Teachers, trainers and school leaders competences

In the 2020 VET recommendation peer reviews are described as ‘a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training’.

A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national...

The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.

Competences and qualifications for the digital and green transitions

The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the...

The key activities of the project Climate goals and contents in education are:

1. preparation of a model for identifying occupational competences for sustainability;
2. work with 15 schools and guide them to become ‘sustainable schools’ on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).

An important factor...

The SkillsPoland competition consists of:

1. development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
2. conducting study visits as part of professional competitions in other countries;
3. implementation of a promotional campaign for SkillsPoland competitions;
4. conducting regional eliminators for competitions in 30 sectors;
5. organising of three nationwide SkillsPoland competitions in 30 sectors;
6. participation of representatives...

In Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.

The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.

Sectoral skills centres (branżowe centra umiejętności) are to be technologically advanced education, training and examination centres in a given industry.

This initiative comprises the following main activities:

1. announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
2. construction of a new...

The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.

Winners and featured participants receive the title...

As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued six regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.

The regulations allowed:

1. the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...

The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice. 

The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...

The action plan includes the following five specific measures:

1. implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
2. provision and professional development of staff for the VET system;
3. the development of career guidance and promotion of VET;
4. implementation of innovative and durable mechanisms of cooperation at national and international levels in VET,...

The System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare the...

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...

Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.

The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...

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...

In several workshops, proposals for measures in the following four thematic fields were developed with the involvement of important stakeholders in education and training: education and training sector, companies, employees, job seekers, framework conditions and compatibility as well as communication.

Each of these thematic fields is divided into further fields of action with a definition of objectives.

The social aspect is especially to be taken into account when listing and developing...

In order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:

1. building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
2. pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
3. field-related training for vocational teachers,...

Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.

The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...

Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders, but mobility of educational staff should...

The XR action plan was concretised into four closely-intertwined actions:

Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme,...

That the Digital education action plan (Digisprong) will have important consequences for many schools is beyond dispute. Strategic objectives and concrete actions were formulated for each challenge. Those include:

ICT infrastructure

1. provide every learner in secondary education with a device;
2. provide ICT equipment for teachers through the school:
3. bolster the ICT infrastructure within the school;
4. facilitate the use of connectivity and telecom services with special attention to security...

With the Excellence Initiative for VET policy projects are combined into an overarching agenda. Individual activities will be launched successively during 2022 to 2026. Over EUR 750 million have been earmarked for this purpose.

In order to give new impetus to VET, the Excellence Initiative focuses on three central fields of action.

Improving individual opportunity support for talents in VET, to ensure that skilled workers and young people can develop their potential in the best possible...

Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights and...

More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...

This development consists of an eight-year programme in which all 113 education institutions in upper secondary vocational education (MBO, HBO and WO) and higher education (post-secondary and higher education) cooperate. They are joining forces to enable system transformation in education. The programme is led by the education ministry and is funded by the National Growth Fund. It has a budget of EUR 560 million. In the programme four action areas are created.

Transformation hubs

A...

The programme for 2017-19 was established by Resolution 108/2017 of the Council of Ministers of 19 July 2017. According to the programme evaluation, performed by the Educational Research Institute, positive results for both pupils and teachers were observed. Teaching aids and equipment purchased in the programme are fully used in the schools. However, primary and secondary schools still suffer from a shortage of modern ICT equipment. The evaluation results also recommended the extension of...

If they meet specific conditions, the changes enable vocational HEIs with a vocational higher education institution (uczelnia zawodowa) status, to:

1. offer courses preparing future teachers for the teaching profession without entering a cooperation agreement with a university, which has scientific achievements in the respective course discipline;
2. use the words practical academy (akademia praktyczna) in its title.

The policy document describes actions and goals in the short, mid and long-term perspective that will serve the development of Polish society, economy and science in the area of artificial intelligence (AI). It is organised into 6 policy areas, one of which is education, including VET. The actions in this area will include updating curricula and supplementing teaching programmes with AI information and solutions, increasing access to education tools (including online tools) for AI and...

The programme includes the creation of a motivation system for talented pupils and students to develop their competences, and a system for non-formal advanced digital competence building. This will be achieved by organising intensive education trips, team contests, teacher support and motivational actions. It will be implemented through two thematic pathways: championships in algorithmics and programming and championships in computer game development.

Teachers of the teams participating in...

The National strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:

1. establishing mechanisms to encourage universities to cooperate with entrepreneurs;
2. increasing entrepreneurs’...

The Integrated student evaluation system (ISES), which includes formative assessment and diagnosis of student needs, is in place since the 2019/20 academic year. Based on the operating regulations of secondary education, semester core exams have also been implemented.

Through actions compatible with the framework of teachers’ professional development on formative assessment, alternative forms of student evaluation and modern teaching methods, teachers are supported in implementing ISES.

During the period 2022-24, the reform focuses on the following areas and activities:

1. introducing a unified teacher competence profile determining the professional prerequisites and competences of teacher training graduates. The competence profile will help the faculties to focus their training better and to be able to evaluate and gradually improve its quality;
2. transforming practical training of undergraduate teacher trainees, improving its quality and linking teaching practice more...

Strengthening cooperation between companies, especially SMEs and schools, will be implemented by means of promoting and organising joint events. The strategy also promotes organising of students’ work placements and internships in businesses. There will be shared workshops, shared classrooms and training centres established for the teaching of technical subjects and youth education in respect of Industry 4.0. The strategy supports instructor training by practical training providers...

The financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.

Under Component 3.1 Innovation in education in the context of digitisation, funding is provided...

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...

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 initiative supports:

1. competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
2. knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and...

Rapid changes in teaching took place: using online methods and new applications to create and develop resources. The pandemic also created the opportunity to develop new types of learning communities by learning from peers or sharing good-practice experiences. New online platforms and support channels (phone lines) were created to support teachers, learners and parents.

Further promoting digitalisation in VET is considered fundamental to achieving the ambitions for upper secondary VET (MBO) set in the administrative agreement between the education ministry and the MBO Raad. Well-considered digital education requires a different didactic approach, specific skills and new tools for teachers. For the practical implementation of the agreement, a programme was drawn up called the Continuing digitalising programme (Doorpakken op digitalisering).

The programme...

Among other things, the rules made it easier to be promoted into the title of the councillor: for example, all public artistic performances are now evaluated and count towards promotion.

Regulations addressed to schools, including VET schools, in 2020 and 2021 (until February) mainly concerned the temporary closure of institutions and the easing of the transition to distance learning. More than 23 regulations were issued by the education minister for these purposes.

EU funded projects have been implemented aiming to solve problems resulting from the effects of the COVID-19 pandemic on schools, including VET providers. For example, computers and software were delivered to...

In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.

The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...

The programme to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.

The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).

The plan also prioritises teacher...

Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.

The implementation is organised in four areas defining 17 projects including 66 actions.

Raising awareness and destigmatising: raising citizens' awareness of digital tools and services, how to use them and on the support or training...

The amendment of this legislation was initiated by employers' representatives based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET'. In March 2021, the education ministry submitted a draft amendment to the Act on VET (61/2015) to public discussion, with the proposed entering into force from 1 September 2021.

Within the framework of the European Commission's support for the development of an adapted training offer in the context of the implementation of the Skills enhancement pathways, several stakeholders from the Belgium French speaking community are working together in the framework of the EU programme for employment and social innovation EASI to implement a training strategy for basic digital skills for jobseekers and adult learners with little schooling.

In line with this strategy, The...

In January 2021, the education ministry submitted to public discussion an extensive amendment of the Education act (245/2008), which provoked a heated debate with more than 1 000 comments, of which more than 680 were fundamental. In March 2021, therefore, the revised version was resubmitted for public discussion.

The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:

1. Capacity building and digital inclusion of people
   1. digital education,
   2. professional training and reskilling,
   3. digital inclusion and literacy,
2. Digital transformation of enterprises
   1. entrepreneurship and investment attraction,
   2. existing companies (with a focus on SMEs),
   3. scientific and technological knowledge transfer to the economy,
3. Digitalisation of the public...

Through their activities in schools, the middle component will contribute to reducing administrative and non-pedagogical burden on schools, creating space for headmasters and other members of school management to develop pedagogical leadership and increase the quality of education. Impacts of development and support activities in schools on improving the quality of students’ learning, key learning outcomes and securing equal opportunities in education will also be monitored in cooperation...

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...

The Ministry of Education, Youth and Sports focuses on expanding options for students to get practical training in a real work environment with the use of elements of the dual system of VET. Favourable conditions will continue to be created to increase the involvement of experts from practice in teaching and implementation of internships for pedagogical staff in companies. Cooperation with employer representatives will be developed based on the Agreement on the division of responsibilities...

The Cyprus Pedagogical Institute (CPI) of the Ministry of Education, Culture, Sport and Youth (MoECSY) has introduced Digital competences development for educators (DCDE). The programme is offered through a distance-learning approach and methodology, utilising CPI’s e-learning environment. It consists of an introductory module and 10 learning modules with content on thematic areas that have been defined through a process of diagnosing the needs of teachers but also following European and...

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...

In 2018, a Flemish evidence-based research facility - commissioned by the Flemish Ministry of Education and Training - carried out a study to formulate an answer to three questions, together with teachers, directors, business leaders and networks:

1. What are the major technical challenges facing education?
2. Which training needs for teachers are related to this?
3. What does good professionalisation look like to meet those needs?

The resulting policy development consists of three phases:

...

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:

1. education;
2. research, development and innovations;
3. digitalisation;
4. labour market and social sustainability.

The priority area education...

Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.

The Erasmus+ project ‘National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)’ was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange of...

After the outbreak of the COVID-19 pandemic in March 2020, and according to the recommendations of the National Public Health Organisation, the education ministry launched several digital tools enabling distance learning as a response to the challenges posed by schools’ closure. Priority was given to the implementation of distance learning in the last year of upper secondary education, but it was also applied at all education levels (including VET). As far as post-secondary VET (IEK) is...

In 2015, the National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP), in cooperation with social partners and responsible ministries, developed a career/vocational guidance practitioner occupational profile. It is based on the results of a scientific study on accreditation of career guidance counsellors. The career/vocational counsellor occupational profile sets the skills, knowledge and competences for career guidance practitioners in non-formal education...

The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.

The teacher portfolio is an online tool developed for teachers to give substance to their professional development. The portfolio enables teachers to keep track of their professional development and competences and record both formal and informal learning. It also features a catalogue functionality with courses, training and other education opportunities. Teachers can build their own portfolio and use the tool as a network to establish contact with other teachers. The portfolio is a...

In February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnőttképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development and...

The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system - NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer - NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial Decree of...

The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.

The VET 4.0 strategy is based on three pillars.

1. Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...

The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.

The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...

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:

1. a single Act on VET, i.e. VET for young people and adults within the same framework;
2. a single licence to provide education and to award qualifications;
3. flexible application and admission systems;
4. a clearer range of qualifications that better meets the needs of working life;
5. a single competence-based approach to...

The education ministry aims to design compact qualifications, which can be combined in different ways. For example, a teacher will be able to specialise in one subject in primary, secondary and vocational education or in a number of subjects in one education sector, or in a combination of subjects and education sectors. Current and future teachers will be the beneficiaries.

The design of the teacher training courses in a modular system should allow for stacking competences, fitting within...

In 2019, five associations representing all education sectors launched an action plan to strengthen the knowledge infrastructure in education. A working group will set up an agenda for the near future and will give substance to the aim of strengthening the knowledge infrastructure with the involvement of various parties, such as education researchers, experts and teachers. The working group will advise the sector councils and the education ministry on how to proceed.

The preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.

Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods of...

From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...

After the closure of schools, teachers began spontaneously to move to distance learning using communication platforms (such as Zoom); at the same time, the burden of work was transferred onto learners and households. Very soon, the need to ease the school's pressure to evaluate learners' performance from a distance became apparent, partly because it is not easy to distinguish learners' own performance from domestic support and also because the conditions for domestic performance are very...

Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.

The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in...

The education minister approved a training programme for acquiring basic pedagogical and psychological knowledge and skills aimed at mentors involved in on-the-job training (dual training system). The changes in Art. 17a1 of the VET Act (VETA) of 2018 also include specific requirements for company mentors in dual training.

The programme is for people who want to become mentors at enterprises and to provide on-the-job training. It provides the tools for effective partnership between training...

Stairs is a 2019-22 Erasmus+ project, promoting social inclusion through educational best practices. The project focuses on the adaptation of good practices in social inclusion across Europe and on the adaptation process itself. The consortium consists of seven partners. The Tempus Public Foundation in Hungary is a coordinating institution; six others, including the Institute of the Republic of Slovenia for VET (CPI) (seven institutions from six countries in total) cooperate in the project.

Tramig is a 2019-21 Erasmus+ project that contributes to successful inclusion of migrants by defining the practice, status and role of intercultural mediators and interpreters working in healthcare; creating a proposal for the occupational standards and vocational qualification of these two professions; creating teacher-training modules drawing on best practices of the consortium partners; training migrants for collaborative teaching in healthcare sector interpreter and intercultural mediator...

Work-based learning is developed under the Labour market and education cooperation programme.

In Estonia, WBL (apprenticeships) is defined as a form of study where work practice comprises at least two-thirds of the volume of the curriculum. The apprenticeship system was introduced in 2006 (updated in 2014) and the number of WBL learners, fields of study and qualification levels have gradually increased. In 2019, the share of WBL learners was, on average, 8% of all VET students and over 12%...

A new act was adopted on pedagogical staff and professional staff (138/2019) in 2019 complemented by two decrees (361/2019 on education for professional development and 1/2020 on qualification requirements). The act cancelled:

1. the original credit system, but retained the right to a salary supplement for certain types of in-service training (especially when obtaining new qualifications), thus significantly reducing the link between salary bonuses and completion of in-service training;
2. the...

In the short term, three priority areas have been identified by the strategy, forming a basis for the 2019-22 action plan:

1. promoting digital transformation of schools, improving education environment, enhancing learners’ digital competences and improving their employment prospects;
2. laying the foundations for a modern data-based and digital economy and the digital transformation of the economy as a whole;
3. improving the capacity of public administration to make use of data and innovation...

There are four main areas of development envisaged in the national education strategy 2021-27:

Highly competent educators

Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.

Availability of quality education to everyone

Quality...

As of September 2019, VET teachers are required to participate in a new form of continuing professional development: 40-hour training cycles (that must be completed within three years) at a company active in the field of the occupation they teach. This is required both for staff teaching theoretical vocational education subjects and practical vocational training teachers in VET schools, continuing education centres and vocational training centres. Teachers who are employed or operate...

In 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...

The education strategy applies an integrated approach to the development of the education system to make better use of Estonia’s high-quality education for the benefit of people, society and the economy.

It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers’ roles, and it focuses more on the skills policy, including a clearer division of the roles...

In 2018, the Federal Ministry of Transport, Innovation and Technology (BMVIT) and the Federal Ministry of Digital and Economic Affairs (BMDW) jointly published the paper Artificial Intelligence Mission Austria 2030. This paper defines seven fields (including qualification and training) that need to be adapted in the future in connection with AI.

Based on this AI mission, parallel working groups were set up in these seven fields in the first half of 2019, involving around 150 experts from...

The amendments to the Crafts Act from December 2019, which entered into force as of January 2020, introduced a shift in governance that transferred more responsibility to the Croatian Chamber of Trades and Crafts (HOK), in particular, and the Ministry of Economy and Sustainable Development (MINGOR). Accordingly, MINGOR and HOK now have a more prominent role in drafting curricula, while the Ministry of Science and Education keeps its role in adopting curricula, which are proposed by the...

Dispatch No 779/2019 aims to define the priorities of continuing education for teachers. Training actions should focus on:

1. combating early school leaving;
2. promoting the operationalisation and assessment of learning;
3. supporting inclusive education;
4. improving the delivery of the basic and secondary education curriculum.

Teacher CPD aims to help:

1. promote learners’ academic success, citizenship education and inclusive education;
2. deliver the curriculum of basic and secondary...

The Recognition, validation and certification of competences of trainers (RVCC-For) process, launched in 2019, targets professionals (including VET-school leaders) with proven experience as trainers or in other education and training activities, who wish to certify their pedagogical competences acquired through formal, non-formal and informal ways.

The RVCC-For process enables them to access the Certificate of pedagogical competences (CCP). It takes place in three stages through individual...

The scheme is based on a 50% contribution of the costs by the school owner.

The target group for the pilot project is teachers in primary and secondary school, as well as teachers who teach adults at these levels. Both teachers in public schools and in private schools approved under the law of independent schools may participate in the pilot.

School owners are responsible for developing plans for the assignment of teacher specialists and for clarifying roles and responsibilities. School...

The national EQAVET implementation report (2016-20), containing measures to strengthen quality assurance in IVET, has been prepared. At the end of 2016, ŠIOV, the quality assurance national reference point (QANRP), joined a European project aiming to introduce peer review in the country. Another Erasmus+ project Mobility for quality (June 2017 - November 2018), run by ŠIOV, resulted in training the staff of the institute as well as practitioners from education institutions in the European...

The suggested maximum of 10 knowledge centres materialised in 2017 as nine centres with different foci: robotics and automation (two centres), welfare technology (two centres: assisted technologies), process technology, craftsmanship and handicrafts, craftsmanship and design, sustainable building and energy related building renovation, e-business, and data-based service development. Each centre is placed in a VET college, but the centres also have close formal cooperation with knowledge...

The 2015 VET reform has changed how key competences are promoted in VET. It set up two basic programmes of 20 weeks each: basic programme 1 (grundforløb 1 - GF1), and basic programme 2 (grundforløb 2 - GF2). Both programmes focus on key competences, but in different ways. GF1 is mainly designed to provide a basic introduction to vocational study, including workplace culture, processes and methods, society and health, Danish and various elective subjects. It is only meant for students...

An online guide, Qualéduc, was made available to education institutions and inspectorate bodies in April 2016 to help them develop a quality assurance system based on continuous improvement.

By March 2017, 25 out of the 30 existing education districts (académies) had been involved in Qualéduc. Two national conferences were organised in 2016 to promote the use of this tool among schools and inspectorate bodies. The tool has since been complemented with sections to guide on how to adapt the...

A strategic plan for technical and vocational education and training was approved in April 2015 (2015-20). It aims to reform the public VET system. The plan was set up by the Department of Secondary Technical and Vocational Education and Training (STVET) of the Ministry of Education, Culture, Sport and Youth (MoECSY). It sets the further development of the quality and competences of VET teachers as a priority. Practical workshops were planned on modern teaching methods aimed at updating VET...

Following the elections of autumn 2017, the government announced its priorities on 14 January 2018. For upper secondary VET, they included:

1. flexible pathways;
2. continuing the process of increasing the number of apprenticeships through improved financial arrangements and closer cooperation with the county municipalities and the world of work;
3. public agencies and underlying establishments to have apprentices;
4. implementing the renewal of vocational programmes;
5. introducing new work-based...

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 of Science and Education. It is planned according to the following principles:

1. quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
2. partnerships, which will ensure and...

The Employment Service of Slovenia (ZRSZ) implemented a pilot project, Integration into the labour market, targeting the beneficiaries of international protection. It facilitated the integration of refugees into the labour market and into Slovenian society through workshops in which participants gained job-searching skills and information on the Slovenian labour market and employment legislation. Interpreters were involved in the project and participants were linked with employers. The...

The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...

A 2014-17 Erasmus+ project, Cross-sectoral cooperation-focused solutions for preventing early school leaving (CroCooS), addressed the prevention of early leaving of education and training (ELET). Since 2017, the Institute of the Republic of Slovenia for VET (CPI), a partner in the project, disseminated the project results through the in-service training of VET teachers. CPI also, in cooperation with the National Education Institute, proposed in its 2019 publication, 'Methodology for...

ESF projects coordinated by the National School for Leadership in Education also contribute to developing guidance: the 2016-18 project Leadership support programme for school staff, produced for staff in schools and kindergartens in order to develop knowledge and skills in lifelong career guidance; and the 2016-19 project Managing and leading innovative learning environments aiming to design a model of comprehensive support to head teachers in pedagogical leadership and management, including...

Slovenia also participated in Erasmus+ projects that refer to guidance:

1. the 2015-17 Erasmus+ project Guidance and orientation for adult learners (GOAL) to improve guidance and orientation for adult learners. The project focused on those aged 50+, immigrants, and low-qualified job seekers and employees producing recommendations for guidance practitioners and policy-makers. Project partners included the ministry for education, SIAE and CPI;
2. the 2015-17 Erasmus+ project LeadCareer in the...

Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:

1. the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility...

The 2016 white paper, Skilled workers for the future, contained 48 measures on how to make post-secondary VET more attractive as a profession-oriented, fully equivalent alternative to higher education. Some of these measures were accepted by the Norwegian parliament in May 2017, including the right to be part of a student welfare organisation, better transitions to study programmes at universities and university colleges, a new national admissions system, new grant schemes, mapping and...