Supporting lifelong learning culture and increasing participation

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...

The policy introduces a package of measures to renew teaching and assessment methodologies in VET and adult education by embedding project-based learning and examinations into everyday practice.

According to the implementation decree of the 2019 VET Act, the professional programme of a VET institution must include its specific pedagogical methods, including project-based learning.

During project-based learning, topics and tasks are addressed through activities that rely on students’...

According to the VET Act of 2019, the Minister for VET, through the IKK Innovative Training Support Centre, is responsible for operating the VET information centre.

Pursuant to the VET Act and the Government Decree on its implementation, the website operated within the framework of the VET Information and Communication Centre shall publish the following:

1. the programme and outcome requirements;
2. the registered programme requirements and decisions on their deletion;
3. the titles, dates, and...

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...

In April 2025, the Ministry of Labour, Family, Social Affairs and Equal Opportunities launched an open call to co-finance two multi-year Career Centres for Youth+ (KCM+) projects, aiming to expand access to high-quality career guidance across Slovenia by establishing two regional consortia that form a coordinated network of youth career centres.

In the Western cohesion region, the lead partner is the Public Institute Cene Štupar – Centre for Education Ljubljana, implementing the project...

This measure enables adult learners to take part in vocational classes and practical training offered within the regular VET school system at ISCED level 3 as Vocational programme (duration of 2 years). It allows them to acquire vocational competences that qualify them for relevant professions in the labour market, without requiring additional human resources from the educational institution. The target group are adults wishing to broaden or change their educational and/or professional...

The National approach to teacher professionalisation (NAPL) consists of four pillars. The four pillars are:

1. creation of career development pathways for teachers: the NAPL programme outlines how teachers can progress from entry-level to fully qualified status and further specialise. These pathways offer opportunities for teachers to deepen their knowledge and specialise further, while continuing to teach. At least five specialisations are foreseen per education sector (primary, secondary, and...

The ValiKom project aimed to promote the validation of non-formally and informally acquired skills in Germany and was initiated by the German Confederation of Skilled Crafts (DHKT) and the German Chambers of Commerce and Industry (DIHK), together with the Federal Ministry for Education and Research (BMBF). ValiKom was considered a reference project for setting up a validation system in Germany. It addressed adults who acquired skills and competences through work but lacked a formal...

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...

There are various approaches and actors contributing to a sustainable skilled labour immigration.

Legal framework for access to labour and training market

The legal framework for third-country nationals' access to the labour market and training in Germany was significantly liberalised from 2020 onwards. The first Skilled Immigration Act brought about a paradigm shift in 2020: from a fundamental ban with permission required to a principle of permission to work (see PD on first Skilled...

The German government published the 'Key points on skilled labour immigration from third countries' in 2022. It intended to further develop the 2020 Skilled Immigration Act with better framework conditions for a modern immigration country in the areas of recruitment, professional recognition, matching, cooperation with third countries, language support, social integration, processes and procedures, and digitisation. This Key Points paper became the basis for a more comprehensive draft law on...

Systematic evaluation plans are essential elements in ensuring quality in the design of public policies.

Royal Decree 659/2023 established the Technical committee for quality and evaluation of vocational training and enabled creating the Spanish framework for quality assurance of the VET system and the state system of indicators for evaluating VET.

The Technical committee for quality and evaluation of vocational training (Comité Técnico de Calidad y Evaluación de Formación Profesional) is a...

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 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.

To make sure that equity and non-discriminatory practices are implemented at all levels of education, the Ministry of Education and Culture launched a programme for equity and non-discrimination in education and training for 2025-2027. The programme is part of the larger Government Statement 2023 (valtioneuvoston tiedonanto) on promoting equality, gender equality and non-discrimination in the Finnish society.

The programme covers the entire Finnish education system and takes into account the...

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...

In Sweden, free school choice is applied and neutral, reliable and quality-assured information is needed for the individual to be able to make an informed choice. In 2020, the Swedish National Agency for Education was tasked by the education ministry with strengthening study and career guidance in the school system to contribute to more students having the opportunity to make well-founded educational and career choices. This would be done by developing digital tools for study and career...

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 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education' aims to enhance career counselling and support for students and graduates of higher vocational schools in Slovenia. Key activities include:

For students:

1. raising awareness of lifelong career guidance through workshops to develop skills for entering the job market;
2. establishing an e-learning platform for career counselling;
3. creating an online information hub, planning my career, aiming...

Within the framework of the Recovery and Resilience Plan of the Republic of Slovenia, the project Establishment of a system for monitoring the employability of graduates of vocational and technical education is underway, which will significantly contribute to a better integration of education with the needs of the labour market and to the digitalisation of the operations of higher education institutions.

The goal is the establishment of a system for monitoring the employability of vocational...

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 National Career Guidance Network (NCGN) seeks to comprise the guidance offices of all institutions as to create synergies in the provision of guidance and information, securing a seamless experience to clients. The NCGN plans to:

1. work closely with the National Skills Council (NSC) to develop a national career guidance strategy
2. work closely with the National Skills Council (NSC) and existing service providers to promote VET pathways and to align career guidance services with national...

Reflecting the LLCS 2030 recommendations the State Institute of Vocational Education prepared a comparative study focusing on new European policies, ILAs and microcredentials. The education ministry decided to cover ILAs and some segments of lifelong learning by new legislation and to pilot implementing ILAs making use of funding from Programme Slovakia 2021-27.

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...

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...

The target groups of the Database include all the adults with links to the labour market (including students aged 18+ who are preparing to enter the labour market). The Labour Office has expanded its activities beyond unemployed persons to include those who are in employment and want to acquire the competences needed to retain their current jobs. Additional target groups include persons on parental leave, self-employed persons and senior citizens with links to the labour market (working...

The Ministry of Labour and Social Solidarity has drafted the National strategy for adult training 2024-27. The strategy was approved by the Government in December 2023. The strategy development was co-financed by the EU (Erasmus+). During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.

The cooperation pillar of the strategy focuses on updating legislation and strengthening the role of...

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...

The government wanted to examine possible changes to the Integration Act in 2024 to enable more people to complete upper secondary education (EQF 4), especially vocational education and training (an alternative not a full EQF qualification but a certificate of competence for a vocation (EQF3)), within the framework of the introduction programme. This includes making greater use of the recognition of prior learning and considering a longer duration of the programme for a larger number of...

The White Paper details the government's policy in the following areas:

1. dimensioning of the education system;
2. access to education throughout the country;
3. funding of universities and colleges;
4. learning in working life;
5. qualification of the labour force reserve;
6. use of skills from abroad.

For IVET and CVET, this means:

Dimensioning

The county authorities are responsible for upper secondary and higher vocational education. At the upper secondary level, the county municipalities must balance factors...

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 pilot implementation started in the construction sector. It involved an analysis of existing ILA schemes in Europe and national feasibility study, simulations, an online portal (linked to the existing training provider authorisation platform), promotional campaigns, and a study on the use of ILA.

ESF+ and other funds are to support the implementation as of 2025. The implementation will initially last until 2027.

Main beneficiaries of ILA are the construction sector employees and jobseekers...

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 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...

In Finland, authorisation for providing VET is managed through the so-called operational guidance for VET providers. Updating the operational guidance requires legislative changes. It is prepared together with the reform of VET funding system to ensure coherence of the two systems.

Approximately 40 VET providers are to pilot the new operational guidance in 2026-2033 by providing qualifications without individual authorisations from the Ministry of Education and Culture (with few exceptions)....

The reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...

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...

The government presented a reform of the youth education system, including significant investments in the area, along with their proposal for a new upper secondary education programme, the vocational and profession-oriented gymnasium (EPX), which they aim to implement by 2030.

The proposal aims to address young people's perception that choosing their education pathway immediately after primary school is a significant decision. Currently, the majority of young people opt for a three-year...

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...

It consists of financial support for upskilling and reskilling training plans of workers of SME businesses in industries experiencing reduced orders or less turnover. A budget allocation of EUR 10 million covers salary costs and sector-specific training.

Employers can submit applications for training projects directly or through the appropriate associations representing employers and businesses at sectoral, regional, and national levels. To be eligible for financial support, the training plan...

The Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.

As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students and...

Higher commercial examination (HHX) has become an increasingly popular option for Danish youths (upper secondary learners) during the last few years. Simultaneously, because of declining youth cohorts, it has become more difficult to offer higher commercial examination and higher technical examination (HTX) programmes in rural areas. Therefore, the government via the education ministry, together with the parties behind the Finance Act 2024, has allocated a special grant of in total EUR 670...

The pilot programme is a continuation of the previous framework experiment with EUD 8/9 (VET 8/9), which originated from the political agreement, From primary school to skilled worker – vocational education for the future, in November 2018.

Selected grades 8 and 9 earners may follow a reduced curriculum in lower secondary school (primary school in the Danish context) while also participating in hands-on VET electives. The target group of the programme is learners with special needs who are at...

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...

The research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable or...

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...

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...

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.

In 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. They work closely with the National Europass and Euroguidance Centre, also run by the Foundation. The Team’s main tasks include promoting and advising on the practical application of EU instruments related to supporting educational mobility, ensuring high-quality...

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...

Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:

1. diagnosis of the functioning of vocational education for SEN learners;
2. development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
3. identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN...

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...

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...

The online alumni community platform is a network of graduates from all the pathways offered by the Department of Secondary Technical and Vocational Education and Training. It will give VET graduates the opportunity to stay engaged with the department. Through networking and professional development opportunities, graduates will participate in and benefit from career insights and advice from other alumni and career professionals. Alumni can benefit from continuing education opportunities,...

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...

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...

In addition to the activities of schools and the Public Employment Service, the Chamber of Labour (AK) and the Austrian Economic Chamber (WKO) are important providers of services and tools for the vocational orientation of young people.

The Vienna Chamber of Labour (AK) has included the continuous development of its guidance services in the national implementation plan (NIP) 2022.

This includes the following measures.

Expansion and partial shifting of educational and career orientation offers...

In order to set up the action plan for the green transition in education and training, the Federal Ministry for Climate Protection (BMK) together with the Vienna Public Employment Service (AMS) and the Vienna Chamber of Labour (AK) initiated the 'Just transition working group on training and further education'. The Federal Ministry of Labour and Economics (BMAW) was involved in line with its responsibility in the area of ​​vocational training.

In several workshops,...

Developing WBL and practical training includes the following measures:

1. VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
2. quality assurance of WBL and practical training.

The following measures are foreseen:

1. diversifying professional and training choices for vulnerable groups;
2. supporting SEN learners in schools and in providing employment supported by guidance and counselling;
3. supporting students with a native language other than Estonian, including those from a migrant background, in learning Estonian and providing additional Estonian language tuition;
4. reforming support systems for SEN students, including aligning information systems to support flexible...

The National strategy for employment 2021-27 outlines an integrated vision of labour market demand and supply policies.

It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic on the economy and labour market.

The strategy was developed in a challenging...

The development of the transferable credit system includes methodology for granting transferable credits for the professional training of adults including categories of skills to be considered for certification of competences: key, technical and occupation-related. It facilitates mobility and complies with the general provisions regarding competences acquired in education and training, including adult training.

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...

In 2022, the Centre for Education and Training (ZAWM) in Eupen submitted an application for the project Anlehre+, to be financed by the European Social Fund (ESF). This project aims to develop and implement flexible, low-threshold and shorter training pathways, for young people with a higher need for care targeting also migrants (including refugees) and learners with disabilities.

The project teaches apprentices fundamental core competencies in vocational skills, language, general knowledge,...

The main actions within the key point 'further developing lifelong learning in higher education' of the Higher education advancement fund are:

1. Agile offer of lifelong learning

There is a need for retraining, reorientation and reskilling. This includes developing micro-credentials and reshaping of programmes, in which social partners are involved. It is essential to strengthen cooperation with the private sector, e.g. in the context of dual learning. New, innovative pathways should also be...

On 30 October 2020, the lifelong learning partnership was established, to stimulate participation in lifelong learning by developing a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business school.

The lifelong...