The objective of the Prison Education Taksforce is to ensure education and upskilling opportunities to support prisoner rehabilitation and employment, post release.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.
The Taskforce is implementing innovative approaches in prison...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The OCED report reviewed Ireland's existing National Skills Strategy to 2025 and how it may need to be adapted, identifying priorities and recommendations specifically for the Irish context. The report itself was not intended as an implementation plan, and further work was required by Irish stakeholders to progress the recommendations in the OECD report.
The National Skills Council (NSC) was established following the recommendations of the OECD Skills Review for Ireland, with the objective of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A review was conducted in partnership with the OECD. The review concentrated on four areas:
balance in skills;
lifelong learning;
innovation;
governance.
The report identified four priorities:
Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.
Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.
Priority 3: Leveraging skills to drive innovation and strengthen firm performance.
Priority 4: Strengthening skills...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the Construction Safety Licencing Bill is to reform and modernise the existing model for the sector, to make construction an even safer industry to work in, and to make the industry more attractive to future workers.
Safety skills will be embedded into worker skills development, and make safety management easier for employers.
The legislation will also recognise workers who are not qualified (either through apprenticeship or professional qualifications), but have relevant...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The aim of the 'training-employment pathway' is to equip suitable job seekers with the skills they need to facilitate their integration into the workplace, either directly with the employer or elsewhere. The emphasis is on developing skills that bring real added value to the job market, and not just skills that are specific to the company applying for them. The pathway to employment combines the acquisition of technical skills, soft skills and in-company experience.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The '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 form...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
To adopt a learner-centred ethos and to tailor both learning and supports to meet the needs of learners, with consistent, integrated, and appropriate supports offered to all learners, in all FET settings. Thus, wherever possible the necessary supports should be available independently of the specific FET programme on which the learner is enrolled and engaged. This process can be aided by appropriate IT systems and, in line with the digital transformation and upgrading of infrastructure that...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The position paper of this policy is underpinned by a Universal Design (UD) approach and aligns with the Public Sector Equality and Human Rights Duty.
The Framework to implement the policy outlines the enhancement of the overall learner experience within FET by:
develop & standardise supports and apply good practices;
integrate supports via Universal Design (UD);
technology to address support needs;
more consistent & reflective financial supports;
cross-FET Programme Independent Learner...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Education and Training Boards Ireland (ETBI)
Cavan Monaghan Education and Training Board (CMETB)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Kerry Education and Training Board (KETB)
Kilkenny Carlow Education and Training Board (KCETB)
Kildare Wicklow Education and Training Board (KWETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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 equip...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Community education takes a holistic, learner-centred approach and incorporates both formal and informal learning, addressing learners' personal development and building skills while offering educational opportunities through simplified pathways and the possibility of moving forward into the FET system and beyond. Community education fosters social cohesion and active citizenship, playing an important role in supporting a democratic society.
The Framework gives a foundation to help shape how...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Developing the framework was a collective and collaborative process by the whole of the FET sector, focussing on the needs of learners, who were also a key stakeholder and consulted during the process of drafting the framework.
A writing group was set up that included many different stakeholders in the FET Sector. This group was an important space to discuss ideas and challenges and was imperative for shaping the final content.
There was a 12-month development process, comprising four...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of Rural and Community Development
Pobal
Cavan Monaghan Education and Training Board (CMETB)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Education and Training Boards Ireland (ETBI)
Adult Learning Association (AONTAS)
Community Education Facilitators' Association (CEFA)
In 2023, the Innovation and Collaboration fund opened for applications to progress the ALL Strategy.
As part of the application, projects had to evidence: collaboration and partnership between organisations; innovative approaches; meaningful benefits for adults with unmet literacy, numeracy and digital literacy needs; and good value for money and no duplication of work already happening.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2023 Innovation and Collaboration Fund was EUR 1 million, with the maximum grant of EUR 50 000.
Organisations that work in the public, not-for-profit, community and voluntary sector were eligible to apply. A minimum of two organisations working together in partnership were required to make an application, with one organisation as the lead applicant, and the other organisation(s) as the partner(s).
The target groups for the ALL Innovation and Collaboration Fund included:
older adults (55+),
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Up-skilling of newly arrived immigrants so that they can be integrated in VET and labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Implementing ILAs backed by the new legislation and piloted using funds from European sources as a new instrument in support of adult learning by:
increasing access to education and learning;
reducing the costs of learning to inhabitants; and
securing quality of adult education funded by ILAs via quality check of providers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
The National Plan for Labour, Occupational Safety and Employment 2021-27 outlines the strategic priorities and measures for labour market policy up to 2027, including specific actions for upskilling, guidance, and aligning education with labour market needs. The National Recovery and Resilience Plan 2021-26 acts complementary to the National Plan for Labour, Occupational Safety and Employment 2021-27, allocating additional targeted support for employment and upskilling.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:
mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
identifying workforce skills to support lifelong guidance and career development;
developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The aim of the Database is to link supply and demand for further education in one platform and to simplify processing of financial support for further education of training participants through the Labour Office of the Czech Republic.
The Database also supports development of career management skills of individuals. It helps people to choose the right course according to their interests, needs and abilities.
The aim of the Database pilot which will be conducted during 2023-2025 is to:
expand...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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 competencies 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...
Bodies responsible
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The overall objective of the strategy is to increase the share of adults participating in lifelong learning to 12% by 2027 through more and better formal, non-formal and informal learning.
The specific objectives of the strategy 2024-2027 are:
intensification of the role of partners/partnerships for the support and development of the strategic framework for adults' professional training,
improving personalised / tailored - made and specific learning offers,
facilitating adults' access to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed with the support of EU funding (Erasmus+ 101051428-SNFA-ERASMUS-EDU-2021-AL-AGENDA-IBA).
During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.
The cooperation pillar focuses on updating legislation and strengthening the role of partnerships in adult training, alongside capacity building for training providers.
The personalised learning pillar promotes flexible...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
Ministry of Education
National Centre for TVET Development (CNDIPT)
National Qualifications Authority (ANC)
National Agency for Employment (ANOFM)
Ministry of Economy, Entrepreneurship and Tourism
Ministry of Agriculture and Rural Development
Ministry of European Investments and Projects
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
The short CVET programmes allow adults to adapt to new technologies and the constantly changing job market (upskilling) and to retrain in a different profession (reskilling). They target a diverse audience in terms of qualification levels, industry sectors, language skills, or employment status.
The Skillsbridges aim to promote digital inclusion, making digital technology accessible to everyone. They also focus on skills for the green transition. The subjects of the training programmes were...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programmes are designed to develop targeted skills that can be immediately applied in practice. Short in duration, they vary from 40 to 240 hours. Courses are provided by the National Centres for Continuing Vocational Education and Training (CNFPC), either in-person or through blended learning. Certification is issued upon successful completion, by the Ministry of National Education, Children and Youth's VET department and the CNFPC.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
National Centre for Continuing Vocational Training (CNFPC)
expand access to wide range training for working-age adults;
ensure ownership of adult learners in training based on their own and labour market needs;
keep individuals' training entitlements even when they change jobs,
reduce dependence of adult training choices on employer approval and financing;
strengthen involvement of social partners in training provision.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The pilot implementation takes place in the construction sector. It involves 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
National Agency for Employment (ANOFM)
National Institute for Scientific Research in the Field of Labour and Social protection (INCSMPS)
The objective of National Vocational Education for adults at upper secondary level (NVE) is to strengthen the connection between the skills needs of working life and VET for a faster establishment on the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 programmes last 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 entitled to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
Contributing to the equal treatment of all students in the Netherlands.
Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
Council for upper secondary VET schools (MBO Raad)
Association of Netherlands Municipalities (VNG)
Association of Educators in VET (BVMBO)
Cooperation organisation for VET and the labour market (SBB)
National youth organization for VET students (JOB)
The implementation of the project will support the development of the VET system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
National Agency for Vocational Education and Training (NAVET)
The key goals and objectives for introducing ILAs in Bulgaria are:
to increase adult participation in learning;
to reduce skills shortages;
to establish a sustainable funding mechanism supporting lifelong learning;
to pilot sector-specific programmes as small-scale pilots, initially targeting specific sectors, with the goal of expanding to other sectors and occupations;
to establish a governance structure with the participation from ministries, social partners, and sectoral skills councils...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To facilitate the introduction of individual learning accounts (ILAs) in Bulgaria, the Bulgarian Industrial Capital Association (BICA), developed two pilot models for ILAs.
According to the first model employers may create individual accounts for their employees. These accounts record the qualifications and skills gained through training. It encourages' enterprises to invest in their employees by contributing to these accounts.
The second model envisaged sectoral funds or one state fund to...
Bodies responsible
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Developing human resources and capacity building of entities involved in providing care to older adults through the development of training courses aimed at upskilling and reskilling workers and unemployed individuals seeking entry into the labour market in this sector of the economy.
Improving the value of informal caregivers of old adults through their training and capacity-building to provide differentiated care.
Adding value to the provision of care by sharing good practices through...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 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 to...
Bodies responsible
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Institute for Employment and Vocational Training (IEFP)
Association for the Development of the Algarve Biomedical Research and Training Academic Centre (AD-ABC)
to improve workers' qualifications in the industrial sectors, which will help them in their professional development, reskilling, and employability;
to prevent the risk of unemployment, promote job retention, and improve the productivity and competitiveness of companies and the economy;
to modernise the industrial sector when companies experience decreased productive activity due to unforeseen market conditions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The objective of the plan and its initiatives is to create a more coherent national educational landscape.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Based on the online job advertisements analysis, the report was to capture the jobs and skills most in demand by employers and to identify career pathways, particularly for those whose employment has been impacted by COVID-19.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 2021-25....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of the Environment, Climate and Communications
Education and Training Boards Ireland (ETBI)
Quality and Qualifications Ireland (QQI)
City of Dublin Education and Training Board (CDETB)
Cavan Monaghan Education and Training Board (CMETB)
Cork Education and Training Board (CETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Donegal Education and Training Board (DETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Longford Westmeath Education and Training Board (LWETB)
Galway Roscommon Education and Training Board (GRETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Kerry Education and Training Board (KETB)
Limerick Clare Education and Training Board (LCETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
Adapting the VET offer to the needs of the green transition through increasing and promoting CVET offer, introducing new green IVET programmes and occupation-specific green skills in the existing programmes; piloting transversal skills, e.g. circular economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for Continuing Vocational Training (CNFPC) has modernised its infrastructure (workshops, labs, training spaces) and offer to include new courses focusing on Industry 4.0 and green skills, such as Waste management, Circular economy, Building engineering, Energy efficiency and Forestry.
Some new IVET programmes in green and digital occupations have been introduced, such as the technician diplomas, Smart buildings and energies (EQF 4) and Smart technologies (EQF4). In...
Bodies responsible
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VET Department of the Ministry of Education, Children and Youth (SFP)
National Centre for Continuing Vocational Training (CNFPC)
To reduce the digital skills gap and to address the shortage in highly skilled ICT professionals in Luxembourg.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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The schemes aim to provide re- and upskilling opportunities for the unemployed and the employed and train young people aged 15-29 who are not in education, employment, or training (????s) by 2027. The target for the programming period 2021-27 is for 2 800 persons to benefit from the NEETs scheme and for 1 800 persons to benefit from the Individual Learning Accounts (ILAs) project.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
Bodies responsible
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Human Resource Development Authority of Cyprus (HRDA)
The objective is to upgrade and enrich the skill set of the employed, with beneficial consequences for the economy and society in general.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, include the following programmes:
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objectives of the Human Resource Development Authority of Cyprus (HRDA) include:
the integration of the unemployed and inactive into employment, with focused training activities to support employability;
to support work-based learning of unemployed and inactive individuals by placing them in companies /organisations to acquire work experience in a real working environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
These training programmes aim to assist employed (public and private sector employees and the self-employed) and unemployed individuals in reskilling and/or upskilling by participating in training programmes implemented by accredited by HRDA vocational training centres (VTCs).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The four HRDA schemes included in the RRP are as follows.
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. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training activities...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The programme aspires to cultivate critical thinking among young people, contributing to their personal growth and wellbeing. At the same time, the workshops increase young people's intelligence, creativity, as well as other skills that will be valuable in their daily lives and career development.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 Board's...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To support the development of competences that create more added value, to improve continuing training and retraining opportunities, including WBL, to respond swiftly to the development needs of the world of labour and ensure that people are equipped with the right knowledge and skills for employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Developing WBL and practical training includes the following measures:
VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
quality assurance of WBL and practical training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
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...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures to be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
The Lifelong learning catalyst (LLO katalysator) aims to achieve an independently functioning lifelong learning ecosystem in which organisations (for example companies) and professionals (adult learners) can adequately respond to the rapidly changing labour market and society. This should lead to higher participation in lifelong learning and thus strengthen economic growth.
The role of the catalyst is to:
initiate and coordinate cooperation between education, business, and government;
create...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Universities of the Netherlands (Universiteiten van Nederland)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Contributing to strengthening the participation of employers' organisations in networks of production, exchange and application of knowledge, as well as reinforcing the technological intensity and/or knowledge of the activity of employers' organisations.
Improving the employability of citizens.
Improving the competitive capacity of the national economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
These programmes are designed to meet the needs of professionals in a specific area, responding to market needs and creating value for professionals and institutions, serving as a national reference in the area.
Programmes are developed within the scope of cooperation between higher education institutions and public and private employers, with a view to providing students with competences in transversal subjects valued by the labour market and facilitating their professional integration in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To implement a system preventing early school leaving and rendering timely and individualised support to young people at risk of dropping out.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ESF project Support for reducing early school leaving (PUMPURS) aims at reducing the number of learners leaving education and training early. The project promotes the creation of a sustainable cooperation system between the municipality, educational institutions, educators, support staff and parents or representatives of the learners, in order to identify learners at risk of interrupting their studies and provide them with personalised support.
Educators are given the opportunity to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
qualify people from other sectors and/or unemployed people who want to join the tourism sector;
decentralise training in tourism and adapt it to local needs;
contribute to the sustainability and quality of the service provided by companies and agents in the sector, valuing professions and promoting work in tourism;
provide all professionals in the tourism sector with a wide range of training opportunities.
The training in the framework of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Agency for Competitiveness and Innovation (IAPMEI)
Youth STEAM incentive (Impulso Jovem STEAM) aims to increase by 10% over the next 5 years the number of young people in higher education, in areas of science, technology, engineering, arts and mathematics (STEAM), in line with the new needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Ministry of Education, Science and Innovation (MECI)
The Adults impulse (Impulso Adultos) programme aims at strengthening and diversifying postsecondary training, ensuring the retraining and upgrading of skills through the development of flexible qualification solutions, able to respond to the transformation of labour markets and the new requirements of employability.
This reinforces the connection to the systems of science and higher education in the search for joint solutions that improve both the relevance of acquired skills and the success...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education (Until April 2024)
Directorate General of Higher Education (DGES)
Ministry of Education, Science and Innovation (MECI)
Promoting learning and increasing literacy skills - the ability to read and write (including read and write in a digital format).
Increasing the participation of adults in lifelong learning, particularly those with very low basic skills.
Ensuring that adults have access to formal education, that improving their literacy skills leads to effective certification and upgrading of their qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The local projects promoting qualifications - an adult education and training offer tailored to the needs of the different territories - focus on the motivation of citizens with a low level of education and literacy, which are generally more difficult to engage in training or schooling activities. The target group is adults with very low qualifications (less than ninth grade, including no schooling).
These projects, promoted by the Qualifica centres are based on partnership networks with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
The Training voucher aims to reinforce the quality of active employment measures, particularly as regards professional qualifications, seeking to:
contribute to improving the productivity and competitiveness of companies by reinforcing the professional qualification of their workers, especially those with lower qualifications;
boost the demand for training among the unemployed and active employees;
encourage lifelong learning pathways as well as the personal development of the active...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.
It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The strategic objective of the programme is the vocational training and reskilling of workers from companies directly or indirectly affected by the increase in energy costs, and of the unemployed, to face the challenges associated with the accelerated energy transition:
increasing skills and the qualifications in the energy field, as an element of professional development of workers and improvement of unemployed people's employability;
preventing the risk of unemployment and promoting job...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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);...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Promoting (re)qualification and professional reconversion in order to allow reinsertion and progression in the labour market;
Deepening the professional skills for better professional performance and better adaptation to technological and organisational changes;
Consolidating the initial training paths, reinforcing professional qualification and specialised technical competences;
Stimulating the pursuing of studies towards higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Technological specialisation courses (CET) are a modality of education and training at post-secondary non-tertiary levels that enables specialised training paths in different technological areas, developing professional skills. These courses, leading to an EQF level 5, are referenced to the national qualifications catalogue. The qualification is obtained through the combination of a general or professional secondary education with a post-secondary technical education.
CET are designed for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Science, Technology and Higher Education (Until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Economy and Maritime Affairs (MEM)
Ministry of Education (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
To raise the educational and professional qualification levels of the adult population through an integrated offer of education and training;
To improve adult employability conditions and to certify the skills acquired throughout life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).
EFA courses are addressed to adults, employed or unemployed, with low and very low...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Portugal Digital Mission Structure
Secretary of State for Modernisation and Digitalisation
This policy development aims to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6 for individuals with considerable professional experience in a given vocational field. Thereby these professionals should be empowered to move on to new and more advanced positions or change career paths through more flexible HVE.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the HVE-flex pilot programme was launched, aiming to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6. It targets professionals, who already have skills in a working field but, due to new demands in current profession and position, need upskilling and reskilling. The Swedish National Agency for Higher Vocational Education (MYH) is in charge of the HVE-flex programme, which consists of:
exploring and developing models for validating and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Developing upper secondary education content aims to:
make it possible to combine studies in VET, general upper secondary education and higher education more flexibly and comprehensively;
strengthen the capacity for further education, e.g., higher education in VET as well as in general upper secondary education;
meet the changing skill needs of the labour market;
increase the legal protection and equality of learners who acquire two qualifications (initial vocational qualification and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development comprises several actions.
The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner's personal competence development plan and funded, regardless of the type of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This measure aims to reduce the number of unemployed people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Individuals eligible for unemployment benefits (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) generally have the right to take advantage of this measure.
The right is extended to both skilled and unskilled individuals. Whether someone is considered skilled or unskilled typically depends on their completion of upper secondary education, either general or vocational. However, the key factor in determining a person's...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Association of the Danish Regions (Danske Regioner)
The purpose of the Job adult vocational education and training (VET) model (Job-VEU model) is to create a better match on the labour market where supply and demand are not matched, as well as to ease the way for education from unskilled to skilled. This is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives set in the Agreement on better and more flexible continuing...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to reduce the number of unemployed over the age of 30. This is in line with the general objectives of the Danish National implementation plan (NIP) for the 2020 Council Recommendation on VET and Osnabrück Declaration and also with the objectives set in the Agreement on better and more flexible continuing vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the education lift scheme, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lift scheme.
Education lift (80% unemployment benefits).
Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the job rotation scheme is to encourage companies to upskill their employees and give unemployed people the opportunity to gain work experience and create a network in a real workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the job rotation scheme private and public companies are entitled to receive a job rotation allowance when an employee temporarily participates in continuing education/upskilling and an unemployed is hired as a substitute for the employee during the training period. The company pays the employees their usual salary for the entire training period, as well as any expenses related to the course. The temporary employee must receive a salary according to the labour agreement for the hours...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
to reward active jobseekers;
to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
to reform CVET and its interconnection with the country's economy;
to utilize European resources for quality assured training of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
To...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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:
second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Alliance of Sectoral Councils
Sector Councils Alliance
Ministry of Education, Science, Research and Sport (until 2024)
The measure is part of the Equal start initiative: development of the lifelong learning support system (2021-24) and has the following objectives:
Develop a digital platform that would make it easier for learners to find training programmes in one place, including the creation of an individual learning account system;
help to change the culture of lifelong learning in Lithuania by offering more flexible learning opportunities;
invest more purposefully in strengthening the most relevant...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.
The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities. Higher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the initiative is to develop a lifelong learning support system providing equal training opportunities for all individuals and enabling synergies between all key components of the system:
comprehensive career guidance system for all;
integrated management of the lifelong learning system with clear division of responsibilities and functions between key players;
a coherent support system for both learners facing challenges and difficulties and adults seeking to upskill and/or have...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Equal start initiative, the following developments are foreseen:
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;
creation of a centralised system for the recognition of formal, non-formal and informal learning, facilitating transition from one level of education to another;
creation of a model for a joint lifelong learning system, including the principles...
Bodies responsible
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The main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...
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The main objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:
changes in the admission plan for education for better adaptation to labour demand;
advanced training and training at the request of employers for the unemployed;
training for employees;
providing the necessary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.
The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...
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To support the national labour market policy by providing analysis and data on the skills needed for key professions/occupations in all economic sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.
Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policy(MLSP)
National employer organisations
National employee organisations
National Agency for Vocational Education and Training (NAVET)
to improve management and digital skills as an inclusion factor considering the qualification process as a common and mobilising cause for Portuguese society;
to support the social institutions' need for training by empowering and qualifying their staff;
to allow a quicker adjustment between the supply and the demand for skills and qualifications in the social area job market, allowing the development of specific skills by implementing training sessions for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
National Confederation of Solidarity Institutions (CNIS)
The most important measures of the strategy aim at:
establishing a new district programme that will mobilise the demand side to develop the educational offers they need in collaboration with vocational schools, university colleges or universities;
creating an application-based scheme where bodies such as study centres can apply for funding for projects and activities together with vocational schools, university colleges and universities;
establishing fully digital educational offers;
...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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:
strengthening cooperation between the actors in education and work through strengthening connections between supply and demand;
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...
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The objective is to develop recommendations on new admission regulations for higher education.
The overall goal is to grant everyone equal opportunities to study. The choice of education should be determined by abilities and desires rather than social background. It is also a priority to make higher education more accessible and enable more people to attend continuing and further education. The goal is to attract more international students, and to have a better gender balance and increased...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Norwegian government has appointed a committee of stakeholders to conduct a comprehensive review and assess the regulations for admission to higher education.
The committee is to make recommendations to the Ministry of Education and Research on the creation of understandable and flexible admission regulations, which ensure applicant legal rights, and can be adapted to the future of higher education and technological development. The new regulations are expected to:
ensure that the...
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The reform aims to give people the freedom to choose. Completion of upper secondary education gives young people and adults the freedom to choose their way forward in life, more people will have equal opportunities for better lives.
The government aims for nine out of ten to complete and pass upper secondary education by 2030. The Completion reform, with open doors to the world and the future, contains measures to equip more young people and adults with key and/or professional competences,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform will include more options for completing upper secondary education, including for adults, along with more relevant training and a right to apprenticeship in VET.
All students in upper secondary education, including both IVET and CVET, will benefit from the policy development.
These are the most important measures foreseen in the Completion reform:
everyone who starts upper secondary school will have the right to complete an upper secondary degree;
training courses will be better...
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The agreement is set around the following objectives:
identification of training needs for the social economy sector and development of partnerships;
raising the qualifications of the social economy sector;
innovation and flexibility in the training implementation;
increasing incentives for the training participation of social economy institutions and individuals;
creation of a vocational training centre for the social economy sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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.
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Solidarity and Social Security (MTSSS)
The VET agreement enables conditions for vocational training, particularly the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of the social partners in the training system. This will be done without prejudice to the need to integrate the reflection in a global vision of the National...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives for...
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The objectives of the project are to suggest various relevant policy levers for a long-term all-of-government strategy to foster skills development in Luxembourg.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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....
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Higher Education and Research
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
The objective is to address skills mismatch and improve alignment between the skills needed in working life and the actual skills workers have.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Upskill programme is to respond to companies' needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1-3 (EQF levels 1-2). The fund aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education.
The fund emphasises:
community education as a mechanism to continue...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.
Community Education providers can apply for funding across...
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The strategy sets out the vision, mission and strategic goals that guide the department's work programme in 2021-23.
To achieve this vision and mission, the strategy sets out three high level goals:
support the provision of high-quality education and improve the learning experience to meet the needs of all students in schools and early years settings;
ensure equity of opportunity in education and that all students are supported to fulfil their potential;
together with its partners, provide...
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DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland's social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.
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Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The vision of the master plan is to provide adults in Slovenia with equal opportunities and incentives for quality learning and education in order to support their holistic development and sustainable living at all stages of life.
The goals of the ReNPIO 2022-2030 are:
increasing the participation of adults in LLL;
raising the level of basic skills and improving general education of adults;
raising the educational attainment of adults;
increasing the capacity of adults to respond successfully...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...
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Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of 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:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care system,
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
To invest in the anticipation and development of tomorrow's skills to match available profiles better to those required on the job market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:
National and sector-level studies In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...
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Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Public and private initiatives come together to build a system which offers various education and training opportunities for employees.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each year several measures and initiatives support employee education and training.
In 2015, the Federation of Craftsmen (Fédération des Artisans) launched skills/competence centres in construction engineering and building completion work (GTB-PAR) to help companies keep skilled employees abreast of developments in technology, management and economy.
In 2018, the Federation of Craftsmen, in collaboration with GTB-PAR and the Education and Training Institute in the Construction Sector (IFSB),...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Diplom+ aims at facilitating the transition between school and employment or higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Diplom+ is a customised training programme bridging the transition between school and employment or higher education targeting recent graduates at EQF 4 (both general and vocational programmes), neither in employment or higher education. Diplom+ is a cycle of individually certifying training modules on transversal skills in high demand on the labour market, skills applicable in higher education and everyday life skills. Participants are accompanied on demand by individual coaching sessions....
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Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to recruit...
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Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational training.
Description
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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
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
16 000...
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Ministry of Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The objective of the Plan for Digital Appropriation is to transform the Brussels-Capital Region into a Smart City harnessing digital transformation to benefit all citizens, by adapting services, renewing interfaces, and transforming organisations. Key to this vision is the enhancement of citizens' accessibility and basic digital skills in a comprehensive and ongoing way, leading to an overall improvement of the well-being of its citizens (privately and professionally) and boost its regional...
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Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.
The implementation is organised in four areas defining 17 projects including 66 actions:
a. Raising awareness and destigmatising - raising citizens' awareness of digital tools and services, how to use them and on the support or training...
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The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: 'everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market'. Bruxelles...
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The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) and the...
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Bruxelles Formation (Brussels Institute for Vocational Training)
The common umbrella represented by the training and employment centres aims to 'promote the organisation, development and promotion of employment in a specific sector, in support of the economic and social development of the Brussels territory'. It targets jobseekers, workers and learners and supports companies to find skilled workers.
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On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi) in the Brussels Region. Since then, the governments of the Brussels Region and the French Community Commission COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.
Established on a sectoral basis, these centres are the result of a...
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Bruxelles Formation (Brussels Institute for Vocational Training)
Brussels Public Employment Service (Actiris)
VDAB Brussel
Training Service for Small and Medium-sized Enterprises (SFPME)
adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
extend the existing training offer in basic digital skills to provide a solid foundation in this area to low-skilled audiences so that they can then continue their training course;
raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
establish enhanced...
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The Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).
The project broadly targets jobseekers or learners over 25...
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The aim is twofold: to position Walloon companies in the face of technological developments and changes in the 4.0 economy; and to develop a digital culture among citizens and, more specifically, young Walloons in training.
Description
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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...
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The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Description
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The project started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The strategic objective of the Youth + Digital training programme is to reinforce the quality and effectiveness of vocational training and professional qualifications. Its specific objectives are:
to align professional training with the real needs of the labour market;
to improve the professional skills of young adults to support their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.
The training...
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Institute for Employment and Vocational Training (IEFP)
Ministry of Labour, Solidarity and Social Security (MTSSS)
The objective of the pilot is to gain knowledge about how financial incentives can influence participation in further education and training for skilled workers and whether it has an important connection to the labour market.
The pilot should show if a scholarship scheme makes a vocational career more attractive and if it motivates skilled workers to invest in further education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.
The pilot will...
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The skills reform aims to ensure that no one is excluded from working because of lack of competence. Everyone should have the opportunity to renew and supplement their competence and to work longer.
The second goal is to close the skills gap between what working life needs in terms of skills and the skills of the employees.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:
Stimulating individuals and companies to invest in education and training through:
making it attractive to invest time and money in education and training;
flexible loans and scholarships;
flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...
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The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life for everyone.
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The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...
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The objective of the measure is to ease the transition from unemployment to municipal adult education, which includes VET at upper secondary level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to get as many apprentices as possible to take their trade or journeyman certificates without significant delays.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are normally several requirements for conducting trade and journeyman exams.
The government adopted changes regarding dispensation from the requirements for trade and journeyman certificates for those affected by the COVID-19 pandemic.
The goal is for the county municipalities to be able to conduct trade and journeyman exams for as many apprentices as possible. The same applies to final exams for apprenticeship candidates and internship candidates. The most important aspect is that no...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the plan is to suggest reforms and specific measures that will increase the country's per capita GDP to reach 92% of the EU-27 average by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The innovation programme INVITE aims at increasing participation in CVET by connecting existing learning platforms, improving the transparency and quality of digital CVET offers, and allowing a low-threshold, individual, modular approach, building on existing skills, in a secure digital environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The Transition plan 4.0 which includes the training tax credit development aims to promote company investments in continuing vocational training (CVET) on the main technologies that support the technological and digital transition of companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Transition plan 4.0 is managed by the Ministry of Economic Development and includes the measure Training tax credit 4.0.
Training tax credit 4.0 for companies is related to the percentage of the corporate costs of employees during the training activities. The maximum annual total amount can be EUR 300 000 for small companies and EUR 250 000 for medium and large companies.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Raising the attractiveness, flexibility and permeability of upper secondary VET programmes; developing trilateral cooperation amongst IVET schools, higher education and companies involved in dual VET; creating upper secondary VET institutions that can be entrance pathways to higher education; creating VET programmes for vulnerable students to reduce the rate of those leaving school without a qualification; strengthening career guidance; cooperation with higher education, which enjoys a high...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:
Five-year technological programmes (Technicums)
The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Participation in the survey aims to support policies on how best to align the skills of the workforce, increase motivation and labour market capacity and explore best national and international practice and labour market processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting in 2015, PIAAC, directed by OECD, measured the proficiency in key skills (literacy, numeracy and problem solving) of those aged 16-65; it used direct data collection on the basis of a representative sample in a ten-year cycle.
In Hungary, the realisation of the first wave of the survey started on 3 September 2015 and the results became public in November 2019. The implementing body is NOVETAL (National Office for VET and Adult Learning) in cooperation with the Central Statistical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the expansion of HVET is to ensure that adults are better qualified for the labour market, which will lead to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Swedish Government has increased the funding to the Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The Agency for Higher Vocational Education has been able to approve more than a 56% increase in the number of study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective is to make the Czech Republic again one of the world's most advanced countries.
The main horizontal objectives of the strategy are:
to use these state-of-the-art technologies to help the Czech Republic to become an innovative economy and to support domestic companies and brands and further economic growth;
strengthen the safety and security of the population;
increase their comfort in everyday life;
ensure fast, efficient and helpful communication with the State.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.
The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students' income;
increasing opportunities for retraining, continuous professional development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Service Centre for Continuous Learning and Employment
