This thematic sub-category refers to cooperation with other EU countries and beyond in preparing national teams for international competitions such as WorldSkills and EuroSkills and participation in those.
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.
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 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...
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 plan and its initiatives is to create a more coherent national educational landscape.
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 coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
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.
promoting a positive image of VET as an attractive career path;
strengthening cooperation between schools providing vocational training, vocational training centres and enterprises, firms, HEIs, local and regional government.
increasing the involvement of employers in the practical training process;
providing learners with opportunities to develop their interests and talents related to the profession;
support for professional development of teachers 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 SkillsPoland competition consists of:
development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
conducting study visits as part of professional competitions in other countries;
implementation of a promotional campaign for SkillsPoland competitions;
conducting regional eliminators for competitions in 30 sectors;
organising of three nationwide SkillsPoland competitions in 30 sectors;
participation of representatives from...
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.
Foundation for the Development of the Education System (FRSE)
At EuroSkills, Europe's best skilled workers compete in their disciplines in the fields of crafts, industry, services and future skills for the title of European champions. In order to internationalise further the German system of initial and continuing vocational education and training (VET), the participation and organisation of the German national vocational team is supported by the Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs and Energy...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills - the World Skills Championships - and EuroSkills - the European Skills Championships - take place alternately every two years. The WorldSkills Germany network promotes and supports national and international competitions of non-academic professions. Founded in 2006, the WorldSkills Germany association currently unites over 80 members. In addition to companies and associations, these include Chambers of Skilled Crafts and guilds or industry associations, as well as the BMBF 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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary standards;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions 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.
Institute for Employment and Vocational Training (IEFP)
Denmark's hosting of EuroSkills 2025 is an ambitious part of the strategy to encourage more young people to choose a vocational education pathway. EuroSkills 2025 is thereby much more than an international competition with medals at stake and ambitions for Danish success on the podium: it is also a way to focus on the more than 100 exciting vocational education programmes in Denmark and the opportunities that VET provides for young people, including ambitions to develop their talent and to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark's largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...
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 promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills' demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards, contemporary...
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 January 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
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 project was to increase the attractiveness of vocational training through promotional activities, presenting professions in school, competition, and advertising in other activities for a greater number of views in the recognition of vocational professionals in vocational 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 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.
The promotion is done mainly through the national and European skills...
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 of the Republic of Slovenia for Vocational Education and Training (CPI)
To develop entrepreneurial spirit and competences of learners and teachers.
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 Centre for TVET Development registers new training firms and corresponding activities annually.
The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.
The competition takes place based on the approval of the education ministry at local, regional and national levels.
The number...
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 project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
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 We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as new...
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.
