This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
The objective of the Prison Education Taksforce is to ensure education and upskilling opportunities to support prisoner rehabilitation and employment, post release.
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 Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.
The Taskforce is implementing innovative approaches in prison...
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 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...
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 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...
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 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...
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 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.
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-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...
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)
To adopt a learner-centred ethos and to tailor both learning and supports to meet the needs of learners, with consistent, integrated, and appropriate supports offered to all learners, in all FET settings. Thus, wherever possible the necessary supports should be available independently of the specific FET programme on which the learner is enrolled and engaged. This process can be aided by appropriate IT systems and, in line with the digital transformation and upgrading of infrastructure that...
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 position paper of this policy is underpinned by a Universal Design (UD) approach and aligns with the Public Sector Equality and Human Rights Duty.
The Framework to implement the policy outlines the enhancement of the overall learner experience within FET by:
develop & standardise supports and apply good practices;
integrate supports via Universal Design (UD);
technology to address support needs;
more consistent & reflective financial supports;
cross-FET Programme Independent Learner...
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)
Education and Training Boards Ireland (ETBI)
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)
Kilkenny Carlow Education and Training Board (KCETB)
Kildare Wicklow Education and Training Board (KWETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
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.
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 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...
Description
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.
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 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.
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 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)
The National Agency for Education was tasked in 2020 to develop digital tools for study and career guidance to strengthen guidance in the school system and contribute to the possibility for more students to make informed choices.
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 Sweden, free school choice is applied and neutral, reliable and quality-assured information is needed for the individual to be able to make an informed choice. In 2020, the Swedish National Agency for Education was tasked by the education ministry with strengthening study and career guidance in the school system to contribute to more students having the opportunity to make well-founded educational and career choices. This would be done by developing digital tools for study and career...
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 Strategic vision for the development of dual VET(DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) is to formulate goals, scope and tools for the public policies in the country, for achieving a successful national model of DVET. The vision aims to contribute achieving the following goals:
DVET should be the leading VET pathway at upper secondary education level by 2030;
DVET should be comprehensively and sustainably integrated into 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.
The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...
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.
Up-skilling of newly arrived immigrants so that they can be integrated in VET and 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.
In 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme for...
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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.
Enhancing quality and standardisation: develop scientifically robust, high-quality training guides for 130 approved specialisations and future ones and establish a standardised methodology for creating and updating training guides, educational materials, and exam topics banks.
Alignment with Job profiles: use certified occupational profiles, ESCO skills databases, and international vocational education practices to ensure relevance and applicability,...
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 is a comprehensive initiative to update and develop educational materials for SAEK (Former IEK) programmes. It is expected to include three distinct actions:
Conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education.
Developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...
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.
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
As a public sector, VET comes under the mandate of the Public Sector Climate Action Mandate.
Public Sector Climate Action Mandate
To support public sector bodies in leading by example, a Public Sector Climate Action Mandate applies to public bodies covered by the Climate Action Plan (CAP) decarbonisation targets.
Each public sector body to which the Mandate applies will develop a Climate Action Roadmap setting out how it will deliver on its energy efficiency and emissions reduction targets.
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 Green Devolved Capital Grant is to l be distributed to the 16 Education and Training Boards (ETBs) who deliver VET to assist them to hit their targets for 2030 as set out in the Public Sector Climate Action Mandate.
The ETBs can use the funding of EUR 8 047 500 in 2024 to improve operational sustainability in their owned buildings as they move towards low energy usage, high energy efficiency, and a low carbon impact building stock.
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)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Cavan Monaghan Education and Training Board (CMETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kilkenny Carlow Education and Training Board (KCETB)
Kildare Wicklow Education and Training Board (KWETB)
Louth Meath Education and Training Board (LMETB)
Limerick Clare Education and Training Board (LCETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Longford Westmeath Education and Training Board (LWETB)
Since the introduction of the new VET Act in 2019, numerous legislations, projects, and programmes have been launched to enhance the attractiveness, modernisation, and innovation of VET. VET must adapt to a rapidly changing world and the needs of the labour market, as well as new technologies. Consequently, it is crucial to increase the attractiveness of VET through innovative and modern solutions to facilitate a successful generational change. Through these measures, the VET Act in force...
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 focuses on enhancing the innovation, attractiveness, and modernisation of VET in Hungary. It aims to achieve this through specific initiatives such as:
Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;
Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities 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.
Ministry of Culture and Innovation
Ministry of Agriculture
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The key objectives of the policy development include:
enhancing teachers' competencies in AI and digital education;
supporting the adoption of blended learning approaches in VET schools;
strengthening schools' strategic capacities for digital transformation;
developing and sharing innovative teaching resources;
establishing self-learning communities among educators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.
Artificial Intelligence for Teachers (AI4T) (2021-2024)
The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...
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
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
modernising regulations governing primary, secondary, and special education, while strengthening their human resources.
developing the"e-PROFESSIONAL" electronic platform for issuing decisions on the recognition of professional qualifications and professional equivalence of formal higher education qualifications.
addressing organisational and administrative matters of Higher Educational Institutions (HEIs).
enhancing the permanent staff of special...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 5128/2024 introduces key reforms to modernise education, vocational training, and qualification recognition in Greece. It focuses on expanding digital learning, strengthening career guidance, improving access to education, and enhancing vocational education and training (VET) and qualification recognition to align with evolving societal and labour market needs.
A key priority is the digital transformation of education. The law allows for the establishment of a digital educational portal...
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, Religious Affairs and Sports
To equip VET learners with skills related to ecological sustainability and renewable technologies, contributing to economic resilience and meeting ecological challenges in various industries.
Description
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)
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...
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 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 long-term goal of the 2024-29 project is to address labour market gaps, reduce youth and adult inactivity and unemployment, and contribute to economic growth. Achieving this overall goal depends on progress in three areas related to the improvement of the response of the VET and lifelong learning to the labour market needs by systems' higher permeability and flexibility. Goals and specific outputs related to these areas are as follows:
Response of VET to the labour market needs is...
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 main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 covering a maximum of 85% of the total eligible project expenditures over 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.
Ministry of Investments, Regional Development and Informatisation
Ministry of Labour, Social Affairs and Family
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
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.
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 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...
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, Pension System, Family and Social Policy (MROSP)
The VET curricula reform aimed to enhance the attractiveness, innovation, and relevance of VET by restructuring and developing new, outcome-based, modular curricula. The specific objectives were to:
Develop innovative and flexible sector and vocational curricula based on occupational and qualification standards, aligned with labour market needs;
Strengthen teacher competences for the implementation of the new VET curricula.
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 most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on 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.
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 Policy for the Digital Transformation of Education meets the priorities adopted in the EU policy initiative 'Digital Education Action Plan for 2021-2027'. One of the basic goals of digital education indicated in the Polish strategy is 'preparing for the effective, safe and responsible use of available digital resources, as well as motivating to learn, providing competences that enable creativity and the ability to develop talents and interests, rather than passively using available tools...
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 Policy for the Digital Transformation of Education describes the actions necessary in the face of the digital revolution and sets the framework for state policy in the area of the digitalisation of education in the following time perspectives: short-term (until 2027), medium-term (until 2030) and long-term (until 2035 ).
It comprises two complementary perspectives: developing digital competences of students and teachers, using digital technologies to strengthen...
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 initiative aims to enable students from general education schools to take individual modules from selected VET programmes while enrolled in a lower or upper secondary general education curriculum. This approach seeks to enhance the attractiveness of VET and expand opportunities for young learners to acquire professional competences.
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 2023, the modular VET system has supported the development of a more open and flexible VET. This initiative allows students to dedicate three to six weekly lessons to one or more vocational modules, depending on their duration and credit value, while also gaining first-hand experience with VET school facilities and training programmes.
An individual learning plan is developed in cooperation between the student, their general education school, and a VET institution. Upon completing a 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.
This initiative aims to provide students with special education needs and those from disadvantaged groups with the necessary training, equipment, and support services to improve their integration in VET, help them complete their education, and obtain qualifications for entering the labour market.
The initiative's main objective is to increase the share of learners from disadvantaged groups and those with special education needs who receive support.
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 initiative foresees the development and use of special diagnostic tools, along with the training of specialists to integrate them into daily practice. It also includes the provision of educational institutions with necessary equipment and tools and the establishment of specialised multisensory resting rooms.
The initiative's primary focus is to provide direct support to students in need, by equipping them with tools to assess their abilities and facilitating their adaptation to 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.
Central Project Management Agency (CPVA)
European Social Fund Agency (ESFA)
Qualifications and VET Development Centre (KPMPC)
Lithuanian Center for Inclusion in Education (LIŠC)
The government aims to contribute to achieving SDG 13 (take urgent action to combat climate change and its impact) by:
reducing greenhouse gas emissions by 55-60%;
achieving 1 million professionals educated in ICT by 2030, focusing on skills and knowledge relevant to implementing sustainable digital technologies, promoting energy-efficient solutions, and aligning with the content outlined in the policy's development framework.
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To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate...
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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 response to these challenges, Law No 5082/2024 was developed as a comprehensive strategy to modernise Greece's vocational training system, encourage higher participation in apprenticeships, and strengthen digital skills development. These measures aim to improve employability, enhance workforce adaptability, and boost economic competitiveness in a rapidly evolving labour market.
Main objectives of the new legal framework:
Enhancing the governance structure of Vocational Education and...
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Law No 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by:
expanding collaboration between vocational education and training institutions, and
strengthening synergies between different levels of the...
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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 Education and Religious Affairs
Ministry of Education, Religious Affairs and Sports
The short CVET programmes allow adults to adapt to new technologies and the constantly changing job market (upskilling) and to retrain in a different profession (reskilling). They target a diverse audience in terms of qualification levels, industry sectors, language skills, or employment status.
The Skillsbridges aim to promote digital inclusion, making digital technology accessible to everyone. They also focus on skills for the green transition. The subjects of the training programmes were...
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The programmes are designed to develop targeted skills that can be immediately applied in practice. Short in duration, they vary from 40 to 240 hours. Courses are provided by the National Centres for Continuing Vocational Education and Training (CNFPC), either in-person or through blended learning. Certification is issued upon successful completion, by the Ministry of National Education, Children and Youth's VET department and the CNFPC.
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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 Education, Children and Youth
National Centre for Continuing Vocational Training (CNFPC)
The aim of the federal government's Strategy for research, technology and innovation is to increase the proportion of graduates in STEM subjects by 20% and the proportion of women amongst graduates in technical subjects by 5% by 2030. The Join in STEM action plan is designed to facilitate the achievement of these ambitious goals, while also pursuing the following objectives, to:
foster greater interest in science, technology, engineering, and mathematics (STEM) among young people,
showcase...
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The Join in STEM action plan represents the Ministry of Education's STEM skilled labour initiative. The plan consolidates the ministry's existing STEM initiatives with new measures and addresses the entire education sector, from early childhood education to vocational training, secondary education, and higher education.
The action plan strengthens STEM capabilities and advances the aforementioned objectives through the following eight action lines:
intensification of regional networking...
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Federal Ministry of Education, Science and Research (BMBWF)
The objective of the reform of upper secondary VET curricula is to align them with both national education policy requirements and European trends. Digitalisation, sustainability, and internationalisation are to be addressed as interdisciplinary topics.
Specifically, a new curriculum must meet the following criteria:
reflects the requirements of the modern labour market, contributes to the development of responsible members of society, and ensures the employability and aptitude for higher...
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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 implementation of new programme curricula is a three-step process:
creation of an implementation plan, including the formation of a project team, establishment of project management, and information of stakeholders;
realisation of the implementation plan, which involves the formation of a steering group and working groups, the gathering of information (e.g. labour market developments, research results), the development of the curriculum content with the involvement of stakeholders;
...
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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.
Federal Ministry of Education, Science and Research (BMBWF)
Introduce the new subject 'Basic digital education' (Digitale Grundbildung) into the curriculum, focusing on providing learners with essential digital skills, including safe and constructive online behaviour, understanding of digital tools and media, and fundamental programming skills. This subject ensures that learners are equipped with the knowledge needed to participate effectively in a digital society from an early age.
Enhance teacher training with a focus on digital pedagogies and...
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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 8-Point Plan represents a strategic shift from the initial 'School 4.0' approach, which focused primarily on developing digital competencies among teachers and learners. The new plan, launched in response to the pandemic's challenges, aimed to provide a more integrated digital learning environment. Key measures included the rollout of a centralised digital school web portal and the distribution of digital devices to students in lower secondary schools, beginning in 2020.
A significant...
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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.
Federal Ministry of Education, Science and Research (BMBWF)
The purpose is to increase equity for individuals lacking a corresponding Swedish primary education or missing the prerequisite knowledge for the upper secondary level, by preparing learners for upper secondary education or enabling them to secure employment.
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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 Swedish National Agency for Education will develop vocational courses at a basic level (EQF level 2). These courses will provide fundamental vocational skills, include practical elements, and are counted as partial qualifications which can lead to complete a qualification at lower secondary level, providing access to programmes at upper secondary level (EQF level 4). The courses should meet the skills needs of different industries and be able to lead to work after completing the training...
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The objective of National Vocational Education for adults at upper secondary level (NVE) is to strengthen the connection between the skills needs of working life and VET for a faster establishment on the labour market.
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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.
NVE programmes last between six months and one and a half years and can lead to a qualification at SeQF level 4 (EQF level 4), when programmes last at least one year. To gain access to the programmes, the entry requirements are pass grades from secondary education or for learners to have their prior learning validated. The NVE programmes have flexible opportunities for learners to validate prior learning for exemptions, and thereby shorten the time in training. Students are entitled to...
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The objective of the policy development is to create guidelines for using AI in teaching and learning in early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, vocational education and training and liberal adult education.
The objective of creating the AI Guidelines is also to promote the digitalisation of education and to support the European artificial intelligence act, also known as AI Act, that came into force...
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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 Ministry of Education and Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO).
The guidelines are to support the early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, VET, and...
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The objectives of the Masterplan basic skills, as described in the relevant 2022 policy letter from the Minister of education to the Parliament, are:
to improve proficiency in basic skills (Dutch, maths, citizenship, digital literacy) across all education levels, including primary, secondary, and vocational education.
to develop a holistic, collaborative approach involving teachers, school leaders, parents, libraries, and policymakers.
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 Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:
supporting educators with resources and training,
providing evidence-based learning materials,
strengthening school-community links,
implementing monitoring systems,
and establishing clear curriculum guidelines.
Immediate actions include creating support teams for schools and launching subsidies for targeted interventions. The plan aims for long-term integration with national programmes like the NPO...
Bodies responsible
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Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
Contributing to the equal treatment of all students in the Netherlands.
Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility 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.
The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...
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
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
Council for upper secondary VET schools (MBO Raad)
Association of Netherlands Municipalities (VNG)
Association of Educators in VET (BVMBO)
Cooperation organisation for VET and the labour market (SBB)
National youth organization for VET students (JOB)
to strengthen the opportunities for entrepreneurs in Denmark;
to create an 'entrepreneurial ecosystem' that continuously develops more talents within the field.
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Through the Agreement on the entrepreneurship package, the government and the majority of parties in parliament want to strengthen opportunities for entrepreneurs in Denmark and develop a stronger entrepreneurial culture nationwide.
The agreement parties have agreed to strengthen the entrepreneurial culture through different initiatives within five key action areas. Within the key action area Promoting talents, the agreement allocates funds to strengthen entrepreneurial environments in VET...
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Ministry of Industry, Business and Financial Affairs
The main objectives of project in cooperation with the OECD are:
to identify the main opportunities regarding skills in Bulgaria;
to develop tailored policy recommendations for improving Bulgaria's skills performance with the participation of the whole government, in collaboration with all ministries and stakeholders.
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The cooperation with the OECD, with its methodology for skills strategies, is an action decided in the context of the proposals of the European Skills Agenda in relation to national skills strategies. More precisely, the European skills agenda recommends joint action by the Commission and EU Member States to develop national skills strategies based on the relevant OECD methodology.
Activities related to the development of the skills strategy are also reflected in the national documents within...
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The implementation of the project will support the development of the VET system.
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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 Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....
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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 Education and Science
National Agency for Vocational Education and Training (NAVET)
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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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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Developing human resources and capacity building of entities involved in providing care to older adults through the development of training courses aimed at upskilling and reskilling workers and unemployed individuals seeking entry into the labour market in this sector of the economy.
Improving the value of informal caregivers of old adults through their training and capacity-building to provide differentiated care.
Adding value to the provision of care by sharing good practices through...
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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 facing the aged care sector, the centre for training in caring for old people (Centro de Competências para o Envelhecimento Ativo - CCEA) was created, through a partnership between the Institute of Employment and Vocational Training, the Association for the Development of the Algarve Biomedical Research and Training Academic Centre and the Social Security Institute. The responsibilities of the CCEA, with the aim to empower care providers for older adults, are to...
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Institute for Employment and Vocational Training (IEFP)
Association for the Development of the Algarve Biomedical Research and Training Academic Centre (AD-ABC)
renovate the infrastructure and equipment of the existing vocational high schools;
provide interdisciplinary, learning environments suitable for the current and future skill needs of the local labour market.
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A procedure for the improvement of infrastructure and equipment and/or renovation of a range of vocational high schools (BG-RRP-1.014 - construction of centres for excellence in vocational education and training (VET)) was developed under the National Recovery and Resilience Plan (NRRP) with financing under the Recovery and Resilience Facility of the EU.
The education ministry elaborated a methodology for determining the range of vocational high schools to receive the status of Centres of VET...
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The objective of the plan and its initiatives is to create a more coherent national educational landscape.
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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...
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The key objectives are to improve VET provision so that students acquire the right skillset for the green transition; and to enhance VET attractiveness.
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The Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.
Making VET more...
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The climate vocational education and training (VET) schools in Denmark aim to make sure that VET institutions and students are leading the way for the country's green transition. These schools will:
train skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction;
serve as hubs for sharing new ideas and practices with all other VET schools in Denmark.
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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 address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...
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According to the 2020 VET recommendation, peer reviews are aimed at improving mutual learning, increasing the transparency and consistency of quality assurance arrangements in the provision of VET and reinforcing mutual trust between EU Member States.
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In the 2020 VET recommendation peer reviews are described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are not aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national...
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It is important to develop professional collaborations that involve students and teachers in Hungarian vocational training in regions outside the borders. This can generate a positive trend in the labour market, that would strengthen the integration and the relations of Hungarian vocational training in Hungary and beyond.
The goal is to support the development of the professional and general skills of Hungarian communities beyond its borders in a way that matches increasing European and...
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The working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training in...
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The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.
Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress equality,...
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Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET and...
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Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Higher Education Authority (HEA)
Technological Higher Education Association (THEA)
Quality and Qualifications Ireland (QQI)
Education and Training Boards Ireland (ETBI)
Irish Universities Association (IUA)
City of Dublin Education and Training Board (CDETB)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kildare Wicklow Education and Training Board (KWETB)
Kerry Education and Training Board (KETB)
Kilkenny Carlow Education and Training Board (KCETB)
Louth Meath Education and Training Board (LMETB)
Longford Westmeath Education and Training Board (LWETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.
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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 FET Strategy defined that CotFs should have the following characteristics:
consolidation: CotFs are single integrated colleges;
dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, exploring opportunities for co-delivery with HE institutions;
access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
consistent learner...
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)
Education and Training Boards Ireland (ETBI)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Louth Meath Education and Training Board (LMETB)
Longford Westmeath Education and Training Board (LWETB)
Limerick Clare Education and Training Board (LCETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Laois Offaly Education and Training Board (LOETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
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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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)
Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable sectors.
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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 policy roadmap 'Green Skills for FET 2021-30' sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Ireland (2019) and the Action plan for apprenticeships 2021-25....
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 the Environment, Climate and Communications
Education and Training Boards Ireland (ETBI)
Quality and Qualifications Ireland (QQI)
City of Dublin Education and Training Board (CDETB)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Donegal Education and Training Board (DETB)
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)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Limerick Clare Education and Training Board (LCETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
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The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...
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Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Government Office for Development and European Cohesion Policy (SVRK)
The Climate goals and contents in education project, implemented by CPI, aims at:
raising awareness and developing educational content on climate change as part of education on sustainable development in vocational education and training (VET);
developing and introducing a holistic programme in VET schools;
developing a system for implementing competences and contents related to sustainable development goals and achieving climate goals in vocational and technical education;
establishing...
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The key activities of the project Climate goals and contents in education are:
preparation of a model for identifying occupational competences for sustainability;
work with 15 schools and guide them to become 'sustainable schools' on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor contributing 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.
Slovenian Institute for Adult Education (ACS)
National Education Institute (ZRSŠ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
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
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Foundation for the Development of the Education System (FRSE)
Improving the quality of adult learning in Europe by internationalising adult learning and training organisations, including VET, and the professional development of their staff.
Building communities of practice in various fields of adult learning, including vocational education and training, and between all stakeholders such as teachers and policy makers.
Facilitating the creation and sharing of (open) educational resources that can be used in adult learning, including the use of new...
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 Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.
The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.
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 Science (from 2021 until 2024)
Ministry of National Education
Foundation for the Development of the Education System (FRSE)
To provide education and care to Ukrainian students migrating to Poland due to armed conflict in Ukraine.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued several regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.
The regulations allowed:
the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...
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 Science (from 2021 until 2024)
Offering small supplementary certificates for specific skills in demand on the labour market in regular IVET 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.
Standardised supplementary certificates are required by regulation in some occupations, especially as regards work safety or environmental standards. Several secondary schools have sought accreditation by national authorities to assess and deliver these certificates. Training, usually a short course, is integrated into the regular modules in IVET but follows the standards set by the relevant accreditation body. If learners pass the module they are awarded the certificate as well. 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.
VET Department of the Ministry of Education, Children and Youth (SFP)
Adapting the VET offer to the needs of the green transition through increasing and promoting CVET offer, introducing new green IVET programmes and occupation-specific green skills in the existing programmes; piloting transversal skills, e.g. circular economy.
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 Continuing Vocational Training (CNFPC) has modernised its infrastructure (workshops, labs, training spaces) and offer to include new courses focusing on Industry 4.0 and green skills, such as Waste management, Circular economy, Building engineering, Energy efficiency and Forestry.
Some new IVET programmes in green and digital occupations have been introduced, such as the technician diplomas, Smart buildings and energies (EQF 4) and Smart technologies (EQF4). 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.
VET Department of the Ministry of Education, Children and Youth (SFP)
National Centre for Continuing Vocational Training (CNFPC)
To reduce the digital skills gap and to address the shortage in highly skilled ICT professionals in Luxembourg.
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 DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...
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 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:
...
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 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...
Bodies responsible
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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.
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 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...
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 Science (from 2021 until 2024)
The Vocational education pathway (Parcours d'Enseignement Qualifiant, PEQ) has been set up based on the strength of the CPU system, and is gradually to be implemented for all learners of qualification education (technical and artistic) and vocational education.
The objectives are:
positive orientation towards qualification education, so that it becomes as often as possible a first choice;
the upgrading of technical professions and the sectors that lead to them;
simplification of 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.
Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.
PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...
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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.
investigate the employability prospects of MIEEK graduates;
investigate the extent of MIEEK graduate satisfaction and use of acquired skills in the labour market and in society in general;
ensure that labour market intelligence is accompanied by a rapid yet effective and flexible learning provision;
assess employers' who employ MIEEK graduate satisfaction by their performance;
assess adequacy of training infrastructure, curricula and pedagogical methods from...
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 contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:
a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
an evaluation report on the adequacy of the curriculum (and the overall teaching design)...
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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 provide the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.
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 System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare 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)
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.
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 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...
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)
The objective is to upgrade and enrich the skill set of the employed, with beneficial consequences for the economy and society in general.
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 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...
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)
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.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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)
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...
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 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...
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
to develop a comprehensive national strategy which addresses skills mismatch between education and labour market;
to constantly monitor skill needs;
to design and implement concrete measures that address the identified skills needs.
Improving the national economic competitiveness enhancing social cohesion, while eliminating the disparity observed between the labour market and secondary/tertiary education is the ultimate objective.
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 address skills mismatches between education and the labour market, the Ministry of Education, Sport and Youth decided to establish a project management committee comprising various stakeholders (e.g. representatives from the ministry, employer and employee organisations and SMEs, representatives from schools and universities), with a mandate to develop, implement and monitor a comprehensive strategy to address skills mismatches, based on evidence from reports, studies and policy...
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The programme aspires to cultivate critical thinking among young people, contributing to their personal growth and wellbeing. At the same time, the workshops increase young people's intelligence, creativity, as well as other skills that will be valuable in their daily lives and career development.
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 2017, the Youth Board of Cyprus decided to develop the Youth multicentres programme, leading to the STEAMers programme. Based on the international STEAM standards, the Youth Board launched at the end of 2017 a new series of workshops on robotics, photography, programming, arts, music and theatre.
The STEAMers programme offers workshops in the fields of robotics, photography, coding, art, music and drama. The workshops are conducted by experienced professional educators at the Youth Board's...
Bodies responsible
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to develop a quality assurance (QA) methodology for training programmes offered by the initial vocational training institutes (IEK);
to use the methodology as a quality assurance 'tool' for initial vocational education and training (IVET) in accordance with the relevant regulatory framework of the General Secretariat for Vocational Education and Training, Lifelong Learning and Youth, the supervising authority for IEK.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
EOPPEP - in its capacity as an EQAVET NRP - is authorised to run an Erasmus+ programme entitled Towards an enhanced post-COVID VET (EPOS - VET).
The programme foresees the development of an integrated quality assurance methodology for IVET. This methodology will be piloted in three selected innovative IVET specialities which are provided by thematic and experimental IEK.
The selection criteria of the IVET programmes (for which internship in companies, usually SMEs is obligatory) entail:
...
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.
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
General Secretariat for VET, Lifelong Learning and Youth
The main objectives of the packages of measures are:
the timely further and new development of training opportunities in the area of school-based and dual VET as well as in further training with a focus on green skills;
integration of green skills into existing and new training regulations and curricula;
creation of a uniform teaching principle as a basis for a common understanding of the topic that enables the teaching of relevant content across all subjects, forms and levels of VET;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.
The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...
Bodies responsible
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Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW)
Federal Ministry of Education, Science and Research (BMBWF)
Within the framework of the initiative, which is a measure of the National Implementation Plan (NIP), the Federal Ministry of Education, Science and Research (BMBWF) is pursuing the relevant goals:
Learners in vocational schools and colleges (BMHS) as well as students at universities of applied sciences (UAS) are to be gradually qualified for the use of digital production tools and thus prepared for the demands of the (industrial) working world.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.
Specifically, the following measures will be pursued within the framework of the initiative, starting in...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
Digitisation of processes of the design of training in the company; of support materials for training companies and processes of the administrative handling of apprenticeship training, including the company-based apprenticeship funding scheme.
Introduction of digital tools for teaching content in the company-based part of 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.
Within the framework of the Education of the economy initiative of the Austrian Economic Chamber, various activities and measures have been implemented since 2018, partly in cooperation with the Ministry of Economy, to advance digitisation in apprenticeship training both in terms of content and administration.
This includes increased consideration of digitalisation in content-related modernisation and new establishment of apprenticeship occupations, support of in-company training and trainers...
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 develop a national roadmap to 2030 to develop the necessary skills for the transition to clean energy, building renovation and resource efficiency.
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 ReBusk (Reboot Build Up Skills) project aims to implement the requirements of the EU Call Life 2021 CET Buildskills at national level.
As a first step, the national qualification platform is to be reactivated in order to involve the diverse stakeholders in the construction sector in the entire process. Consequently, a status quo report on the national situation in the construction sector will be prepared with a focus on education and training. A key result of the status quo report is the...
Bodies responsible
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The objective is to elaborate an action plan for the green transition in education and training, outlining concrete measures. This is intended to address the expected demand for skilled workers and to strengthen the stakeholders involved.
The focus of this action plan is on the energy transition. It is planned that other topics such as mobility, circular economy and social aspects will be addressed in the future. The overall aim is to achieve climate neutrality by 2040.
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 set up the action plan for the green transition in education and training, the Federal Ministry for Climate Protection (BMK) together with the Vienna Public Employment Service (AMS) and the Vienna Chamber of Labour (AK) initiated the 'Just transition working group on training and further education'. The Federal Ministry of Labor and Economics (BMAW) was involved in line with its responsibility in the area of vocational training.
In several workshops, this...
Bodies responsible
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Federal Ministry of Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK)
At the programme objective level, the following goals should be achieved: increase in success rates and reduction in class repetitions and dropouts.
The programme itself aims at the implementation of needs-based support measures including individual learning support; semester-by-semester distribution of subject matter into competence modules; and the promotion of the continuous performance of learners.
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, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a 'semester-based upper secondary education' (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
To support the development of competences that create more added value, to improve continuing training and retraining opportunities, including WBL, to respond swiftly to the development needs of the world of labour and ensure that people are equipped with the right knowledge and skills for 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.
Developing WBL and practical training includes the following measures:
VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
quality assurance of WBL and practical training.
Bodies responsible
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To develop and implement a holistic approach to supporting learners with SEN or migrant background, and to diversify training provision for vulnerable groups, in order to prevent inequalities and segregation, exploiting every individual's potential to the fullest.
To reduce the general risk of exclusion of young people and ensure the fastest and smoothest possible return of the young not in education, employment or training (NEET) to the education system or 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 following measures are foreseen:
diversifying professional and training choices for vulnerable groups;
supporting SEN learners in schools and in providing employment supported by guidance and counselling;
supporting students with a native language other than Estonian, including those from a migrant background, in learning Estonian and providing additional Estonian language tuition;
reforming support systems for SEN students, including aligning information systems to support flexible...
Bodies responsible
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The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green Deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic on...
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 developed in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures to 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.
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To aid lifelong learning and recognition of competences and qualifications through establishing a system of transferable credits used in the professional training 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 development of the transferable credit system includes methodology for granting transferable credits for the professional training of adults including categories of skills to be considered for certification of competences: key, technical and occupation-related. It facilitates mobility and complies with the general provisions regarding competences acquired in education and training, including adult training.
Bodies responsible
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To provide access to quality IVET, increase employment of recent VET graduates, better adapt qualifications to the labour market needs, create new VET paths, with more bridges to higher education, and improve school infrastructure.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.
The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...
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To broaden workforce knowledge and skills related to the green economy, and to address skills gaps to support the green and digital transitions in VET.
The development of population´s digital skills is guided by national targets set in the Education strategy 2021-35:
the share of 16 to 24-year-olds with digital skills above the basic level should increase to 90% by 2035 (2019: 76.2%)
the percentage of 16 to 74-year-olds with digital skills above the basic level should increase to 60% by 2035...
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 measures are envisaged:
developing the principles for skills-based curriculum development in VET;
developing principles for addressing the skills needed for the green transition, including competences supporting the development of environmental awareness in VET;
a total of 2 830 people to be trained in VET, higher education and continuing education under the green transition actions in 2022-24;
a total of 2 000 people to be trained in VET, higher and continuing education as part...
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 ensure an inclusive and sustainable network and infrastructure of education institutions providing high-quality VET to different target groups in a learning environment that supports contemporary approaches to learning and teaching.
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 measures are foreseen:
carrying out a study on the VET institutions network in 2023;
designing the network of VET institutions in line with the reorganisation of secondary education and in connection with the development of the school network in other areas of education;
implementing a performance-based funding model for VET;
defining selection principles and criteria for centres of excellence in VET, defining R&D links, and drawing up a concept for centres of excellence;
empowering...
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 of Anlehre+ is to offer more flexible and shorter low-threshold training pathways that allow people with (multiple) placement barriers to stay in the VET system and thus increase their chances of obtaining a training qualification.
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 2022, the Centre for Education and Training (ZAWM) in Eupen submitted a new ESF-project application to develop and implement flexible, low-threshold and shorter training pathways, targeting also migrants (including refugees) and learners with disabilities.
Concrete objectives are the development and implementation of:
the individualisation of support and guidance for youths and young adults with (multiple) placement obstacles;
flexible, low-threshold and shorter training pathways based...
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.
In a globalising society, there is a need for competencies in the work environment, which often exceed specific technical competencies. These allow working in an internationally influenced environment and include intercultural competencies, speaking foreign languages, self-management and adaptability.
To respond to the need to internationalise the Flemish VET institutions
VET institutions that want 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.
Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders, but mobility of educational staff should...
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 XR action plan pursues the following objectives:
providing XR materials (hardware and software) for all secondary VET schools with a low-threshold access;
increasing the professionalisation of teaching staff regarding XR use and XR applications;
increasing knowledge about XR for all Flemish schools.
With the InnoVET XR projects we also want to create a broader basis for innovative XR use in the five provinces and build new innovative digital material (software, apps) that can be used by...
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 XR action plan was concretised into four closely-intertwined actions:
Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme, constantly...
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 Digital education action plan (Digisprong) aims to address several challenges:
the availability of ICT infrastructure for all schools in compulsory education;
the need for schools to develop and implement a school-specific ICT policy, originated by the ICT coordinator or the ICT team of the school;
develop teacher and school ICT skills and provide them with digital learning resources;
create a knowledge centre 'Digisprong' as a unit within the Flemish Ministry of 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.
That the Digital education action plan (Digisprong) will have important consequences for many schools is beyond dispute. Strategic objectives and concrete actions were formulated for each challenge. Those include:
ICT infrastructure
provide every learner in secondary education with a device;
provide ICT equipment for teachers through the school:
bolster the ICT infrastructure within the school;
facilitate the use of connectivity and telecom services with special attention to security and speed...
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 Higher education advancement fund is to make higher education in Flanders more digital, flexible and modern. One of the key points is to further develop lifelong learning in higher education, including more focus on labour market needs.
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 main actions within the key point 'further developing lifelong learning in higher education' of the Higher education advancement fund are:
1. Agile offer of lifelong learning
There is a need for retraining, reorientation and reskilling. This includes developing micro-credentials and reshaping of programmes, in which social partners are involved. It is essential to strengthen cooperation with the private sector, e.g. in the context of dual learning. New, innovative pathways should also 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 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.
Description
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...
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.
raise the status of higher vocational education and stimulate the development of excellence in this area;
provide outstanding vocational colleges with the resources to work long-term on quality development and innovation in higher vocational education;
stimulate increased cooperation among vocational colleges and different education levels, and strengthen their cooperation with the labour market.
This means that the centres will amongst others work on shorter 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.
Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.
Centres of vocational excellence have...
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
The objective of the expert group is to assess pedagogical, ethical and legal issues of using digital learning analytics based on the data about student learning activities, to improve, directly or indirectly, their 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.
An expert group for digital learning analysis was established in autumn 2021 to provide the Ministry of Education and Research with a better basis for decisions about digital learning analytics and adaptive teaching aids, exams and tests in lower and upper secondary education, higher education, and higher vocational education. It should also advise on the need for regulation and input for policy development and measures from the Ministry of Education and its subordinate directorates. The task...
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 Lifelong learning catalyst (LLO katalysator) aims to achieve an independently functioning lifelong learning ecosystem in which organisations (for example companies) and professionals (adult learners) can adequately respond to the rapidly changing labour market and society. This should lead to higher participation in lifelong learning and thus strengthen economic growth.
The role of the catalyst is to:
initiate and coordinate cooperation between education, business, and government;
create...
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 Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together 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, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Universities of the Netherlands (Universiteiten van Nederland)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Contributing to strengthening the participation of employers' organisations in networks of production, exchange and application of knowledge, as well as reinforcing the technological intensity and/or knowledge of the activity of employers' organisations.
Improving the employability of citizens.
Improving the competitive capacity of the national economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
These programmes are designed to meet the needs of professionals in a specific area, responding to market needs and creating value for professionals and institutions, serving as a national reference in the area.
Programmes are developed within the scope of cooperation between higher education institutions and public and private employers, with a view to providing students with competences in transversal subjects valued by the labour market and facilitating their professional integration 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.
The goal of the action plan and the related set of measures is to improve the quality of citizenship education in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights 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.
This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.
The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to 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.
According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...
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.
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...
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 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...
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.
Agency for Competitiveness and Innovation (IAPMEI)
Youth STEAM incentive (Impulso Jovem STEAM) aims to increase by 10% over the next 5 years the number of young people in higher education, in areas of science, technology, engineering, arts and mathematics (STEAM), in line with the new needs of 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.
Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...
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 Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Ministry of Education, Science and Innovation (MECI)
