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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...

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...

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...

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...

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 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 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,...

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 amendment to the Act on employment services established the Sector Councils Alliance (SCA) as the interest association of legal entities. Membership is stipulated by law containing labour and education ministry representatives, representative associations of employers and representative associations of trade unions. Admission of other members is possible based on the statute of the SCA agreed with the government.

According to law, the SCA ‘establishes sectoral councils covering relevant...

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 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...

The work on this paper started in 2023 and the Ministry of Education and Research planned to present a white paper on higher vocational education to the Storting by spring 2025. All stakeholders were invited to contribute to this process to ensure relevant content and measures and set the future direction of higher vocational education.

This measure is linked to Hurdalsplattformen and the NIP.

The purpose of the Skills reform committee is to make structured proposals so that skills reform contributes to the development of skills for the green transition, increased innovation and competitiveness and good public welfare services. The reform will help to reduce recruitment challenges and prevent dropouts from working life as a result of a lack of skills. The work of the committee must embrace all groups in working life, and the committee must come up with proposals for measures that...

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...

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 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...

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...

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 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...

In April 2022 the Government Plenipotentiary for Development and Internationalisation of Education and Science was appointed by the Council of Ministers. The plenipotentiary is the Secretary of State in the Ministry of Education and Science. His/her tasks in the area of education include: undertaking activities for the development and internationalisation of education; analysis and assessment of activities undertaken for the development and maintenance of bilateral and multilateral...

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 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 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...

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...

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,...

Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):

1. centres of excellence in VET;
2. in-company training centres;
3. higher VET transformation;
4. quality assurance in IVET and CVET;
5. prevention of early school leaving;
6. basic skills;
7. individual learning accounts;
8. a new system of lifelong learning introduced...

This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training, lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.

Development of a digital platform for VET

The digital platform for VET is expected gradually to become...

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 following measures are foreseen:

1. carrying out a study on the VET institutions network in 2023;
2. designing the network of VET institutions in line with the reorganisation of secondary education and in connection with the development of the school network in other areas of education;
3. implementing a performance-based funding model for VET;
4. defining selection principles and criteria for centres of excellence in VET, defining R&D links, and drawing up a concept for centres of excellence;
5. empowering...

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...

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

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

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

The government has high ambitions for these professional studies, which will be collected in a White Paper, expected in 2024.

Feedback meetings are organised to identify the challenges from the municipalities' perspective and listen to local and regional actors about what is needed to strengthen the capacity, quality and diversity of the studies in these specific fields of higher education.

The Ministry of Education and Research is planning six feedback meetings around the country in the...

In autumn 2022, an expert working group was appointed by the Ministry to look at the mandate and possible funding for the centre. The working group consisted of representatives of the Ministry of Education and Research, the social partners and the Directorate for Education and Training. Based on the working group’s results, the government decided to establish an expert group from representatives of all relevant organisations and stakeholders, chosen for their expertise.

Two expert groups were established in March 2022 to work on proposals to ensure better analysis and statistics of data in times of crisis for all, including vocational education and training. The problem needs to be described and the consequences of measures have to be discussed before implementation. This requires relevant data. One expert group worked on:

1. compiling regulations related to collecting, sharing and using data;
2. describing how such regulations are applied in practice and...

Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...

Financial support for programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...

Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....

The programme Green skills and jobs (Trabalhos & Competências Verdes) comprises short and medium duration training courses, addressed to employees of companies directly or indirectly affected by the increase in energy costs, and to the unemployed, aged 18 or over, registered at PES. The training courses are integrated in the national qualifications catalogue, with a maximum duration of 350 hours, in the environment and energy areas: green hydrogen - fundamentals and technologies (300 hours);...

The regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...

According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.

Priority target groups of the...

The INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.

The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...

Changes to the pedagogical supervision and control of schools, including VET, have been introduced by the draft Act amending the Education Law, the Act on the Education System and other acts, and the regulation of the Minister for Education and Science of 1 September 2021 amending the regulation on pedagogical supervision.

The draft Act introduces changes in the following areas by:

1. strengthening the role of pedagogical supervision (regional education authorities);
2. strengthening the...

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

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

The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.

The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.

To...

The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.

More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:

1. increasing the attractiveness of VET through the creation of new opportunities;
2. design of VET and LLL programmes and their quality assurance;
3. investment in...

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

1. second chance education and ‘F-type programmes’ (ISCED 253) for low achievers in lower secondary general...

Under the Equal start initiative, the following developments are foreseen:

1. development of a network of regional career centres that would ensure provision of career guidance services starting from early years pupils and accessible to all age groups;
2. creation of a centralised system for the recognition of formal, non-formal and informal learning, facilitating transition from one level of education to another;
3. creation of a model for a joint lifelong learning system, including the principles...

The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...

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

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

Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:

Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:

The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...

Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.

The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...

The training programme is based on a set of specialised training sessions in management, finance, leadership, innovation and digital areas. According to accurately identified needs this training targets the members of the social board, heads of department, workers of social sector institutions and also unemployed people.

The Valorizar social programme is composed of short training units with a maximum of 350 hours.

The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:

1. embedding the term ‘basic skills’ in the Lifelong Learning Act;
2. piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
3. improving the digital skills of citizens in line with Reform 6 of Component 17 ‘Digital Slovakia’ of the National recovery and resilience plan;
4. piloting a financing scheme for supporting non-formal learning for low-skilled adults in...

The strategy is intended to increase access to flexible and decentralised services throughout the country for vocational schools, colleges and universities.

This is intended to be done through:

1. strengthening cooperation between the actors in education and work through strengthening connections between supply and demand;
2. working to ensure that flexible offers are of high quality and are adapted to the needs of the individual and working life.

The Ministry of Education and Research is responsible...

The White paper (Meld. St. 32 (2020-21), approved on June 2021, presents a comprehensive policy to include more people in working life and society.

The government has identified six areas where there is a need to continue to develop and strengthen efforts to prevent social exclusion and include more people in working life and society: they include better coordination between education, work and health, and better adaptation for users with extensive and complex challenges.

The government...

The Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around six strategic priorities:

1. investing in youth and Walloon talent (priority 1)
2. ensuring environmental sustainability (priority 2)
3. boosting economic development (priority 3)
4. supporting well-being, solidarity and social inclusion (priority 4)
5. guaranteeing innovative and participative governance (priority 5)
6. supporting the rebuilding and resilience of disaster-affected areas...

The agreement responds to the sector's training needs and emerging challenges, which require continuous knowledge and skill updating, an increase in specific training offers, and the development of tailor-made continuing training.

The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:

1. regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
2. further development of the system’s instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives...

The training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.

The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.

Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140 hours...

The approach underlying the National anti-poverty strategy goes far beyond the definition of poverty as the deprivation of monetary resources, avoiding approaches focused solely on the analysis from a monetary point of view and seeking to make poverty reduction dependent only on economic growth. It is based on a broader vision of poverty, assuming poverty as a complex and multidimensional phenomenon, which constitutes a violation of human and citizen rights and requires integrated action...

The ENIPD 2021-25 is based on eight strategic priorities: citizenship, equality and non-discrimination; promoting an inclusive environment; education and qualification; work, employment and vocational training; promotion of autonomy and independent living; measures, services and social supports; culture, sport, tourism and leisure; and knowledge, research, innovation and development.

The implementation of the education and training related priorities includes:

1. definition of a framework of...

With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.

The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of 2020....

With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...

An average of EUR 1.33 million (DKK 10 million) is planned to be available for distribution each year from 2021-23. The Ministry of Children and Education is responsible for distributing the funds for supporting courses and action learning activities for teachers and trainers. The aim is to enhance knowledge on green entrepreneurship and contribute to green development.

All youth institutions, including VET, can apply to the pool for funding on projects that aim to support and strengthen...

According to Law 4763/2020, the General Secretariat for VET, LLL and Youth is responsible for designing, implementing, coordinating and monitoring policies in the relevant fields. It is also the supervisory body for the implementation and monitoring of VET and LLL programmes.

In addition, the law set up advisory bodies (including social partners and VET stakeholders) at national and regional level to support VET governance.

Nationally, the main advisory body introduced is the Central council...

DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland’s social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.

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

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

The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.

Its main areas of focus are:

1. resilience and competitiveness of the economy;
2. green energy and reducing energy intensity;
3. digital transformation;
4. availability and quality of the health care...

On 17 December 2020, a Regulation of the Council of Ministers set up the Ministry of Education and Science after merging the Ministry of National Education and the Ministry of Science and Higher Education. On 1 January 2021, the new ministry started to operate. The Minister for Education and Science was appointed, with responsibility for directing the Departments of Education (including VET), Higher Education and Science.

Since 2020, work has intensified on the preparation of a national strategy for the deinstitutionalisation of social services in Poland. On 12 January 2020, the Minister for Family and Social Policy appointed a team for the development of the strategy for the deinstitutionalisation of social services in Poland, which is an auxiliary body to the minister. The strategy is to be finalised and presented to the minister by 30 April 2021.

The tasks of the team include the development of the...

The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.

Under priority 1 – facilitating entry into working life;

1. compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
2. exceptional support to recruit...

France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:

Training young people in strategic and promising sectors

1. 100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
2. 16 000...

The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...