Policy developments in Modernising VET infrastructure
- Strategy/Action plan
- Regulation/Legislation
- Practical measure/Initiative
- Design
- Legislative process
- Approved/Agreed
- Pilot
- Implementation
- Discontinued
- Completed
| Title | Country | Type | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 | |
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| Ireland | Strategy/Action plan | 2024Completed In October 2024, the Minister for Further and Higher Education, Research, Innovation and Science launched the Green Skills 2030, the first National Further Education and Training (FET) Strategy for the Green Transition. The Strategy marks an important milestone in setting out the direction for the Irish FET sector's response to emerging green skills needs, and identifies key skills gaps impacting Ireland's ability to transition to a climate neutral society across critical sectors such as construction, agriculture, transport, energy, hospitality and finance. In collaboration with the 16 Education and Training Boards (ETBs), public bodies, government departments, and key industry stakeholders, the strategy outlines the opportunities available for the FET sector to respond to these skills gaps and build an inclusive workforce at the forefront of the green transition. |
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| Ireland | Practical measure/Initiative | 2024Implementation In October 2024, the Minister for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education have announced funding of more than EUR 8 million to improve energy efficiency and deliver on climate targets in the further education and training sector (FET). The national agency for FET, SOLAS, will distribute the Green Devolved Capital Grant of just over EUR 8 million to the individual ETBs for 2024. |
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| Netherlands | Strategy/Action plan | 2023Implementation In February 2023, the policy letter about the 'Action Plan for Green and Digital Jobs', issued by the Dutch Ministry of Economic Affairs and Climate Policy, was sent to the parliament. The purpose of the initiative is to address labour market shortages in sectors critical to the green and digital transitions—such as technology, construction, energy, and ICT—while aligning efforts with the Netherlands' goals of achieving climate neutrality by 2050 and maintaining leadership in the European Digital Economy and Society Index (DESI). It focuses on four cornerstones:
In the action plan, collaboration with industry coalitions plays an important role, while special attention is given to linking the plan to broader labour market policies. Future steps include monitoring progress through data-driven systems, strengthening funding via regional partnerships and EU support, and providing Parliament with updates by mid-2023. In October 2023, the policy letter on the 'Implementation Agenda for Climate and Energy', issued by the Ministry of Education, Culture, and Science (OCW) was received by the parliament. The policy letter highlights the commitment of the education ministry to addressing climate change and contributing to the energy transition through its sectors. It emphasises the role of education in training skilled professionals, the importance of scientific research in providing critical knowledge, and the impact of creative industries (design, media, advertising, architecture, etc.) in engaging the public and driving societal change. The 'Implementation Agenda for Climate and Energy' was developed through extensive consultations with experts and stakeholders, underlining the collaborative approach of the education ministry in aligning its efforts with other ministries and networks. It outlines specific strategies to integrate climate and energy goals within the policy domains of the education ministry (education, culture and creative industries, science) and commits to ongoing partnerships and knowledge expansion in these areas. The letter reflects the OCW's proactive role in contributing to national and global climate goals through education, innovation, and collaboration. In December 2023, the Minister of Economic Affairs and Climate informed the parliament about the implementation of the 'Action Plan for Green and Digital Jobs'. More specifically, progress has been made in addressing labour shortages in technical and ICT sectors critical to the green and digital transitions. Through targeted investments, public-private partnerships, and innovative initiatives, the plan is fostering workforce development and aligning education with labour market needs. However, continued efforts in governance, regional collaboration, and monitoring are essential to sustain momentum and achieve the ambitious climate and digital transition goals by 2030. |
2024Implementation The 'Action Plan for Green and Digital Jobs' and the 'Implementation Agenda for Climate and Energy' remain active and operational. No significant developments or updates have been reported this year. |
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| Bulgaria | Practical measure/Initiative | 2024Implementation The procedure BG-RRP-1.014 construction of centres for excellence in VET was allocated a budget of BGN 96 960 000 (approximately EUR 49.5 million) A total of 28 grant decisions were issued for the provision of funds under article 25 of the Decree of the Council of Ministers No 114/2022 and all 28 contracts were signed. The implementation of the two activities of the procedure began for 28 vocational high schools which will become centres of VET excellence (CoVEs) once the activities are completed. Soft measures are to be designed, such as:
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| Denmark | Strategy/Action plan | 2023Implementation In March 2023, the Danish government launched its Prepared for the future I initiative, marking the beginning of a comprehensive reform strategy for the education sector. This proposal outlines a new graduate landscape that offers university students greater flexibility in their educational options. Later in 2023, the government launched Prepared for the future II, which is the government's overall proposal for a strengthened primary and lower secondary school. In September 2023, the government along with social partners signed a tripartite agreement aimed at preparing the workforce for future demands and labour market needs. This agreement focusses on long-term investments in adult education, continuing education, and further training. Finally, in November 2023, the government and the majority of parties in parliament made an agreement on strengthening Preparatory Basic Education (FGU). |
2024Implementation In 2024, the government launched Prepared for the future III; IV, V, and VI, which focus on strengthening the education system and the VET system through different initiatives concerning skills for the green transition, the mobility of VET learners, the knowledge centres for VET, the attractiveness of VET and securing more skilled workers for healthcare and elderly care. Some initiatives in the plans started being implemented in 2024, while others were proposed and will be discussed in 2025. |
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| Denmark | Regulation/Legislation | 2024Implementation In 2024, the government and all parties in parliament reached the Agreement on more skilled workers for the green transition and some of the initiatives contained in the agreement were introduced. Others will be introduced from 2025 onwards. |
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| Denmark | Regulation/Legislation | 2023Approved/Agreed The funds for the climate VET schools were allocated as part of the Finance Act for 2023, with approximately EUR 14 million (DKK 100 million) set aside annually from 2023 to 2028 and around EUR 4 million (DKK 30 million) annually from 2029 onwards. The funds for 2023 were distributed as a one-year special grant. |
2024Implementation The government nominated the three new climate VET schools in September 2024. The funds, which are included in the Finance Act 2024 and were previously allocated as special grants, will be distributed from 2024 onwards to further establish the three climate VET schools. |
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| Slovenia | Practical measure/Initiative | 2022Implementation The Expert Group for the Modernisation of VET was appointed, with representatives from the Ministry of Education; the Ministry of Economy, Tourism and Sport; Ministry of Labour, Family, Social Affairs and Equal Opportunities; Chamber of Commerce and Industry of Slovenia; Expert Council of the Republic of Slovenia for VET; National Vocational Matura Committee; Expert Council of the Republic of Slovenia for General Education; Expert Council of the Republic of Slovenia for Adult Education; Chamber of Commerce and Small Business of Slovenia; Chambers of Commerce Slovenia; Nurses and Midwives association of Slovenia; Education, Science and Culture Union of Slovenia; The Association of Free Trade Unions of Slovenia; Institute of the Republic of Slovenia for VET; Association of Slovene Higher Vocational Colleges; Association of Upper Secondary Schools and Dormitories of Slovenia; Faculty of Arts University of Ljubljana; National Education Institute; Slovenian Institute for Adult Education; Employment Service of Slovenia; and representatives of upper secondary VET schools. Analysis of evaluations of reform measures in VET in the last 10 years in Slovenia was carried out. A workshop based on the Cedefop methodology took place where project collaborators, experts in the field and representatives of the social partners formulated possible scenarios for the development of VET in Slovenia. |
2023Implementation The National Education Institute (ZRSŠ) is modernising the general education curriculum, including the general education subjects in VET. In 2023, it prepared guidelines for working groups to support this process. Activity 1 Competences and qualifications for the digital and green transition In early 2023, CPI experts developed future VET scenarios based on a 2022 workshop. The expert group for VET modernisation, appointed by the ministry of education, held its first session in March 2023 to oversee the project. Key developments:
Activity 2: Quality of planning and delivery of VET programmes at provider level The open curriculum within VET programmes was evaluated, confirming that VET schools effectively tailor their curricula to meet local labour market needs. This flexibility fosters collaborative learning, innovative teaching methods, and stronger ties with employers. Activity 3: Further develop apprenticeships and link schools with enterprises The evaluation of the apprenticeship system, which was reintroduced in 2016, identified several key challenges. A significant issue is the lack of awareness among young people and primary school counsellors regarding the benefits of apprenticeships, which can limit informed choices and early interest in vocational pathways. Additionally, low enrolment numbers in some VET schools highlight the need for a more coordinated and strategic network for apprenticeships. There is also the possibility of expanding the apprenticeship programme beyond the three-year vocational upper secondary programmes to also be offered in four-year technical upper secondary programmes, higher VET, and adult education — a development that would require the creation of suitable assessment solutions. Furthermore, a review of training for in-company mentors revealed general satisfaction with the current provision, while also pointing to specific areas for improvement in future revisions. Activity 4: Digitally supported training places in education, health and social care. A standardised documentation set was created to facilitate collaboration between VET schools and employers in the following sectors: preschool education, health and social care. Work is ongoing to develop a digital tool that will streamline processes and improve cooperation. Activity 5: Renewal of higher education study programmes
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2024Implementation Activity 1 Competences and qualifications for the digital and green transition In March 2024, the expert council for VET approved the new guidelines for the preparation of upper secondary vet programmes. a framework for the inclusion of key competences in programmes and a draft concept for their integration were developed. The work continued on the renewal of 5 pilot VET programmes:
A working group, composed of various stakeholders, has been established to analyse existing VET programmes and vocational standards and to support their modernisation. A pilot study was conducted in two sectors: cultural and creative industries and agriculture, forestry and horticulture. Stakeholders provided feedback through a questionnaire on qualification implementation and related challenges in these fields. In June 2024, expert discussions were organised to address conceptual and systemic challenges in VET. This included a second expert debate on the topic of ,Ensuring a Coherent VET System Supported by a Functioning Social Partnership,. Activity 2: Quality of planning and delivery of VET programmes at provider level A leading expert in professional education, in partnership with CPI, developed the conceptual document ,Planning and Implementation of Competency-Based Programs in VET,. The revision of the guidelines for the open curriculum is ongoing, based on analyses of curriculum assessments and public discussions. An analysis of national competency profiles for teachers in EU countries is underway. Findings will contribute to the development of a Slovene competency framework for VET experts. Training courses for professional and management staff in schools are also being developed. Activity 3: Further develop apprenticeships and link schools with enterprises Draft guidelines for preparing final assignments for teachers in pedagogical-andragogical training were developed, aligning with recent evaluation findings. Additional guidelines for training providers were also created. As part of a feasibility study on expanding apprenticeships to four-year technical upper secondary programs and higher VET levels, an online survey of companies and VET schools in the fields of mechanical engineering and mechatronics was conducted. Data was collected and processed, and an interim report is being prepared. Interviews with in-company mentors and hr departments were conducted. Activity 4: Digitally supported training places in education, health and social care. Several meetings were held to support the development of the work-based learning (WBL) digital application. Coordinators from preschool education, health and social care were introduced to the Central Register of Training Places, and operational learning objectives for digitalisation were established. Data on available placements was entered into the register, and a draft collective agreement for WBL was prepared, awaiting legal review. Evaluation indicators and questions were developed based on operational learning objectives and qualifications and will be integrated into the digital application. In July 2024, the external developer presented updates, and working group members provided feedback, particularly on the communication and student tracking modules. Best practices for managing student progress and document handling were also shared. Activity 5: Renewal of higher education study programmes A model for preparing higher education study programmes was developed, integrating all levels of professional education and promoting innovative approaches. The model also seeks to address unresolved issues related to the Guidelines for Higher Education Study Programme Development. Guidelines were drafted for incorporating key competences into programme updates, with a working group evaluating them and suggesting modifications. |
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| Slovenia | Practical measure/Initiative | 2022Implementation The project Climate goals and contents in education completed the following actions. In June 2022, 15 schools were selected to participate in the project. A first version of guidelines for 'sustainable schools' was developed and forwarded to schools participating in the project. Based on these guidelines, schools prepared action plans to become more sustainable. More specifically, schools prepared at least one example of good pedagogical practice for education for sustainable development and a relevant investment proposal (e.g. replacement of lamps, arranging the classroom in nature). Three training exercises for teachers were conducted: defining sustainable development; education for sustainable development; and pedagogical approaches for education for sustainable development. A methodology for constructing a model for identifying occupational competences for sustainability was developed. More specifically, according to the agenda 2030, the basis for identifying occupational competences for sustainable development and climate goals was prepared. 10 key fields for these needs were identified: energy, transport, natural resources, raw materials and products, waste, eco-design, social responsibility and active citizenship, construction and business. The following developments took place in the project Care for Climate. The first work package of the project was completed with the preparation of content in January 2023. The second phase continues with supplementary sector-specific sustainability content. The content preparations so far refer to defining the basis for the definition of competences for sustainable development and mitigating climate changes, and developing nine models for embedding key competences for sustainable development in selected professional fields/sectors at level 6 of complexity. In 2022 a call for proposals was published, inviting experts knowledgeable on the specificities of selected sectors and their impact on sustainable development and climate change issues to apply. The experts are requested to help identifying occupational standards for sustainable development and climate goals within different sectors. In cooperation with the experts, a base document, which introduces guidelines to the framework for the integration of competences for sustainable development into occupational standards, has been developed. This framework describes the so-called 10 areas of sustainability that cover the social, economic and environmental aspects of sustainability. Based on the descriptions of the areas of sustainability, knowledge, skills and competences that enhance sustainability awareness have been developed. |
2023Implementation Climate goals and contents in education Experts working on the project defined the concept of education for sustainable development and discussed it with a broader audience. The aim is to introduce a whole-school approach to education for sustainable development, supporting the objectives of the European Green Deal. The project provided schools with various training sessions on climate change, sustainable development and learning approaches to enhance knowledge and teaching in these areas. Key activities included:
Two publications were prepared: ,Towards sustainable products or services, and ,Contributions to understanding sustainability in vocational education and training,. The project concluded with a final conference in September and ended in October 2023. The Care 4 climate project saw the following developments: Experts developed 34 competence frameworks to incorporate sustainability-related knowledge and skills into vocational standards. The frameworks were designed in cooperation with sectoral groups of social partners and published in ,A set of competency frameworks for knowledge mapping and skills in sustainability and climate change mitigation in vocational standards and educational curricula,.
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2024Completed As part of the Care4Climate project, the manual, Contributions to understanding sustainability in VET, was published. It is already being used in the revision of vocational standards, integrating sustainable competences based on its guidelines. The project concluded in March 2024. |
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| Estonia | Practical measure/Initiative | 2022Design The Recovery and resilience facility (2022-26) supported the digital transition, including the development of VET modules, the organisation of in-service training to ensure the supply of ICT and cyber security specialists, and the creation of an in-service training programme for SMEs. In 2022, the framework (conditions for granting support from EU structural funds) was created to develop green skills by updating the content learning and organisation of studies, by developing and providing new modules and courses in higher education and VET in fields including transportation, energy, agriculture, forestry, food processing, construction, chemical industry, and waste management. In 2022, with the support of Erasmus+, a bottom-up initiative of experts from VET institutions was launched to find innovative approaches for the development of green skills by exercising design thinking. A series of webinars were conducted to raise awareness of green issues and support greener policy-making in VET by addressing the needs of policy-makers, leading employers and the national VET team. Regular short vision webinars called Green talks (Rohejutud), mainly on the topics of green transition in VET, were organised to address the wider audience. The expert group also developed recommendations for the implementation of the green transition in VET. In 2022, digital transition actions 2022-24 were still under development. |
2023Implementation In 2023, new programmes of the IT Academy and the Engineering Academy were launched to bolster VET in ICT and engineering and raise the profile of these sectors in the labour market. Such initiatives promote cooperation between the public authorities, education institutions (including VET centres), companies, and professional associations. The IT and Engineering Academies are set to enhance and update VET programmes at EQF levels 4 and 5, modernise learning environments with technological solutions and software, and promote IT and engineering education, also aiming to increase female participation. VET centres introduced mentoring systems to decrease early dropout rates. Engineering curricula are tailored to Industry 4.0 needs, focusing on interdisciplinarity and integrated learning in product and industrial design. Provisions were also adopted to offer additional flexible and labour-market-driven learning opportunities to facilitate businesses' digital and green transitions, supported by the EU Recovery and resilience facility. These include ICT skills training, cybersecurity, and the integration of ICT modules into vocational training curricula. Professional qualification standards and VET programmes were being updated, and continuing training programmes were being developed to equip the workforce with the knowledge and skills for the green economy. Supported by the EU's Just Transition Fund, EUR 31 million have been allocated until 2029 for skills development to update and create new curricula at university colleges and VET centres in Ida-Viru County, focusing on technical subjects to address the region's skills shortages. Additionally, further training and retraining is being offered to workers laid off from the oil shale sector. |
2024Implementation IT Academy and the Engineering Academy: cooperation with employers continued to refine targets and activities for the new programming period. It was decided to develop the IT and engineering curricula on the unified structure of the 4-year curricula agreed in the VET reform, while maintaining the specificities of IT and engineering curricula (stronger focus on STEM). VET centres were working on introducing mentoring systems to decrease early dropout rates. EU Recovery and resilience facility measure: in the first phase of the development of new green skills modules and subjects, as well as curricula for in-service training, sectoral green skills were defined, development needs were identified and new modules and curricula for in-service training (incl. micro-qualifications) were developed. VET and HE institutions offered 105 state-commissioned training courses. Just Transition Fund measure: In Ida-Viru County, the volume of state-commissioned in-service training was increased and 124 further training and retraining courses were offered, and development of 9 vocational training curricula started, according to the needs of the region. The Estonian VET team (special advisory body) under the Estonian Erasmus+ Agency developed policy recommendations to promote a sustainable approach to VET and continued with series of online monthly meetings called 'Rohehommik' (Green Morning) as well as series of seminars and conferences to support environmentally conscious VET. VET team launched collaboration on supporting skills-based approaches, green and digital transitions in VET with VET teams from the Baltic States, Ireland, Finland and Romania. |
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| Portugal | Strategy/Action plan | 2022Implementation This measure is part of the NIP under the umbrella package Innovation and resilience. Under the Decree-Law No 29-B/2021 of 4 May 2021 (Establishing the governance model for European funds allocated to Portugal through the recovery and resilience plan) in 2022, equipment and laboratories for training centres were acquired, resulting in the rehabilitation or creation of 6 781 training workshops in 47 vocational training centres: 13% in environment and energy transformation (laboratories of domotics and energy efficiency); 51% in the area of digital transformation (laboratories of graphic design, industry simulators, drones); 12% in the area of Industry 4.0 (industrial control, 3D printing, industrial robotics, mechatronics) and 24% in strong sectors of the Portuguese economy (metallurgy and metalomecanics, wood industry, IT industry, cork industry and fishery industry). |
2023Implementation As part of the modernisation of existing structures, IEFP continued modernising laboratories and training workshops in digital, industry 4.0, and environmental areas. This modernisation makes the offer of new training fields (wind and photovoltaic energy production, hydrogen production, energy efficiency, electric mobility) possible. The total investment is EUR 16 898 747.00, benefiting 7 883 training workshops. Two training centres have also been set up to diversify the training offered:
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2024Implementation A total of EUR 9 284 124.00 was invested in modernising existing structures, benefiting 7 440 training stations. At the same time, IEFP continues to modernise its training centres, making them more sustainable and greener. New legislation extended the Entrepreneurship Academy to other sectors considered strategic for the national economy, namely the tourism, commerce and services sectors. |
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| Finland | Practical measure/Initiative | 2022Implementation The Development programme for the sustainable development and green transition of VET was launched in 2022. Its VASKI project was under way at local and national levels. VET providers prepared their own sustainable development programmes, organised open skills development events, trained teachers and carried out carbon footprint calculations. |
2023Implementation The development programmes for the sustainable development and green transition of VET were partially concluded, but many of them continued as part of larger projects and strategies. For example, the VASKI project concluded in 2023, but its outcomes are still being implemented. At the end of 2023, the Ministry of Education and Culture tasked the Finnish National Agency for Education (EDUFI) with implementing the VET sustainability roadmap and supporting the sustainability work of education providers in 2024-27. The sustainability roadmap serves as a tool to ensure that vocational education providers can meet the green skill requirements of the labour market. The goals of Agenda 2030 were promoted with a particular focus on the objectives of sustainable development and green transition. This was done, for example, by integrating sustainable development into education, emphasising digitalisation and green technology skills, and investing in the accessibility and equality of education. |
2024Implementation In 2024, the Finnish National Agency for Education (EDUFI) started to work on developing a monitoring system for the implementation of the national sustainability roadmap. It aimed to collect information on the actions taken by VET providers and how sustainability efforts and developing sustainability competence are realised in VET. The monitoring system and the indicators, which describe various themes, were developed in close cooperation with the Kartalla - på Kartan project. The Kartalla project is funded by EDUFI and coordinated by the SYKLI Environmental College. The objective of the project is to support the implementation of VET sustainability roadmap and other education providers in their sustainability work. The development of the monitoring system was also among work packages in the EQAVET project, co-funded by the EU and aiming to enhance the quality assurance of VET through European cooperation. |
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| Denmark | Strategy/Action plan | 2021Approved/Agreed The government granted DKK 200 million (EUR 27 million) for the initiative Educational efforts for green transition. |
2022Implementation The remaining EUR 13.5 million (DKK 100 million) of the originally allocated funding was released for applications regarding green continuing education and upskilling; the majority of funds targeting VET providers and also involving relevant trade committees and continuing training committees. EUR 7.84 million (DKK 58.4 million) were reserved for applications on equipment investments and competence development of teachers in agriculture and food and technology, construction and transport sectors. EUR 5.2 million (DKK 39 million) were reserved for all VET providers to develop and test courses on climate adaptation and green transition (in the period of 2022-25). EUR 0.5 million (DKK 4 million) were reserved for the Centre for IT in VET (CIU). |
2023Implementation The measure was operational and ran as regular practice. |
2024Implementation It was decided by the Government and parties in the Parliament that from 2025, VET providers can apply for funding to support the green transition. To support green upskilling, a total of EUR 29 million (217 million DKK) will be allocated to providers of vocational and labour market education during the period 2025-26 for the following initiatives (also called the implementation model):
The funding comes from the EU's Recovery Fund and the REPowerEU plan, which aims to accelerate the green transition. The initiative is financed by the European Union - NextGenerationEU. These funds will be allocated in 2025 and 2026. Furthermore, as part of the initiative Prepared for the future IV: More skilled workers for the green transition presented in June 2024, approximately EUR 12 million (90 million DKK) will be allocated over a four-year period (2024-27) for the continuing education of teachers in all VET programmes. The funds are intended to ensure that students increasingly encounter qualified teachers with up-to-date knowledge on topics such as the latest sustainable materials or equipment. |
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| Latvia | Strategy/Action plan | 2019Design In 2019, following public discussion, a task force continued working on revising the draft guidelines by involving relevant stakeholders and social partners. |
2020Legislative process In October 2020, the guidelines were submitted to the government. |
2021Approved/Agreed In June 2021, the guidelines were approved by the government. |
2022Approved/Agreed In 2022, an action plan for implementing the strategy in 2021-23 was drafted and approved by the government. The plan foresees tasks related to the evaluation of existing systems and processes and the development of new and improved solutions, tools and methods that contribute to the fulfilment of the planned activities. It also envisages the improvement of the regulatory base and the preparation of new regulations, as well as guidelines, methodologies and various types of informative and consultative support materials for a wide range of stakeholders. Important issues addressed by the action plan are developing skills (especially digital) for various target groups, building cooperation and partnerships, exchanging experience and knowledge transfer, and improving the learning environment and infrastructure of the education institutions. |
2023Implementation Planning of the projects of the EU funds period 2021-27 continued, with a particular emphasis on improved career guidance, improved WBL coordination and optimised qualifications frameworks for better collaboration between the education and employment. A particular emphasis was on innovation and excellence in VET. They were specifically linked to green transition, digitalisation, and internationalisation. Stronger collaboration with stakeholders at national and local levels, and international networks featured in 2023. Overall, business incubators in VET providers, collaboration with higher education institutions, participation in research and excellence projects has been slowly but steadily increasing in Latvia. Technical schools were now entitled to implement certain EQF level 5 CVET programmes, in addition to levels 2-4. In 2023, Latvian VET developments on green transition and sustainability approaches, the implementation of knowledge triangle and permeability in collaboration with higher education were shared as examples of best practice with international partners, including at the international Skills conference within the European year of skills. In collaboration with the German-Baltic Chamber of Commerce (AHK), an agreement was reached in 2023 about introducing the annual VET excellence award in three nominations - social responsibility, green transition and active SME. |
2024Implementation Several measures were implemented to improve the quality and scope of VET provision in 2024. Work continued on the development of improved VET funding model. Graduate tracking tool has become operational and ensured information on the effectiveness and labour market relevance of VET provision. The approaches to VET excellence were being implemented by VET institutions to contribute to improved VET quality. The first annual VET excellence award ceremony took place in June 2024. Cabinet of Ministers Regulation No. 110 of 20 February 2024 'Regulations on the State Standard of Continuing Professional Education and Professional Development' was adopted to broaden the scope of quality VET provision for various target groups. |