This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
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)
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)
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)
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)
create financial incentives for VET providers to make sure students complete qualifications and find a job or continue in education after graduation;
increase the acquisition of micro-credentials especially to upskill or reskill adults in order to enhance their position in the labour market and increase employment prospects after graduating;
make the VET funding system more simple and responsive to changes in the labour market;
simplify 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 Ministry of Education and Culture has appointed a working group to prepare the legislative changes needed to reform the VET funding system. The reform is prepared simultaneously with the reform of the operational guidance of education providers.
The legislative changes in the VET funding system are planned to come into effect in 2026.
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 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...
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 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...
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 devise a FET funding system that is 'future-proofed', transparent, operationally effective for both, funders and FET providers, offering value for money for the Irish taxpayer, and able to ensure inclusion and equal access to FET for everyone.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel's work.
The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to regional...
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)
Cavan Monaghan Education and Training Board (CMETB)
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)
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)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Cork Education and Training Board (CETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
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)
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.
In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:
excellent, inclusive and accessible VET for all;
high employment rate of graduates;
sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital 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.
Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):
centres of excellence in VET;
in-company training centres;
higher VET transformation;
quality assurance in IVET and CVET;
prevention of early school leaving;
basic skills;
individual learning accounts;
a new system of lifelong learning introduced...
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
Ministry of Education, Science, Research and Sport (until 2024)
to provide access to state-of-the-art equipment and technology;
to improve citizen services;
to facilitate digital transition;
to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
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 development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually 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.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
Ministry of Education, Religious Affairs and Sports
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.
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.
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)
The Adults impulse (Impulso Adultos) programme aims at strengthening and diversifying postsecondary training, ensuring the retraining and upgrading of skills through the development of flexible qualification solutions, able to respond to the transformation of labour markets and the new requirements of employability.
This reinforces the connection to the systems of science and higher education in the search for joint solutions that improve both the relevance of acquired skills and the success...
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 programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...
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)
The initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement 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 regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...
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 Association of the Danish Regions (Danske Regioner)
The objective of the initiative is to reduce the number of unemployed over the age of 30. This is in line with the general objectives of the Danish National implementation plan (NIP) for the 2020 Council Recommendation on VET and Osnabrück Declaration and also with the objectives set in the Agreement on better and more flexible continuing vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the education lift scheme, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lift scheme.
Education lift (80% unemployment benefits).
Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to modernise and secure the future of the adult, CVET and further VET (EQF 5) system, so that employees, may develop competences that secure their job prospects and remain relevant to labour market needs. The agreement also aims to improve job prospects for the unemployed and unskilled or low skilled people.
With the latest tripartite agreement, the government and parties from the labour market seek to create a stable framework for strengthen continuing and further education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.
The creation of a 'conversion fund': around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a 'conversion fund', which will enable unskilled and skilled workers to undertake further training on their own initiative. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
to reward active jobseekers;
to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
to reform CVET and its interconnection with the country's economy;
to utilize European resources for quality assured training of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
To...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
investment in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...
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 objectives of the national programmes focusing on VET priorities are:
to provide additional financial resources to VET institutions, and the social partners, to address specific aspects of their activities (for which initial allocated funding does not suffice) to achieve better results;
to address better the personal needs of the students (and/or other target groups depending on the specifics of each programme).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are three national programmes with VET as their focus, not all starting in the same period. All these programmes are managed by the VET Directorate of the education ministry:
National VET programme
The programme aims to support improvement in the quality of VET provision and the labour market relevance of VET by providing schools with state-of-the-art equipment, update and/or developing, for the first time, curricula and study programmes, e-learning material and VET teacher training.
The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:
changes in the admission plan for education for better adaptation to labour demand;
advanced training and training at the request of employers for the unemployed;
training for employees;
providing the necessary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.
The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Some companies refrain from creating an apprenticeship place. Other companies lack the time in their daily work to deal intensively with their apprentices. The number of training place and quality of the vocational education and training (VET) suffers as a result. Inter-company apprenticeship training (ÜLU) is one solution. The offer complements and supports the training provided by the companies. In this way, the motivation of small and medium-sized enterprises (SMEs) to offer 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.
The Federal Government provides subsidies of around EUR 50 million annually for the inter-company apprenticeship training (ÜLU), making a contribution to the course and accommodation costs for apprentices from the second year of training onwards. The current funding guidelines allow a subsidy of up to one third of the course costs and up to half of the accommodation costs. The assessment basis for the federal funding lump sums is based on the determined average cost rates of the courses....
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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 Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
The objective of the related part of the Lifelong learning and counselling strategy for 2021-30 is strengthening legislative, financial and institutional support for improving the basic skills of adults.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:
embedding the term 'basic skills' in the Lifelong Learning Act;
piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
improving the digital skills of citizens in line with Reform 6 of Component 17 'Digital Slovakia' of the National recovery and resilience plan;
piloting a financing scheme for supporting non-formal learning for low-skilled adults in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Government Office of the Slovak Republic
Ministry of Investments, Regional Development and Informatisation
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
The overall objective of the Wallonia Recovery Plan is to make Wallonia a Region resolutely focused on prosperity shared across the region, businesses and citizens, and which integrates the challenges of intergenerational fairness. The pooling of the action plans aims to ensure coherence to maximise the positive outcomes for Wallonia.
Strategic objectives have also been put in place with regard to the major priorities of the Walloon Recovery Plan for VET and employment:
improve initial...
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 Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around six strategic priorities:
investing in youth and Walloon talent (priority 1)
supporting well-being, solidarity and social inclusion (priority 4)
guaranteeing innovative and participative governance (priority 5)
supporting the rebuilding and resilience of disaster-affected areas...
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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.
The VET agreement enables conditions for vocational training, particularly the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of the social partners in the training system. This will be done without prejudice to the need to integrate the reflection in a global vision of the National...
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 VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives 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.
The tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
VET...
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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.
The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme 'Scholarship for deficit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1-3 (EQF levels 1-2). The fund aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education.
The fund emphasises:
community education as a mechanism to continue...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.
Community Education providers can apply for funding across...
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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.
The strategy sets out the vision, mission and strategic goals that guide the department's work programme in 2021-23.
To achieve this vision and mission, the strategy sets out three high level goals:
support the provision of high-quality education and improve the learning experience to meet the needs of all students in schools and early years settings;
ensure equity of opportunity in education and that all students are supported to fulfil their potential;
together with its partners, provide...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland's social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.
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Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three key 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 Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term plans...
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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.
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The main objective of the plan is to suggest reforms and specific measures that will increase the country's per capita GDP to reach 92% of the EU-27 average 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 finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
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 agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
To review and increase the basic funding of VET programmes.
To ensure that VET providers under the auspices of local governments and other founders are eligible to receive State budget financing.
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, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group work.
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 Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
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 new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
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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.
The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
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 system is expected to ensure transparency and predictability in funding, to eliminate inequalities in employee remuneration and to eliminate the negative effects of reducing the number of pupils. In secondary schools, the new system should also eliminate lowering their academic requirements in order to increase the number of newly admitted students. Often, even the candidates with evidently very slim chances of successful graduation used to be admitted to study programmes and schools...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 January 2020, the Czech Republic introduced long-expected changes into its system of regional education funding. The main modification the new system has brought about is that the school funding is no longer based on the number of students (per capita approach). It is based on the financing of the real volume of teaching (the number of lessons taught) and the financial resources are allocated according to the real amount of teacher salaries. This opens the option of dividing classes...
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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 increase the responsiveness of VET schools to changes in the regional labour market, and to establish better preconditions for cooperation between VET schools, employers and local governments. For learners, the amendments aim to broaden their choices and improve the regional accessibility and quality 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.
The financing model for VET has been renewed and amendments to the Vocational Education Institutions Act were adopted in 2018. They came into force in 2019. Financing principles were changed to increase VET institutions' motivation and autonomy. The system of State-commissioned study places was abolished and replaced by the number of training places in areas of national importance being negotiated separately with each school and school council, based on OSKA's recommendations and regional...
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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.
The State registry of training providers of the vocational training system for employment (Registro Estatal de Entidades de Formación del sistema de formación profesional para el empleo en el ámbito laboral) is conceived as an instrument of transparency and dissemination of the integrated information system to improve coordination and inter-administrative cooperation in the training for employment system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Order TMS/369/2019 harmonises the system of accreditation of all training providers. All vocational training providers authorised by the different competent authorities are integrated into one network through the State registry, which also ensures coherence with the Catalogue of training specialities (associated or not with professional certificates). The registry is used by the employment authorities to manage different services for different target groups. Only registered providers may...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to set out Law 30/2015, with the change of government in 2018, a new approach started to develop, which seeks all major stakeholders to work together:
setting up a national network, including social partners and VET representatives, based on identified sectors;
conducting innovative experimental approaches to vocational training;
cooperating with qualifications and pedagogic institutes;
establishing links with relevant external bodies and doing research.
The analysis of economic...
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, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
Autonomous Communities (CC.AA.)
State Foundation for Training in Employment (Fundae) until 2022
The objective of the initiative is to strengthen the quality of VET in Denmark and to give small VET schools better opportunities to deliver EUX 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.
The initiative - more money for smaller schools to ensure the quality of education - will generally enable better conditions for VET schools to provide quality teaching, particularly small VET schools in geographic areas where the population is sparse. This enables smaller VET schools to provide EUX programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the review is to develop a set of rules that safeguards the objectives and principles of primary and secondary education, while at the same time ensuring that the municipalities and county municipalities, as school owners, have sufficient flexibility to promote quality development in schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The committee proposed a new education act, statutes, guidelines and general principles for the governing of primary and secondary education, including VET.
The committee assessed:
what factors should be subject to regulation, what is the appropriate level of detail and what should respectively be regulated by law or regulation;
how to simplify the regulations and facilitate efficient use of resources in primary and secondary education;
how the regulations should be designed to reduce 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.
A short-term forecasting model initiated by the labour ministry is aimed at offering an estimation of the workforce needed in the main sectors of the economy and also in respective fields of study.
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 forecasting model was developed in 2015 under the supervision of the Central Office of Labour, Social Affairs and Family (COLSAF, public employment services authority). The labour ministry presents the forecast of labour market needs, structured by fields of study and regions, every year.
Sponsored by ESF and the labour ministry, two new tools 'odborogram' and 'profesiometer', focusing on human resource planning and career guidance and counselling, were developed and launched in 2019....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Social Affairs and Family
Ministry of Education, Research, Development and Youth
Central Office of Labour, Social Affairs and Family (COLSAF)
Trexima Ltd.
Ministry of Education, Science, Research and Sport (until 2024)
The Investing in Skills (IiS) scheme is intended to promote access to the training of persons actively participating in the Maltese labour market, with a view to increasing productivity and enhancing adaptability. It seeks to increase and/or improve the knowledge and skills of employed persons through funds granted by this scheme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The IiS scheme allows for the payment of grants to employers who train their employees in areas not required by legislation. Training can be both on-the-job or off-the-job, including on-line training. It can also be accredited and non-accredited company specific or generic training.
Eligible applicants include all employers having an economic activity irrespective of their legal form. These include partnerships, companies, family businesses, associations, individual self-employed or other...
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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.
The priorities of the VET system development programme 2016-20 are directed at increasing relevance, quality, excellence, attractiveness and inclusion, as well as the international dimension 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.
The VET system development programme 2016-20 provides the strategic framework for VET development and reform. The programme was adopted by the Croatian Government in September 2016 and a related action plan was adopted two months later by the ministry responsible for education. It is planned according to the following principles:
quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
partnerships, which will ensure 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An amendment to the School Act came into force in September 2016, which legally guarantees targeted support for children with special needs. Schools (including VET schools) are now legally entitled to additional funding for the necessary measures for teaching children with special needs. This amendment covers all children with special educational needs, based on their health as well as on their cultural and social environment (i.e. also Roma children). The amendment also covers talented...
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, Youth and Sports
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 19 December 2018, the Ministry of Finance presented a new policy action targeted at giving young people more room in choosing their education pathway or in changing pathways. Aspects of the initiative include:
a new subsidy and taximeter system: the current grant and taximeter system in youth education does not in itself motivate schools to focus on quality and has become too opaque. The government will therefore initiate a review to implement changes and simplify the system;
better...
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 organise consultations with stakeholders, including national and regional authorities, relevant public agencies, research organisations, employer representatives and trade union representatives;
to prepare a comprehensive overview of what policy-makers and practitioners in Slovakia think about the current situation;
to offer inputs to the discussion concerning ensuring effective links between the education and training system and the needs of the labour...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Slovakia participates in Cedefop's country reviews on Governance of EU skills anticipation and matching systems. The aim of the project is to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and better linking skills intelligence to education and training. Within this cooperation, an initial country report was commissioned and offered for comment to the education ministry in February 2018; it was...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
According to the rationale of the act, VET has to address the socio-economic challenges in Poland:
demographic changes and the decreasing number of young people joining the labour market;
changes in economic indicators, including the lowest unemployment rate in recent years, the deficit of employees with appropriate qualifications and the development of an 'employees' market';
persistent high unemployment rates among graduates of VET programmes.
The main aim of the act is to restore 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 new act:
makes it mandatory for VET learners to take a State vocational examination or a journeyman's examination as a condition of school graduation; it also changes the form of exams, the process of preparing examination tasks and the requirements set for examiners;
introduces, in cooperation with employers, apprenticeship as a new form of vocational learning for learners in upper secondary VET and first stage sectoral programmes, who are not juvenile workers;
introduces new options...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2018, the Council of ministers approved EUR 8.6 million (three times the previous budget), jointly financed by the European Social Fund, for VET teacher training, upskilling and mobility. The distribution criteria, agreed by the Autonomous Communities, take into account the number of teachers and the number of secondary schools and / or baccalaureate centres and / or VET centres. CPD training provision for teachers also encompasses guidance practitioners.
The framework for 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.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Vocational training for employment in the labour scope was last reformed in 2015. The reform aimed at an efficient system for monitoring and prospecting the labour market, based on coordination of all actors (administrations, social agents, experts). It also aimed at:
promoting the assessment of the impact of training (on accessing and maintaining employment);
enhancing enterprise competitiveness;
improving workers' skills;
meeting labour market needs;
ensuring efficient use of resources.
A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
State Public Employment Service (SEPE)
Autonomous Communities (CC.AA.)
Social partners (main businesses and trade unions organisations)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since September 2017, several collaboration agreements between the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE), the education ministry, and 11 Autonomous Regions have been approved. The agreements allow for implementing work plans of 25 national reference centres (Centros de Referencia Nacional, CRNs), of the 52 planned. CRNs are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The project aims to facilitate access to developing the knowledge, skills and competences of the working-age population. This is achieved by offering training assistance to jobseekers in need of improving their skills to enter the labour market, and to upgrade the existing skills of those individuals who wish to re-enter the labour market, find alternative employment and/or acquire new skills to meet the labour market demands.
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 2016 ESF co-funded project entitled Training for employment covers several initiatives (the work placement scheme, the work exposure scheme, the traineeship scheme, the training pay scheme, and the development of an occupational handbook) to facilitate access to employment through the development of skills and competences of the working-age population.
Through the work placement, work exposure and the traineeship schemes, employers, in partnership with Jobsplus, are provided with an...
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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.
The objective of establishing the Malta qualifications framework (MQF) and its referencing to the EQF is to make the Maltese qualifications system framework easier to understand and review, and more transparent at national and international levels. The MQF is also a referencing tool that helps to describe and compare both national and foreign qualifications to promote their quality, transparency and mobility. The reference levels make it easier to understand what a learner with a...
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 2016, the National Commission for Further and Higher Education (NCFHE) published the fourth revised edition of the referencing report that sets the parameters for all qualifications and awards that can be conferred in Malta. It reflects on the range of current reforms representing a move towards a more modular based concept as building blocks for qualifications. Such an approach is intended to allow for and promote lifelong learning for non-traditional learners. It calls for better...
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.
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
The proposed incentives aim to support responsiveness of the VET system to labour market needs, especially in the regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2016, a call was launched to invite proposals for the modernisation of the equipment and premises of school-based practical training (VET schools' workshops and specialised facilities, e.g. libraries). Additional components could relate to equipment for dormitories in support of inclusive education, reconstruction of school premises, or improving the energy performance of buildings. The call was launched within the framework of the ERDF part-funded Integrated regional operational...
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
Ministry of Education, Science, Research and Sport (until 2024)
To make horizontal permeability easier for 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 2017, the Ministry of National Education adopted a Regulation on the framework teaching plans for public schools, standardising the weekly number of teaching hours per week in compulsory subjects for each grade; previously only the minimal number of hours per subject on a certain education level was set. In this way, learners' horizontal permeability was eased.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
Subsidy schemes for workplace learning are meant to encourage employers to offer apprenticeships and work placements by covering their costs for supervising apprentices and students.
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 existing subsidy scheme for companies to cover the costs of offering learning places to apprentices (BBL students, and also applicable to VMBO, MBO and higher professional education - HBO VET programmes) was extended in 2017/18 to cover the costs related to learners enrolled in secondary special needs education (voortgezet speciaal onderwijs), practical education (praktijkonderwijs) and upper secondary VET EQF level 1 programmes. In December 2018, it was decided to extend the duration of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Erasmus+ KA3 project WBL-Balt (2014-17), led by Latvia and launched in June 2015, aimed to strengthen cooperation between Latvia, Lithuania and Estonia in implementing methods including developing work-based learning and apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region's labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...
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.
Qualifications and VET Development Centre (KPMPC)
Kaunas Chamber of Commerce, Industry and Crafts
Lithuanian Association of VET institutions (LPMIA)
Particular emphasis, in line with the National plan for digital education (PNSD), is given to the following goals:
creation and development of innovative environments for teaching and learning and improvement of schools' digital equipment;
develop and strengthen teacher, learner, school director and staff digital competences;
develop and strengthen teacher, learner confidence in applying innovative teaching and learning methodologies in order to stimulate the process of learning in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.
The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal 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 (until 2022)
Ministry of Education, Universities and Research (until 2019)
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as 'digitalisation';
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.
A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
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 system is to ensure interoperability between public information tools and databases, to allow the evaluation of public funds in VET, and to feed the 'electronic worker folder' on issues concerning the assessment of competences acquired in formal, non-formal and informal 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.
Amongst the main reforms of the labour market outlined in the Jobs Act, the legislative Decree No 150/2015 provided the management of a unique information system on active policies whose one main branch is represented by the National statistical system for VET (SIU Formazione). It represents the unique informative source of data for monitoring VET funding schemes and programmes which are carried out and managed by the Regions and autonomous provinces. According to the constitutional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...
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 Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
integrate training and employment of young people within a dual system by reinforcing those apprenticeships linked with the education and training system, and particularly within initial vocational education and training (IVET) pathways;
reinforce apprenticeship for higher training/education and research;
introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
set up a specific pedagogical methodology aimed at...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with 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.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
The SPAs define how ETBs contribute to achieving national performance targets for FET success in 'generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery' (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
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)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
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)
Limerick Clare Education and Training Board (LCETB)
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)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and 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 Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the 2018 legislation is to transform radically the French continuing vocational training system and apprenticeships to meet the needs of businesses, particularly those of very small and medium-sized enterprises, and to promote access to training for all workers, especially the least qualified.
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 2018 Law for the freedom to choose one's professional future provides for:
the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
reforming funding mechanisms to establish a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
A reform of apprenticeship contract had been initiated in October 2017. Its overall intention is to make the most of apprenticeship, regarded as an excellence training pathway, to ensure educational success and professional integration, in the respective interests of all: young people, businesses, local territories, and national economic and social 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.
Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.
The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
To promote teacher training in the technological, methodological and social aspects of integrating digital resources into their daily teaching practice.
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 Ministry of Education and Vocational Training, through the National Institute of Educational Technologies and Teacher Training and the Autonomous Communities, elaborated, in 2021, a new reference framework for digital competence in teaching through a commission dependent on the Working Group on Learning Technologies. This framework was approved by the Sectoral Conference on Education at its meeting on 30 March 2022 and published by Resolution of 4 May 2022 of the Directorate General for...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
National Institute of Qualifications (INCUAL)
National Institute of Qualifications (INCUAL)
Red.es
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae) until 2022
Reviewing the validation of informal and non-formal learning procedure regulated in RD 1224/2009 to make it simpler and easing access, as well as to meet validation needs of the different productive and service sectors.
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 General Council for Vocational Training, a working group has been set up to review the results obtained during the almost 10 years of implementation of this procedure. Data are collected through a platform established by INCUAL. Validation is also carried out through the Reconoce project, launched in 2015 upon approval by the Spanish Youth Institute (INJUVE) and the youth departments of the Autonomous Communities. The project aimed to establish a new recognition system for...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. 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.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
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 new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
VET policy priorities in 2016-20 include the need to improve the quality of the practical training component of VET programmes, both, in school-based settings or delivered as dual 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.
The education ministry has contributed to promote work-based learning by supporting VET skills competitions at national (Spainskills), European (EuroSkills) and international levels (WorldSkills). All regional education authorities are also fostering different kind of events to promote dual VET among students, families and companies.
Trade unions are also contributing to the development of dual VET. In January 2018, General Union of Worker (Unión General de Trabajadores - UGT) published a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements for...
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 policy priorities in 2016-20 include the development - progressively - of a State-wide dual VET regulation according to Article No 42bis of the Organic Act on Education; better coordination among all actors involved in dual VET; improving the quality of the practical training component of VET programmes, both in school-based settings or delivered as dual 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.
Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.
The initial draft was presented to social partners in May 2018, but the new government...
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, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A change in the regional education funding system was approved by the Parliament in 2017 and planned to come into force in January 2020. The per capita funding in use, built on regional and national budgets, does not take into account seniority or expertise. Among other issues, the new approach is to take account of these parameters and the planned career scheme: the ministry will allocate funding from the national budget, based on information from the schools on the number of teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium sized enterprises in Cyprus (and Poland) aimed to build the capacity of key intermediary bodies to support those SMEs (small- and medium-sized enterprises) offering training places for apprentices. The need for this project derived from past experience, when the lack of support structures for enterprises deterred SMEs from offering apprenticeships. The main project goals were to:
set up a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Cyprus Chamber of Commerce and Industry
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the 2015-20 strategic plan for technical and vocational education and training, a proposal for upgrading the apprenticeship system, in cooperation with the apprenticeship board, was approved in August 2015. The reform affects both the preparatory and core programmes;
at preparatory apprenticeship level: to respond to the needs of students from different academic backgrounds, two different classes (A and B) are offered. Assessment criteria have been developed for students wishing 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.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National qualifications frameworks (NQFs) facilitate the understanding and comparison of qualifications. The NQF classifies qualifications by level, based on learning outcomes, which the holder of a specific diploma or certificate is expected to know, to understand and to be able to do. This approach facilitates the moving between education and training institutions and sectors.
The FQF includes the:
professional qualifications (beroepskwalificaties), which are the basis for formal...
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 2016 arrangements were made to facilitate the update of the content of the professional qualifications and to provide partial qualifications. Professional qualifications have been levelled individually (as opposed to being placed as a block) in a process involving the main social partners. Since 2017 it is possible to update the content of the professional qualifications. The procedures take into account the nature of the changes: technical or substantive changes, changes with or without...
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 objectives of the professional scholarships for the low-skilled employed or unemployed, are to:
upgrade skill levels for employed or unemployed skilled workers with qualifications below the level of universities of applied sciences to reduce the risk of unemployment;
enable employed or unemployed people who have not finished their education and training in the past to obtain labour market relevant qualifications;
cover the need for a skilled workforce in specific fields of the Austrian...
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 January 2017 the professional scholarship has enabled unemployed and employed low-skilled individuals (through taking educational leave) to obtain labour market relevant qualifications to secure their employability and to cover companies' needs for a skilled workforce. At the start of the programme a list of relevant qualifications (in the form of training possibilities) was defined by the Public Employment Service. This list is continuously updated. During the training period, 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.
