domestic support and also because the conditions for domestic performance are very...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
The strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners' employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The aim of the competence centres is the improvement of human resource development and management in various economic sectors with special emphasis on areas identified in the Slovenian Smart specialisation strategy. The Strategy is implemented through two complementary activities: trainings to strengthen employee competences and supporting competence centres for human resources development through public tenders.
The aim of the tender is to strengthen human resources development in Slovenia,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Public Scholarship, Development Disability and Maintenance Fund of Slovenia published a tender for competence centres for human resource development for 2019-22.
The companies in a particular industry or in a Smart specialisation strategy field connect to a competence centre (10 KOC were selected). The Smart specialisation is a strategy for strengthening the competitiveness of economy, innovation capacity and the diversification of the existing industry as well as the growth of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The initiative Future starters (Zukunftsstarter) targets young people between 25 and 35 years old without initial vocational training and aims to attract 120 000 young adults to IVET between 2016 and 2020.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Employment Agency (BA) joint initiative to provide initial vocational training for young adults Training will be something - late starters wanted (AusBILDUNG wird was - Spätstarter gesucht) started in 2013 and was initially scheduled for three years, before being further developed and continued as Future Starters (Zukunftsstarter) from August 2016 to 2020. The programme has been extended until 2025. Based on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Labour and Social Affairs (BMAS)
The aim is to support small and medium-sized enterprises (SMEs) in filling open training places with suitable young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
The aim of the project is to develop a concept for support structures that focuses on all actors and places of learning in apprenticeship training (company, vocational school, apprentices), quickly recognises training-related and non-apprenticeship problems and contributes to this prematurely through neutral advice and continues support during training to prevent dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the suggestion of the social partners, the Ministry of Digital and Economic Affairs (BMDW) commissioned a study in 2018 to evaluate existing support structures in apprenticeship training and develop a concept for comprehensive and consistent support for apprentices and training companies throughout the entire training period.
As part of the preliminary study - carried out by ibw and öibf between 2018 and 2019 - the training supervisors scenario was developed, which will subsequently be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
One objective is for more people to be given the opportunity to obtain the necessary education and skills so they are equipped for a modern and more knowledge-intensive work life. This is important to ensure a sustainable welfare society. Competence also provides greater job security, which is important for individuals. During the COVID-19 pandemic, the focus is placed on making it easier to combine education and training with receiving unemployment benefit.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The committee was ask to identify and provide recommendations on the financing of subsistence for adults who need better opportunities to complete primary and secondary education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase upper secondary school completion and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.
In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, the expert...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is increased quality in higher vocational education (EQF level 5) through updated education and equipment for schools to educate students who meet the needs of the world of work.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government allocates annually funds to strengthen the quality of vocational education. The funds contribute to increased quality in the vocational education programmes. The funds enable vocational schools to develop new offers, buy new equipment and develop digital teaching materials. One of the requirements for funding is cooperation between the school and the business community.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research (KD)
Norwegian Directorate for Higher Education and Skills
Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku) (until 2021)
The goal of the skills reform launched in 2019 is that no one should become outdated and that more people are enabled to work longer. The goal of the grant scheme is to establish several further education digital competence programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skills Norway announced grants totalling near EUR 3 million (NOK 35 million) for the development of flexible continuing education programmes in digital competence. These programmes are aimed at companies and employees who need more expertise as a result of digitalisation.
The grant scheme aims to contribute to:
development of flexible training programmes for companies in need of expertise to digitise their business;
better access to flexible and work-relevant continuing education programmes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research (KD)
Norwegian Directorate for Higher Education and Skills
This scheme will encourage more adults to continue in education, including VET, and thus have the opportunity to learn throughout their lives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changed rules for study loans and grants for adults from the State Educational Loan Fund were implemented in 2020. With the new rules, it is possible to apply for a loan until the age of 50, without reducing the loan amount, compared to the previously applied limit of 45 years. In addition, the age limit for when the loan must be repaid was raised from 65 to 70 years.
Adults who want to take higher education can, like other students in higher education, receive basic support for full-time...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Quality requirements aim to make training provision clearer to individuals, companies and funders. The individualisation of pathways and the reduction in intermediaries - particularly via the personal training account (CPF) - support transparency and help individuals in selecting a training programme. For funders, the certification makes it possible to evaluate organisations based on common indicators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, a decree on continuous professional training defined six quality criteria for publicly funded training and introduced a quality label for providers meeting these standards. In 2017, Decree No 2017-239 (February 24, 2017) introduced the Eduform quality label for CVET providers under the education ministry. The label is valid for three years and is granted based on an audit and the recommendations of a national labelling commission.
In 2018, the Law for the freedom to choose one's...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The Investing in Skills (IiS) scheme is intended to promote access to the training of persons actively participating in the Maltese labour market, with a view to increasing productivity and enhancing adaptability. It seeks to increase and/or improve the knowledge and skills of employed persons through funds granted by this scheme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The IiS scheme allows for the payment of grants to employers who train their employees in areas not required by legislation. Training can be both on-the-job or off-the-job, including on-line training. It can also be accredited and non-accredited company specific or generic training.
Eligible applicants include all employers having an economic activity irrespective of their legal form. These include partnerships, companies, family businesses, associations, individual self-employed or other...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the elections of autumn 2017, the government announced its priorities on 14 January 2018. For upper secondary VET, they included:
flexible pathways;
continuing the process of increasing the number of apprenticeships through improved financial arrangements and closer cooperation with the county municipalities and the world of work;
public agencies and underlying establishments to have apprentices;
implementing the renewal of vocational programmes;
introducing new work-based and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the Bequal.app initiative is to support education institutions and companies that provide work-based learning (WBL) in quality assurance of WBL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This policy development started within the Erasmus+ project Benchmarking for quality assurance in apprenticeships and work-based learning (BEQUAL.app). The project coordinator is the Kaunas Chamber of Industry and Crafts, Lithuania, with project partners from Belgium, Germany, Greece, Italy, Croatia and Slovenia representing public institutions responsible for VET, SMEs, consulting organisations and education institutions. Croatian partners are the Agency for Vocational Education and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Self-assessment of VET providers is a cyclical, transparent and evidence-based process, which allows providers to reflect on their performance in different areas of VET provision, identify room for improvement and introduce relevant measures. As such, self-assessment contributes to the quality of VET provision of individual providers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Agency for VET and Adult Education (ASOO) conducted continuous monitoring of the self-assessment of VET schools and analysing existing self-assessment mechanisms. The results were used to advance the existing self-assessment process and graduate tracking mechanisms and to provide tailored support to VET schools. ASOO is using Erasmus+ grants to analyse VET school self-assessment reports, propose improvements to the self-assessment process, and organise training seminars to increase the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Providing an opportunity for low-skilled people to undergo an internship in an enterprise.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This project runs from 2016 till 2019 and is aimed at providing an opportunity to undergo an internship in an enterprise. The eligible target groups include jobseekers registered at the Labour Office, parents on (or after) a parental leave, persons over 50 years, and those with no qualification or having only a low level of vocational qualification (up to two years of vocational training). Since May 2017, graduates have been also included in the eligible target group. Interested eligible...
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To develop the system (using the principle of modularisation) that will allow for taking into account the previously learned skills of participants in retraining courses, and train the learner only for those skills that s/he needs for the final exam. Participants will be able to undertake an internship directly in a company, which is not possible in current model.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Quality of the accreditation and retraining system (Kvalita systému akrediatací a rekvalifikací, KVASAR) project was prepared during 2016-17 by the Ministry of Labour and Social Affairs and was launched in October 2017. It pilots the modularisation of retraining courses. The project also tests solutions for funding the modular system of retraining, and proposes guidelines for employers' participation in the whole process.
In 2018, a public tender procedure was launched to contract a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The training aims at facilitating participants and especially refugees to integrate into the Slovenian labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Employment Service of Slovenia (ZRSZ) implemented a pilot project, Integration into the labour market, targeting the beneficiaries of international protection. It facilitated the integration of refugees into the labour market and into Slovenian society through workshops in which participants gained job-searching skills and information on the Slovenian labour market and employment legislation. Interpreters were involved in the project and participants were linked with employers. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The preparation and implementation of formal VET programmes targeting employees in small companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project 'Development of programmes for upskilling in continuing vocational education and training 2017-22' (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Elderly and the labour market in Slovenia (Starejši in trg dela) document was adopted by the government in December 2016 and set directions for 2016-19. It provided for measures in support to lifelong learning and validation of non-formally acquired skills for people aged 50+.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2014-20 ESF-supported programmes, such as Non-formal education and training and the On-the-job training, that targeted the long-term unemployed and low-skilled aged 50+, were also adopted under the responsibility of the Ministry of Labour. They sought to improve employability through training for competences in demand in the labour market.
A 2016-22 project, Comprehensive support to companies for active ageing of employees targeting the employed over 45 (with emphasis on those older than...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Employment Service of Slovenia (ZRSZ)
Public Scholarship, Development, Disability and Maintenance Fund
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
