Modernising VET offer and delivery

MMC Action Plan

The MMC Action Plan was developed by the Department of Futher and Higher Education, Research, Innovation and Science (DFHERIS), in partnership with industry and education providers. It was launched jointly by the Ministers for DFERHIS, Housing, Heritage and Local Government, and Enterprise, Tourism and Employment, as well as the Minister of State for Further Education, Apprenticeship, Construction and Climate Skills, as a cross-government initiative.

MMC Demonstration Park

The...

The AMTCE is part of LMETB's FET provision as a centre of excellence, delivering a range of learning options with world class facilities for Industry 4.0 standard, funded by SOLAS as the national agency for FET.

The Centre delivers both full awards and micro qualifications to the employed and jobseekers in Robotics and Collaborative Robotics, Advanced Construction Technologies, Additive Manufacturing and 3D Printing, Cybersecurity, ICT Innovations, Manufacturing Engineering, Advanced...

The VET & LLL Strategy 2025–2027 was developed through a comprehensive process that combined legal reform, labour-market intelligence, stakeholder consultation, and system-level analysis. The new framework operationalises the strategic objectives through a series of targeted actions designed to modernise the system, enhance quality, strengthen inclusion, and align VET pathways with emerging economic and social needs.

To support Strategic Objective 1 (Holistic upgrading of VET & LLL and...

The consultation process for QQI is similar to the Irish parliamentary processes of Green and White Papers. Where QQI issues a Green Paper, this is the first consultation of policy proposals for debate and discussion as part of the consultation with stakeholders. A White Paper follows a Green Paper and is the draft outline of the policy proposed. Both papers undergo full public and stakeholder consultation processes.

The Green Paper, QQI Green Paper on Intermediate Qualifications at NFQ...

Learn with NALA (LWN)

The LWN programme is offered on a national scale and is free to learners. It offers learners the chance to learn at their own pace, with additional supports such as telephone learning with an individual tutor.

In addition to direct delivery to individual learners, the LWN programme is also designed to complement face to face teaching and learning with registered VET centres to enhance the digital offering and to support face to face learning with additional digital...

The stakeholder consultation process, which included both workshops and bilateral meetings commenced in Q4, 2024. The public consultation opened on 31st January 2025 and was published by both the Department of Further and Higher Education, Research, Innovation and Science and SOLAS. The closing date for the consultation was the 21st February 2025.

IVET modules are delivered in partnership between schools and Education and Training Boards, FET centres and institutions (as the regional VET statutory provider). The IVET modules are also designed to increase progression opportunities between secondary education and vocational pathways, to promote a diverse range of future career options and address skills gaps in the labour market.

The NCCA has set out the parameters for the implementation of the IVET module for schools, and resource and...

The National Training Fund (Amendment) Bill 2025 was published in October and is at the fifth (final) stage of the lower house of the Irish Parliament.

Respondents to the public consultation were asked to consider a number of questions, which were:

1. What should be the primary objectives of the Tertiary Education Strategy?
2. What should be the actions of the strategy?
3. How to make the tertiary education system more adaptable and responsive to emerging challenges and changing contexts?
4. Which outcomes will define the success of the Tertiary Education Strategy?
5. What are the specific barriers or enablers to enhancing the system’s focus on impact...

Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.

Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...

The education ministry reflected the 2023 Government manifesto by elaborating 40 projects and creating related project teams. Nine project teams worked on topics focusing on higher education, and one of these (No 3.9), titled ‘New Higher education act’, capitalised on results from all project teams and elaborated fundamentals for the new act. This team, like other project teams, included representatives of relevant stakeholders. Thus, representatives of academia contributed substantially...

From 2023 onwards, most development projects implemented under the ANDI 2021–2027 framework have been co-financed by the Ministry of Education and funded through the National Recovery and Resilience Plan. These projects have primarily focused on strengthening digital competences and basic computer science knowledge, as well as promoting digital citizenship and computational thinking.

Several new Erasmus+ projects have been initiated between 2021 and 2025, including:

1. Digital well-being...

To achieve a mutual understanding on the Lithuanian approach to microcredentials, how the system of microcredentials may operate and what are the necessary elements for their quality, efficiency, flexibility, transparency, and recognition, a model for microcredentials system is being developed within the ESF project ‘Development of opportunities for the recognition and assessment of individuals’ acquired competences (PRI (SI) PAŽINK)’ (2025-2029).

The project activities are structured around...

The project ‘Increasing access to vocational education and training for third-country nationals’ aims to increase the accessibility and inclusiveness of VET so that quality VET and related services can be provided to third-country nationals, enabling them to integrate successfully into the labour market.

During the project’s implementation, it is planned that methodological and practical instruments for VET curricula are developed and tested, and that curricula are adapted accordingly. This...

The procedure for the assessment and the recognition of foreign professional and vocational qualifications is regulated and standardised through the Federal Recognition Act (including the federal states recognition acts for professions regulated at this level), which was adopted in 2012. It provides individuals with the right to have their foreign-acquired qualifications matched and assessed for equivalence to a German qualification by an appropriate authority. The entitlement to a...

The content of a mandatory internship typically includes observing and participating in daily work tasks, learning about the organisation and its operations, understanding workplace rules and routines, developing practical job-related skills, and reflecting on personal strengths, interests, and future career possibilities. Students may also have assignments or reports to complete based on their experiences.

This is mandatory for all students at the lower secondary level. The school is...

The Junior apprenticeship scheme applies to students at 8th and 9th grade (the last two classes of lower secondary education, primary education as it is called in the Danish context). The content of the Junior apprenticeship scheme consists of a combination of school-based learning and practical training in a workplace. Typically, it includes:

1. workplace training: students spend a significant part of their time with a company or craftsperson, gaining hands-on experience in real...

The Programme Document for Development Planning until 2033 (RPVI) has been prepared. Its content is based entirely on the draft document National Programme for Education and Training 2024–2033 (NPVI). NPVI is a result of an in-depth and multifaceted process that began in response to the clearly expressed needs of experts and the general public for a strategic overhaul of the Slovenian education system.

The RPVI is divided into six key priority areas and includes 302 specific measures aimed...

The TeachXR 2024-2026 project supports the research, piloting and deployment of XR technologies—covering virtual, augmented and mixed reality—in primary and upper secondary schools. It provides structured professional development for teachers through training programmes, workshops and mentoring activities focused on developing XR-based learning content and applying immersive technologies in classroom practice.

As part of the implementation, learning laboratories are established to offer...

In the 'Generative AI in Education project 2024–2026’, the purpose is to study, plan, and apply guidelines for the meaningful use of GenAI in learning and teaching to support achieving the learning objectives.

The project is based on two well-established pedagogical models. The TPACK model helps teachers choose and use technology in a way that supports teaching goals and fits well with subject content and pedagogy. The SAMR model is used to assess how technology, in this case artificial...

On December 14, 2021, a call was announced for public universities with the aim of adapting the content and forms of teaching to digital transformation and the changing needs of the labour market. The two-year´ project (2022 – 2024) involved 26 Czech public universities coordinated by Charles University to share experiences and work systematically on the development of an analytical and methodological framework, along with supporting information systems, for the implementation of the...

An amendment to the School Act adopted in June 2025 introduced so-called short-cycle programmes, i.e. innovative short-cycle tertiary vocational education programmes, developed in cooperation with social partners. These programmes are designed to flexibly respond to labour market demands and enhance graduate employability by providing students with specific, practice-oriented skills and knowledge that are immediately applicable in real-world contexts.

Short cycle programmes will be provided...

The principal mission of CISP is to foster autonomy, strengthen social and emotional development, and rebuild confidence in the education system. Depending on their age and aspirations, young people may continue on a mainstream vocational pathway, re-enter education, or join the labour market as unskilled workers while validating specific competences through partial certification. This flexible approach enables learners to progressively build their qualifications whilst remaining engaged in...

The programmes are designed in close cooperation between the MENJE and the professional chambers, ensuring that training content is shaped by the real and evolving demands of employers.

In 2018, the German Federal Government adopted and launched it’s AI Strategy, which provides the overarching policy framework, ans also launched its AI action plan. These include investments in AI research, digital infrastructure, teacher and workforce development, and ethical governance. The strategy also supports international cooperation and monitoring through milestones and performance indicators.

One of the flagship projects is KI B³ – 'Integrating AI into VET', which was launched end...

The agreement contains 31 initiatives that have the purpose of improving Danish VET. Many of the initiatives included in the agreement are linked to other agreements within the VET area. For example, the agreement forms part of a broader series of reforms in the education sector (Prepared for the Future I–VII). In addition, several initiatives build on or interact with earlier and related initiatives, such as the agreement on increasing the number of skilled workers for the green transition...

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...

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...

The legislation was developed as a matter of urgency following targeted consultation with key construction industry stakeholders in 2022. The draft legislation was published in 2023 and is progressing through the Irish Parliament to pass into law.

The ‘employment-training pathway’ supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.

The principle of the ‘training-employment pathway’ is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the...

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:

1. develop & standardise supports and apply good practices;
2. integrate supports via Universal Design (UD);
3. technology to address support needs;
4. more consistent & reflective financial supports;
5. cross-FET Programme Independent Learner...

The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland’s sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can...

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...

The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.

The report explored the concept of transversal skills to establish consensus in terms of definition and identify...

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...

The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...

In 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme for...

The project is a comprehensive initiative to update and develop educational materials for SAEK (former IEK) programmes. It is expected to include three distinct actions:

1. conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education;
2. developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...

The Green Devolved Capital Grant is to l be distributed to the 16 Education and Training Boards (ETBs) who deliver VET to assist them to hit their targets for 2030 as set out in the Public Sector Climate Action Mandate.

The ETBs can use the funding of EUR 8 047 500 in 2024 to improve operational sustainability in their owned buildings as they move towards low energy usage, high energy efficiency, and a low carbon impact building stock.

This policy development focuses on enhancing the innovation, attractiveness, and modernisation of VET in Hungary. It aims to achieve this through specific initiatives such as:

1. Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;
2. Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities that...

Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.

Artificial Intelligence for Teachers (AI4T) (2021-2024)

The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...

Law 5128/2024 introduces key reforms to modernise education, vocational training, and qualification recognition in Greece. It focuses on expanding digital learning, strengthening career guidance, improving access to education, and enhancing vocational education and training (VET) and qualification recognition to align with evolving societal and labour market needs.

A key priority is the digital transformation of education. The law allows for the establishment of a digital educational portal...

As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and...

The education ministry initiated new legislation instead of the originally proposed law on lifelong learning, which was previously recommended by the Lifelong learning and counselling strategy for 2021-30 and approved by the government. Although the strategy suggested drafting a new act on lifelong learning, the education ministry decided to submit an act on adult education. Since the development of comprehensive lifelong learning legislation covering learning from cradle to grave would...

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 (approximately EUR 6.2 million) covering a maximum of 85% of the total eligible...

The National Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:

1. mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
2. identifying workforce skills to support lifelong guidance and career development;
3. developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...

The most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...

In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:

3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.

3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...

The Policy for the digital transformation of education describes the actions necessary in the face of the digital revolution and sets the framework for state policy in the area of​ ​the digitalisation of education in the following time perspectives: short-term (until 2027), medium-term (until 2030) and long-term (until 2035 ).

It comprises two complementary perspectives: developing digital competences of students and teachers, using digital technologies to strengthen...

Since 2023, the modular VET system has supported the development of a more open and flexible VET. This initiative allows students to dedicate three to six weekly lessons to one or more vocational modules, depending on their duration and credit value, while also gaining first-hand experience with VET school facilities and training programmes.

An individual learning plan is developed in cooperation between the student, their general education school, and a VET institution. Upon completing a VET...

The initiative foresees the development and use of special diagnostic tools, along with the training of specialists to integrate them into daily practice. It also includes the provision of educational institutions with necessary equipment and tools and the establishment of specialised multisensory resting rooms.

The initiative's primary focus is to provide direct support to students in need, by equipping them with tools to assess their abilities and facilitating their adaptation to the...

To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National programme for circular economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action plan for green and digital jobs', by Ministry of Economic Affairs and Climate...

Law 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by: expanding collaboration between vocational education and training institutions, and strengthening synergies between different levels of the...

The Join in STEM action plan represents the Ministry of Education's STEM skilled labour initiative. The plan consolidates the ministry's existing STEM initiatives with new measures and addresses the entire education sector, from early childhood education to vocational training, secondary education, and higher education.

The action plan strengthens STEM capabilities and advances the aforementioned objectives through the following eight action lines:

1. intensification of regional networking...

The implementation of new programme curricula is a three-step process:

1. creation of an implementation plan, including the formation of a project team, establishment of project management, and information of stakeholders;
2. realisation of the implementation plan, which involves the formation of a steering group and working groups, the gathering of information (e.g. labour market developments, research results), the development of the curriculum content with the involvement of...

The 8-Point Plan represents a strategic shift from the initial ‘School 4.0’ approach, which focused primarily on developing digital competencies among teachers and learners. The new plan, launched in response to the pandemic’s challenges, aimed to provide a more integrated digital learning environment. Key measures included the rollout of a centralised digital school web portal and the distribution of digital devices to students in lower secondary schools, beginning in 2020.

A significant...

The Swedish National Agency for Education will develop vocational courses at a basic level (EQF level 2). These courses will provide fundamental vocational skills, include practical elements, and are counted as partial qualifications which can lead to complete a qualification at lower secondary level, providing access to programmes at upper secondary level (EQF level 4). The courses should meet the skills needs of different industries and be able to lead to work after completing the training...

NVE programmes last between six months and one and a half years and can lead to a qualification at SeQF level 4 (EQF level 4), when the programme duration is at least one year. To gain access to the programmes, the entry requirements are pass grades from secondary education or for learners to have their prior learning validated. The NVE programmes have flexible opportunities for learners to validate prior learning for exemptions, and thereby shorten the time in training. Students are...

The Ministry of Education and Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO) and the EU policy initiative Digital education action plan.

The final guidelines are to be published on the website of the Finnish National Agency for Education’s to be freely...

The Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:

1. supporting educators with resources and training,
2. providing evidence-based learning materials,
3. strengthening school-community links,
4. implementing monitoring systems,
5. and establishing clear curriculum guidelines.

Immediate actions include creating support teams for schools and launching subsidies for targeted interventions. The plan aims for long-term integration with national programmes like the NPO...

The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...

Through the Agreement on the entrepreneurship package, the government and the majority of parties in parliament want to strengthen opportunities for entrepreneurs in Denmark and develop a stronger entrepreneurial culture nationwide.

The agreement parties have agreed to strengthen the entrepreneurial culture through different initiatives within five key action areas. Within the key action area Promoting talents, the agreement allocates funds to strengthen entrepreneurial environments in VET...

The cooperation with the OECD, with its methodology for skills strategies, is an action decided in the context of the proposals of the European Skills Agenda in relation to national skills strategies. More precisely, the European skills agenda recommends joint action by the Commission and EU Member States to develop national skills strategies based on the relevant OECD methodology.

Activities related to the development of the skills strategy are also reflected in the national documents within...

The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 –27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....

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...

In response to the challenges facing the aged care sector, the centre for training in caring for old people (Centro de Competências para o Envelhecimento Ativo – CCEA) was created, through a partnership between the Institute of Employment and Vocational Training, the Association for the Development of the Algarve Biomedical Research and Training Academic Centre and the Social Security Institute. The responsibilities of the CCEA, with the aim to empower care providers for older adults, are...

A procedure for the improvement of infrastructure and equipment and/or renovation of a range of vocational high schools (BG-RRP-1.014 - construction of centres for excellence in vocational education and training (VET)) was developed under the National Recovery and Resilience Plan (NRRP) with financing under the Recovery and Resilience Facility of the EU.

The education ministry elaborated a methodology for determining the range of vocational high schools to receive the status of Centres of VET...

The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

1. Prepared for the future I – new flexible university paths.This reform aims to provide students with new...

The Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.

Making VET more...

To address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...

In the 2020 VET recommendation peer reviews are described as ‘a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are not aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training’.

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

The working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training in...

Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET and...

The National FET Strategy defined that CotFs should have the following characteristics:

1. consolidation: CotFs are single integrated colleges;
2. dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, exploring opportunities for co-delivery with HE institutions;
3. access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
4. consistent learner...

Ireland’s Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented...

The policy roadmap ‘Green Skills for FET 2021-30’ sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Ireland (2019) and the Action plan for apprenticeships...

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

Competences and qualifications for the digital and green transitions

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

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 contributing to...

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 from...

In Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the education ministry.

The European EPALE platform has been operational since October 2014. From the beginning, it has been available in Polish. The EPALE national office's new contract for implementing the project covered January 2025 to the end of 2026, while the previous contract ran from April 2022 to the end of 2024.

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

The regulations allowed:

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...

Standardised supplementary certificates are required by regulation in some occupations, especially as regards work safety or environmental standards. Several secondary schools have sought accreditation by national authorities to assess and deliver these certificates. Training, usually a short course, is integrated into the regular modules in IVET but follows the standards set by the relevant accreditation body. If learners pass the module they are awarded the certificate as well. The...

The DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...

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, favouring...

Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.

PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...

The contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:

1. a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
2. an evaluation report on the adequacy of the curriculum (and the overall teaching design)...

The System of vocational qualifications (SVQ) (σύστημα επαγγελματικών προσόντων, ΣΕΠ) is based on Vocational qualification standards (VQS) (πρότυπα των επαγγελματικών πρόσοντων, ΠΕΠ) 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...

The Cyprus operational programme THALIA 2021-27 includes two relevant HRDA actions.

Individual learning accounts (ILAs) provide credits to eligible groups of employed and unemployed individuals to attend training programmes and acquire new and/or upgrade existing knowledge and skills. They aim to promote lifelong learning by providing flexible upskilling opportunities and preventing social exclusion. Through ILAs, individuals gain access to training programmes on a broad range of issues...

The activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:

1. single company training programmes in Cyprus - the scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social...

HRDA implements the following activities/schemes:

Scheme for the employment and training of tertiary education graduates

The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to offer...

Four HRDA training schemes were included in the RRP:

1. Training programmes for the acquisition of digital skills.
   The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. Total budget allocation: EUR 6.1million and 13 000 participations.
2. Training programmes for the acquisition of...

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...

To address skills mismatches between education and the labour market, the Ministry of Education, Sport and Youth decided to establish a project management committee comprising various stakeholders (e.g. representatives from the ministry, employer and employee organisations and SMEs, representatives from schools and universities), with a mandate to develop, implement and monitor a comprehensive strategy to address skills mismatches, based on evidence from reports, studies and policy...

In 2017, the Youth Board of Cyprus decided to develop the Youth multicentres programme, leading to the STEAMers programme. Based on the international STEAM standards, the Youth Board launched at the end of 2017 a new series of workshops on robotics, photography, programming, arts, music and theatre.

The STEAMers programme offers workshops in the fields of robotics, photography, coding, art, music and drama. The workshops are conducted by experienced professional educators at the Youth...

EOPPEP - in its capacity as an EQAVET NRP - is authorised to run an Erasmus+ programme entitled Towards an enhanced post-COVID VET (EPOS – VET).

The programme foresees the development of an integrated quality assurance methodology for IVET. This methodology will be piloted in three selected innovative IVET specialities which are provided by thematic and experimental IEK.

The selection criteria of the IVET programmes (for which internship in companies, usually SMEs is obligatory)...

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...

Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.

Specifically, the following measures will be pursued within the framework of the initiative, starting in...

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...

The ReBusk (Reboot Build Up Skills) project aims to implement the requirements of the EU Call Life 2021 CET Buildskills at national level.

As a first step, the national qualification platform is to be reactivated in order to involve the diverse stakeholders in the construction sector in the entire process. Consequently, a status quo report on the national situation in the construction sector will be prepared with a focus on education and training. A key result of the status quo report is the...