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Objectives

Goals and objectives of the policy development.

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)
  • National Skills Council (NSC)
ID number
48925
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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...

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.
  • Bruxelles Formation (Brussels Institute for Vocational Training)
ID number
48866
View details
Belgium-FR Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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:

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

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)
ID number
48843
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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)
ID number
48773
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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)
ID number
48740
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and staff.

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

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

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.
  • Leargas
  • Leargas National VET Team
ID number
48718
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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)
ID number
48697
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of the Micro-CVET proposal are as follows:

  1. conduct research to investigate, analyse, and evaluate the current landscape and best practices regarding micro-credentials policies and various approaches at the EU and international levels. Also, conduct desk research on current national legislation related to CVET;
  2. engage the relevant ministries, social partners, VET provider associations, and other stakeholders in a fact-finding process to discuss the national implications...

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 Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP) represents Greece in various EU initiatives and networks. As the National Reference Point (NRP) of the European Network of Quality Assurance in VET (EQAVET), EOPPEP actively participates in Erasmus+ funded projects specifically designed for EQAVET NRPs.

In its role as an EQAVET NRP, EOPPEP is authorised to implement the Erasmus+ project, Continuing Vocational Training Link to Microcredentials...

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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
ID number
48572
View details
Greece Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

In the submission report to the 2022 amendment to the Act on employment services (5/2004), the labour ministry declared the strategic nature of the scope of the Sectoral Councils Alliance and sector councils and the need to 'ensure the sustainability of the management system of these decisive instruments of active labour market policy aimed at describing the demands of the labour market for jobs and the transfer of these needs to the system of lifelong learning'.

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

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

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, Social Affairs and Family
  • Sector Councils Alliance
ID number
47910
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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:

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

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)
  • Public employment service (HZZ)
ID number
47803
View details
Croatia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The Policy for the Digital Transformation of Education meets the priorities adopted in the EU policy initiative 'Digital Education Action Plan for 2021-2027'. One of the basic goals of digital education indicated in the Polish strategy is 'preparing for the effective, safe and responsible use of available digital resources, as well as motivating to learn, providing competences that enable creativity and the ability to develop talents and interests, rather than passively using available tools...

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

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

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 Digital Affairs
  • Ministry of National Education
ID number
47695
View details
Poland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

This initiative aims to provide students with special education needs and those from disadvantaged groups with the necessary training, equipment, and support services to improve their integration in VET, help them complete their education, and obtain qualifications for entering the labour market.

The initiative's main objective is to increase the share of learners from disadvantaged groups and those with special education needs who receive support.

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

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

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.
  • Central Project Management Agency (CPVA)
  • European Social Fund Agency (ESFA)
  • Qualifications and VET Development Centre (KPMPC)
  • Lithuanian Center for Inclusion in Education (LIŠC)
  • Lithuanian Non-formal Education Agency (LINEŠA)
ID number
47656
View details
Lithuania Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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:

  1. 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

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 Affairs
  • General Directorate of the Czech Labour Office
ID number
47486
View details
Czechia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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:

  1. intensification of the role of partners/partnerships for the support and development of the strategic framework for adults' professional training,
  2. improving personalised / tailored - made and specific learning offers,
  3. 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)
ID number
47440
View details
Romania Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The committee aims to investigate how the social partners can better facilitate adjustment and learning in working life, given the overarching goal of high stable employment, to counteract increasing inequality and ensure the skills needed in the world of work. The backdrop for the committee is the skills needed for working life, considering trends such as an aging population, green transition and digitalisation.

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

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 Research (KD)
ID number
47243
View details
Norway Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of ILA are to:

  1. expand access to wide range training for working-age adults;
  2. ensure ownership of adult learners in training based on their own and labour market needs;
  3. keep individuals' training entitlements even when they change jobs,
  4. reduce dependence of adult training choices on employer approval and financing;
  5. 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)
  • Social House of Builders (CASOC)
ID number
47049
View details
Romania Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main objectives of project in cooperation with the OECD are:

  1. to identify the main opportunities regarding skills in Bulgaria;
  2. to develop tailored policy recommendations for improving Bulgaria's skills performance with the participation of the whole government, in collaboration with all ministries and stakeholders.

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

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

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
  • Ministry of Labour and Social Policy(MLSP)
  • Ministry of Economy and Industry
  • National employer organisations
  • Social partners
  • Ministry of Innovation and Growth
ID number
46213
View details
Bulgaria Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The key goals and objectives for introducing ILAs in Bulgaria are:

  1. to increase adult participation in learning;
  2. to reduce skills shortages;
  3. to establish a sustainable funding mechanism supporting lifelong learning;
  4. to pilot sector-specific programmes as small-scale pilots, initially targeting specific sectors, with the goal of expanding to other sectors and occupations;
  5. 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

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
ID number
46189
View details
Bulgaria Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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:

  1. 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.
  • Ministry of Children and Education
  • Ministry of Higher Education and Science
  • Ministry of Employment
ID number
46039
View details
Denmark Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To devise a FET funding system that is 'future-proofed', transparent, operationally effective for both, funders and FET providers, offering value for money for the Irish taxpayer, and able to ensure inclusion and equal access to FET for everyone.

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 review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel's work.

The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to regional...

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)
  • Cavan Monaghan Education and Training Board (CMETB)
  • City of Dublin Education and Training Board (CDETB)
  • Donegal Education and Training Board (DETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • 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)
  • Limerick Clare Education and Training Board (LCETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Cork Education and Training Board (CETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
ID number
45194
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.

  1. Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
  2. Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress equality,...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

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

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)
  • Higher Education Authority (HEA)
  • Technological Higher Education Association (THEA)
  • Quality and Qualifications Ireland (QQI)
  • Education and Training Boards Ireland (ETBI)
  • Irish Universities Association (IUA)
  • City of Dublin Education and Training Board (CDETB)
  • Cavan Monaghan Education and Training Board (CMETB)
  • Cork Education and Training Board (CETB)
  • Donegal Education and Training Board (DETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Kerry Education and Training Board (KETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Louth Meath Education and Training Board (LMETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
  • National Tertiary Office
ID number
45186
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.

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 FET Strategy defined that CotFs should have the following characteristics:

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

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)
  • Education and Training Boards Ireland (ETBI)
  • Cavan Monaghan Education and Training Board (CMETB)
  • Cork Education and Training Board (CETB)
  • City of Dublin Education and Training Board (CDETB)
  • Donegal Education and Training Board (DETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Louth Meath Education and Training Board (LMETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Kerry Education and Training Board (KETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Tipperary Education and Training Board (TETB)
  • Waterford Wexford Education and Training Board (WWETB)
ID number
45179
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.

The main objectives of the plan are:

  1. a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices and employers...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

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

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)
  • Further Education and Training Authority (SOLAS)
  • National Apprenticeship Office (NAO)
  • National Apprenticeship Alliance (NAA)
  • Education and training boards (ETBs)
ID number
45164
View details
Ireland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The core objective of the external review is to evaluate the implementation and effectiveness of an ETB's internal quality assurance procedures.

The purpose of the inaugural review of ETBs quality assurance was to:

  1. encourage a quality culture and improvement of the learning environment and experience in the ETBs by using evidence-based, objective methods and advice;
  2. provide feedback to ETBs about the overall effectiveness of their quality assurance, organisation-wide quality and the impact 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 external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.

The external review examines the following aspects:

Governance and management of quality

The review evaluates the comprehensive oversight...

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.
  • Quality and Qualifications Ireland (QQI)
  • Further Education and Training Authority (SOLAS)
  • Waterford Wexford Education and Training Board (WWETB)
  • Kilkenny Carlow Education and Training Board (KCETB)
  • Tipperary Education and Training Board (TETB)
  • Mayo Sligo and Leitrim Education and Training Board (MSLETB)
  • Longford Westmeath Education and Training Board (LWETB)
  • Louth Meath Education and Training Board (LMETB)
  • Limerick Clare Education and Training Board (LCETB)
  • Laois Offaly Education and Training Board (LOETB)
  • Kildare Wicklow Education and Training Board (KWETB)
  • Cork Education and Training Board (CETB)
  • Kerry Education and Training Board (KETB)
  • Dublin Dun Laoghaire Education and Training Board (DDLETB)
  • City of Dublin Education and Training Board (CDETB)
  • Donegal Education and Training Board (DETB)
  • Galway Roscommon Education and Training Board (GRETB)
  • Cavan Monaghan Education and Training Board (CMETB)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
ID number
45122
View details
Ireland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

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...

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
ID number
44945
View details
Luxembourg Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.

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 action plan includes the following five specific measures:

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

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 (from 2021 until 2024)
  • Ministry of National Education
ID number
44921
View details
Poland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To provide the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.

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

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)
ID number
44710
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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

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)
ID number
44696
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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)
ID number
44645
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.
  1. to develop a comprehensive national strategy which addresses skills mismatch between education and labour market;
  2. to constantly monitor skill needs;
  3. to design and implement concrete measures that address the identified skills needs.

Improving the national economic competitiveness enhancing social cohesion, while eliminating the disparity observed between the labour market and secondary/tertiary education is the ultimate objective.

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

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, Sport and Youth (MESY)
  • Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
ID number
44626
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:

  1. excellent, inclusive and accessible VET for all;
  2. high employment rate of graduates;
  3. sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital 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.

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

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

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 Education, Science, Research and Sport (until 2024)
ID number
44321
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To develop and implement a holistic approach to supporting learners with SEN or migrant background, and to diversify training provision for vulnerable groups, in order to prevent inequalities and segregation, exploiting every individual's potential to the fullest.

To reduce the general risk of exclusion of young people and ensure the fastest and smoothest possible return of the young not in education, employment or training (NEET) to the education system or 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.

The following measures are foreseen:

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

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 Research
  • Education and Youth Board
ID number
44295
View details
Estonia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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)
  • Ministry of Education
  • Ministry of National Education (until 2021)
  • National Qualifications Authority (ANC)
  • National Agency for Employment (ANOFM)
ID number
44150
View details
Romania Strategy/Action plan

Objectives

Goals and objectives of the policy development.
  1. Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
  2. Increasing the attractiveness of qualification level 4 dual certification offers.
  3. Encouraging and motivating adults to complete their training or schooling paths.

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 different kinds of initiatives and events to promote and disseminate VET:

Professional Education and Training Campaigns (Campanha de Educação e Formação)

The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education 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.
  • Institute for Employment and Vocational Training (IEFP)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Directorate General for Education (DGE)
  • Higher education institutions
  • Directorate General for Educational Establishments (DGEstE)
ID number
43531
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.
  1. Strengthening the action of the public employment and vocational training services;
  2. Extending the territorial and sectorial coverage of the Institute for Employment and Vocational training (IEFP) vocational training centres network, to reduce territorial and sectorial imbalances and gaps, and ensure greater proximity to people, companies and the needs of the labour market;
  3. (Re)qualifying and modernise the IEFP training centres network, making vocational training more attractive;
  4. Diversifying...

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 September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.

The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...

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)
  • Energy Agency (ADENE)
  • Portuguese Renewable Energy Association (APREN)
ID number
43523
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.

The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to the...

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 Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...

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, Science and Sport
  • Qualifications and VET Development Centre (KPMPC)
ID number
43487
View details
Lithuania Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. Promoting learning and increasing literacy skills - the ability to read and write (including read and write in a digital format).
  2. Increasing the participation of adults in lifelong learning, particularly those with very low basic skills.
  3. 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)
ID number
43338
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.
  1. Reinforcing the qualification levels of citizens, with a view to improving employability and (re)integration in the labour market, as well as the pursuit of studies, particularly at higher education level.
  2. Increasing the potential of on-the-job training, through the active participation of companies and other employers in the training process, assuming them as true partners.
  3. Developing and consolidating quality apprenticeships based on a system of work-linked training, understood as the...

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context and pursuing higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development led to a new generation of apprenticeship programmes (Programas de Aprendizagem).

Apprenticeship...

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)
ID number
43332
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. Enabling young people to complete compulsory education.
  2. Preparing for integration into 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.

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

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 (Until April 2024)
  • Ministry of Labour, Solidarity and Social Security (MTSSS)
  • National Association of Professional Schools (ANESPO)
  • Ministry of Education, Science and Innovation (MECI)
ID number
43328
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.
  1. Promoting (re)qualification and professional reconversion in order to allow reinsertion and progression in the labour market;
  2. Deepening the professional skills for better professional performance and better adaptation to technological and organisational changes;
  3. Consolidating the initial training paths, reinforcing professional qualification and specialised technical competences;
  4. 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)
ID number
43308
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. To achieve the specific training needs of the employed and unemployed.
  2. To promote the return of the unemployed to the labour market through a rapid integration in training actions of short and medium duration.
  3. To allow the acquisition of relevant competences, or the valorisation of competences already held, always allowing the continuity of the qualification pathway.
  4. To enable the gradual acquisition of a professional qualification.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.

This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...

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)
ID number
43302
View details
Portugal Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. Improving citizens' digital skills.
  2. Promoting digital inclusion in society.

Description

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
ID number
43292
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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.
  • Ministry of Employment
  • Ministry of Children and Education
  • Danish Agency for Labour Market and Recruitment
  • Ministry of Higher Education and Science
ID number
43097
View details
Denmark Regulation/Legislation

Objectives

Goals and objectives of the policy development.

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)
  • Ministry of Employment
  • Danish Agency for Labour Market and Recruitment
ID number
43091
View details
Denmark Regulation/Legislation

Objectives

Goals and objectives of the policy development.

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.
  • Ministry of Employment
  • Danish Agency for Labour Market and Recruitment
ID number
43053
View details
Denmark Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The ambition of the Danish Parliament is that at least 90% of 25-year-olds should complete general or vocational upper secondary education after compulsory schooling (lower secondary programmes, EQF level 2) and the percentage of young NEETs should be reduced by half by 2030. The remaining 10% must be well on their way to completing education later or have a permanent connection to the labour market and therefore be entitled to be assigned a training plan. The goal reflects that society has...

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, a committee of experts was set up by the Danish parliament to address the declining number of applications to IVET and to rethink pathways that would facilitate the transition from compulsory schooling to IVET.

By 2018, the committee's recommendations were accepted by a majority in parliament, leading to the creation of the Executive Order of the Act on Preparatory Basic Education (FGU). This law provides the framework for education programmes targeted at young people under 25 who...

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 Children and Education
ID number
43042
View details
Denmark Regulation/Legislation

Objectives

Goals and objectives of the policy development.
  1. to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
  2. to overcome regional discrepancies in unemployment;
  3. 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.
  • Ministry of Labour and Social Policy(MLSP)
ID number
42605
View details
Bulgaria Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The strategy is the fundamental document for shaping regional policy in Poland to 2030. It identifies development challenges for the country from a regional perspective, determines the major action directions and principles and specifies regional policy objectives and measures to be taken by the government, local governments and other entities involved in the implementation of this policy. According to the strategy, the main objective of regional policy is the effective use of domestic...

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

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

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 Funds and Regional Policy
ID number
42280
View details
Poland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The objectives of this legal intervention were:

  1. to integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
  2. to reward active jobseekers;
  3. to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
  4. to reform CVET and its interconnection with the country's economy;
  5. 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.
  • Ministry of Labour and Social Affairs
  • Public Employment Service (DYPA)
  • Manpower Employment Organisation (OAED) (until 2022)
ID number
42250
View details
Greece Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.

More specifically, the strategic...

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

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

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

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 Religious Affairs
  • General Secretariat for VET, Lifelong Learning and Youth
ID number
42243
View details
Greece Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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:

  1. comprehensive career guidance system for all;
  2. integrated management of the lifelong learning system with clear division of responsibilities and functions between key players;
  3. 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:

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

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, Science and Sport
ID number
42002
View details
Lithuania Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The goal of the National education programme is to reduce learning disadvantages caused by the COVID-19 pandemic. There will be special attention to the quality of education and the well-being of students. The scope of education delays will be made clear and the understanding of which interventions are most effective will increase. Education equality will also be promoted.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

COVID-19 caused a delay in studies for many students. To recover from these delays, the Dutch government has made EUR 8.5 billion available for a national education support programme for recovery and perspective (Nationaal Programma Onderwijs: steunprogramma voor herstel en perspectief, NPO), of which EUR 2.7 billion has been reserved for measures in upper secondary vocational education programmes. Over the next 2 school years (2020/21 and 2021/22), VET colleges may choose from a menu 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.
  • Ministry of Education, Culture and Science
  • Council for upper secondary VET schools (MBO Raad)
ID number
41985
View details
Netherlands Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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:

  1. changes in the admission plan for education for better adaptation to labour demand;
  2. advanced training and training at the request of employers for the unemployed;
  3. training for employees;
  4. 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...

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 Policy(MLSP)
ID number
41904
View details
Bulgaria Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The National recovery and resilience plan (RRP) component on Accessibility, development and quality of inclusive education at all levels contains a reform on the Implementation of tools to prevent early school-leaving and adapt F-type VET programmes. The objectives of the Lifelong learning and counselling strategy for 2021-30 related to this component of RRP are:

  1. increasing the permeability of the VET system by cancelling dead-end pathways currently represented by F-type programmes;
  2. ...

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 and counselling strategy for 2021-30, approved by the government on 24 November 2021, addresses early school leaving in the section 'Second chance education and F-type programmes'. It suggests four measures aimed at:

  1. transformation of former F-type programmes into 'combined' programmes that allow learners to complete lower secondary general education and earn at least an EQF level 2 VET qualification, enabling progression in initial VET;
  2. allowing exceptional extension...

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
  • Government Office of the Slovak Republic
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
41663
View details
Slovakia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective of the related part of the Lifelong learning and counselling strategy for 2021-30 is strengthening legislative, financial and institutional support for improving the basic skills of adults.

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

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

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
  • Government Office of the Slovak Republic
  • Ministry of Investments, Regional Development and Informatisation
  • State Institute of Vocational Education (ŠIOV)
  • Ministry of Education, Science, Research and Sport (until 2024)
ID number
41653
View details
Slovakia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Whereas part-time training used to be aimed almost exclusively at people with family responsibilities, the new model is developing from an exceptional solution for a small group of addressees into a design option for all apprentices. This flexible offer is an important building block to cope with the existing shortage of skilled workers.

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 amendment to the Vocational Training Act in 2020 (Section 7a BBiG), makes it possible to organise part-time vocational training individually in terms of time. In addition to single parents or individuals caring for family members, the option of part-time training is further opened up to additional groups. People with disabilities or refugees, for example, who want to or have to pursue gainful employment next to their training, can now also benefit from the option of part-time vocational...

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 Institute for Vocational Education and Training (BIBB)
  • Federal Ministry of Education and Research (BMBF)
  • Federal States (Länder)
ID number
41614
View details
Germany Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The government's aim is a society with opportunities for all, where everyone who can, participates in working life. The goal is for no one to be left 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 White paper (Meld. St. 32 (2020-21), approved on June 2021, presents a comprehensive policy to include more people in working life and society.

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

The government...

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 Research (KD)
ID number
41558
View details
Norway Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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:

  1. everyone who starts upper secondary school will have the right to complete an upper secondary degree;
  2. training courses will be better...

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 Research (KD)
ID number
41538
View details
Norway Regulation/Legislation

Objectives

Goals and objectives of the policy development.

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...

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

  1. regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
  2. further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives 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.
  • Government
  • Social partners
ID number
41462
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

To promote the diversification of education and training offer in low-density territories, allowing response to several interests: of students; the quality of learning and school success; the qualification and employability levels of young people; and needs of the economy and the labour market of these regions.

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 project is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.

The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...

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.
  • Directorate General for Educational Establishments (DGEstE)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Local and Regional Authorities
ID number
41452
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The goal for Portugal is the release of around 360 000 people from the risk of poverty or social exclusion, including 120 000 children.

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

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.
  • Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
  • Ministry of Labour, Solidarity and Social Security (MTSSS)
  • Ministry of Education (Until April 2024)
  • Ministry of Infrastructures and Housing (MIH) (until 2023)
  • Ministry of Health (MS)
  • Local Authorities
  • Ministry of Housing (MH)
  • Ministry of Education, Science and Innovation (MECI)
ID number
41446
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The aim of this programme is to support the municipalities to tackle urgent challenges in education: from digitalisation to the development of new cooperation and services, and to the expansion of promising education topics.

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

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)
ID number
41070
View details
Germany Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of this policy development are:

  1. supporting young adults at a distance from the labour market to acquire economic independence;
  2. preventing long-term unemployment among young people as a response to the effects of the COVID-19 crisis.

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 the Cabinet's response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:

  1. making explicit which bodies are responsible at a local and regional level;
  2. supporting life coaching arrangements;
  3. promoting guidance for young people after graduation.

The country's approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...

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
  • Ministry of Social Affairs and Employment
  • Council for upper secondary VET schools (MBO Raad)
ID number
40024
View details
Netherlands Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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....

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
  • VET Department of the Ministry of Education, Children and Youth (SFP)
ID number
39633
View details
Luxembourg Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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:

  1. facilitating entry into working life;
  2. offering career guidance and training to 200 000 young people in the professions and sectors of the future;
  3. supporting 300 000 young people who are long-term unemployed by building tailored...

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

Under priority 1 - facilitating entry into working life;

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

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, 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)
ID number
39510
View details
France Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government's key measures, such as extending compulsory education, reforming continuous learning and integration.

Over EUR 270 million has been allocated for 2020-22 to implement the programme.

The development programme for improving...

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

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 Culture
  • Finnish National Agency for Education (EDUFI)
ID number
39429
View details
Finland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective is to 'boost' the labour market relevant skills mastered by jobseekers to meet the needs of businesses and promote the integration of candidates into the labour market. The digitisation of the economy, environmental issues and the emergence of new needs in the goods and services market are leading to the emergence of new qualification profiles. This requires Wallonia to invest in the professional qualification of jobseekers (including NEETs), the initial training of the...

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 Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.

This plan is made up of one structural axis and six distinct operational axes aimed at...

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.
  • Walloon Government
  • Le Forem (The Walloon Office for Vocational Training and Employment)
ID number
39272
View details
Belgium-FR Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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...

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 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...

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.
  • Bruxelles Formation (Brussels Institute for Vocational Training)
ID number
39264
View details
Belgium-FR Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

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...

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.
  • Bruxelles Formation (Brussels Institute for Vocational Training)
  • Brussels Public Employment Service (Actiris)
  • VDAB Brussel
  • Training Service for Small and Medium-sized Enterprises (SFPME)
  • Sectoral social partners
ID number
39259
View details
Belgium-FR Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled 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.

Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.

The Forem annually convenes the providers who practically organise the stay 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.
  • Le Forem (The Walloon Office for Vocational Training and Employment)
  • Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
ID number
39251
View details
Belgium-FR Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objectives of the project are:

  1. adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
  2. 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;
  3. raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
  4. establish enhanced...

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 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...

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.
  • Public Service of Wallonia (SPW)
ID number
39247
View details
Belgium-FR Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country's economic structure and public sector and measures of immediate impact.

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

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

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.
  • Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
  • Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
  • Secretary of State for Modernisation and Digitalisation
ID number
39096
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

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,...

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.
  • Vocational Training Centre for the Commerce and Services Sectors (CECOA)
ID number
39079
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

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.

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 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...

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 Culture
ID number
38893
View details
Finland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

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.
  • Ministry of Education and Research
  • Ministry of Employment
ID number
38807
View details
Sweden Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The aim of the measures is to use a combination of testing and counselling to find a further career path that best suits a person's interests, skills, personality traits, wishes and ideas so that they can make their education and career choices more easily.

This should also reduce a certain mismatch problem in the labour market by better matching the skills needs of companies and the skills development of young 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.

In 2020, the Career check for young adults was introduced by the Austrian Economic Chambers and rolled out in five federal provinces. The career check is a combination of testing and counselling that supports young people in their career development. The development of the career check started in 2019 in cooperation with experts from the career centres of the regional Economic Chambers with the support of the Austrian Federal Economic Chamber.

The career check includes a test and an...

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.
  • Regional entities of the Austrian Economic Chamber (WKO)
  • Austrian Federal Economic Chamber (WKO)
ID number
38750
View details
Austria Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal 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.

The government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:

  1. The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
  2. The Invest in young people...

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)
  • Portuguese Institute of Sport and Youth (IPDJ)
ID number
36738
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...

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 new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:

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

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 Culture
  • Finnish National Agency for Education (EDUFI)
  • Finnish Education Evaluation Centre (FINEEC)
  • National Audit Office of Finland
ID number
36324
View details
Finland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.

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.
  • Finnish National Agency for Education (EDUFI)
ID number
36319
View details
Finland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:

  1. to implement comprehensive quality management in VET institutions;
  2. to take customer orientation as the basis for activities;
  3. to integrate continuous improvement towards excellence in all activities and decision-making;
  4. to adopt evidence-based leadership and guidance;
  5. to set clear targets for the quality and effectiveness of activities.

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 strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end 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.
  • Ministry of Education and Culture
  • Finnish National Agency for Education (EDUFI)
  • Finnish Education Evaluation Centre (FINEEC)
ID number
36295
View details
Finland Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The Qualifica programme is a flagship integrated strategy promoting adult training and qualification. It also aims to:

  1. raise employability;
  2. promote digital and literacy competences;
  3. link training with labour market needs.

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 Qualifica programme is based on:

  1. cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
  2. combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
  3. promoting the coherence of the network of training courses;
  4. promoting tailor-made training.

2016 legislation introduced Qualifica centres as a key tool of the programme,...

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, Solidarity and Social Security (MTSSS)
  • Ministry of Education (Until April 2024)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Ministry of Education, Science and Innovation (MECI)
ID number
35826
View details
Portugal Strategy/Action plan

Objectives

Goals and objectives of the policy development.

The main objectives of the Qualifica passport are to:

  1. promote flexible qualification pathways;
  2. promote participation and recognition of lifelong learning;
  3. raise VET awareness among employers.

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 Qualifica passport is a guidance instrument and personalised register of all qualifications, achieved learning outcomes and competences acquired or developed by an individual. It is a key instrument of the Qualifica programme, enabling the evaluation of everyone's training, as well as allowing the identification of possible missing components and aiming to build a tailored training pathway. It is an instrument available in electronic format that allows adults to list their education 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, Solidarity and Social Security (MTSSS)
  • Ministry of Education (Until April 2024)
  • National Agency for Qualification and Vocational Education and Training (ANQEP)
  • Ministry of Education, Science and Innovation (MECI)
ID number
35807
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The FET strategy 2020-24, by simplifying the FET structure, aims to:

  • improve access to it;
  • support its learners consistently;
  • build its provision around a distinct, diverse and vibrant community-based FET college of the future.

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 FET strategy 2020-24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.

A...

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 Education
  • Department of Education and Skills (until 2020)
  • Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
ID number
35767
View details
Ireland Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.

In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers 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.
  • Further Education and Training Authority (SOLAS)
ID number
35677
View details
Ireland Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The call for proposals Strengthening the competences of young people through active citizenship to increase employability was published in October 2019. Its objective was strengthening the competences of young people through training, contributing to increasing the proportion of young people employed after leaving the operation and to the reduction of youth unemployment.

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 purpose of the call is permanent inclusion of young people in the labour market through innovative projects that enhance their general and specific competences for greater employability as well as active citizenship. It encourages innovative forms of youth work in tackling youth unemployment. The target group are unemployed young people 15 to 29 years of age.

Projects implementing activities were supported in one of the following:

  1. work with young people within organisations in the youth...

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, Science and Sport (MIZŠ) (until 2023)
ID number
35555
View details
Slovenia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The lifelong learning strategy the years 2021-27 aims to:

  1. assist national agencies and other bodies in Cyprus reaching the EU targets in relevant fields;
  2. improve efforts to upskill and reskill low-qualified and low-skilled adults and address the high percentage of unemployment among young people;
  3. have a beneficial effect on other groups such as early leavers, NEETs and migrants/refugees. The implementation of a variety of learning opportunities is anticipated to enrich knowledge, skills 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, implementation, monitoring and evaluation of the lifelong learning strategy 2021-27 is under the authority of the Ministry of Education, Sport and Youth, and is internally coordinated by the European and International Affairs, Lifelong Learning and Adult Education Office.

The monitoring of policies and actions included in the lifelong learning strategy are mandated to the national and the technical lifelong learning committees. Representatives from various stakeholders,...

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, Sport and Youth (MESY)
  • Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
  • Ministry of Education and Culture (MoEC) (until 2019)
ID number
35466
View details
Cyprus Regulation/Legislation

Objectives

Goals and objectives of the policy development.

To offer, via its four pillars of action, to young people of different ages and different needs, guidance and personal development opportunities.

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 pillars of action of the service are:

Personalised guidance from career counsellors and expert career guidance: each young person can arrange a personal appointment with a counsellor so that he/she can receive personalised counselling. Appointments are carried out at all youth information centres in all five districts in Cyprus;

Skills testing

This is an important tool that can lead young people to self-knowledge and guide them to the most appropriate choice of field of study 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.
  • Youth Board of Cyprus
ID number
35460
View details
Cyprus Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The initiative Future starters (Zukunftsstarter) targets young people between 25 and 35 years old without initial vocational training and aims to attract 120 000 young adults to IVET between 2016 and 2020.

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 Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Employment Agency (BA) joint initiative to provide initial vocational training for young adults Training will be something - late starters wanted (AusBILDUNG wird was - Spätstarter gesucht) started in 2013 and was initially scheduled for three years, before being further developed and continued as Future Starters (Zukunftsstarter) from August 2016 to 2020. The programme has been extended until 2025. Based on 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.
  • Federal Ministry of Labour and Social Affairs (BMAS)
  • Federal Employment Agency (BA)
ID number
35220
View details
Germany Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The overall objective of the strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.

Three strategic goals have been set to achieve the general objective:

  1. learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and types...

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

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

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 Research
ID number
29880
View details
Estonia Strategy/Action plan

Objectives

Goals and objectives of the policy development.

Increasing the attractiveness of apprenticeship training, through:

  1. addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
  2. improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
  3. make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.

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 January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...

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 Digital and Economic Affairs (BMDW) (until 2022)
  • Federal Ministry of Labour and Economy (BMAW)
ID number
29622
View details
Austria Regulation/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.

In order to set out Law 30/2015, with the change of government in 2018, a new approach started to develop, which seeks all major stakeholders to work together:

  1. setting up a national network, including social partners and VET representatives, based on identified sectors;
  2. conducting innovative experimental approaches to vocational training;
  3. cooperating with qualifications and pedagogic institutes;
  4. establishing links with relevant external bodies and doing research.

The analysis of economic...

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, Vocational Training and Sports
  • Ministry of Education and Vocational Training (until 2023)
  • Autonomous Communities (CC.AA.)
  • State Foundation for Training in Employment (Fundae) until 2022
  • State Public Employment Service (SEPE)
ID number
29496
View details
Spain Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective is to provide the curriculum for the attainment of basic functional digital, numeric and reading skills within adult learning.

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 curriculum was published in 2019 within the Ministry of Science and Education (MZO) initiative. The competences proposed by the curriculum are based on the competence levels as defined by the Programme for the international assessment of adult competencies (PIAAC). The curriculum may be delivered as stand-alone training or to complement short training courses or other programmes in CVET. The modular structure of the curriculum allows for adaptation to learner needs. If VET learners lack...

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, Education and Youth (MZOM)
ID number
29359
View details
Croatia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective of the initiative is to define eight Danish VET programmes as advantage programmes aiming to improve their attractiveness.

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 designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.

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 Children and Education
ID number
29219
View details
Denmark Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The Second opportunity programme, abbreviated as the 2O programme, is a socio-educational response to societal issues. It is designed and developed by schools, in collaboration with other entities and institutions, aiming at:

  1. fighting early leaving from education and training, providing young people with tailored training;
  2. closely monitoring socio-professional integration of young people and their autonomous 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.

The 2O programme provides young early leavers from education and training, at risk of social exclusion, with training tailored to their needs, expectations, and specific interests, aligned with local labour market needs. Learners also benefit from monitoring of their socio-professional integration and autonomous development.

Each Second chance school develops its own pedagogical model and strategy, in close connection with the European network of second opportunity schools (European...

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 (Until April 2024)
  • Directorate General for Educational Establishments (DGEstE)
  • Ministry of Education, Science and Innovation (MECI)
ID number
29182
View details
Portugal Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The objective is to make career guidance a statutory task in the county municipalities.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Based on the white paper, the Ministry of Education and Research published a public consultation on 29 August 2019. The consultation documents suggested that career guidance should be a county municipality responsibility and that the duty to provide career guidance be regulated in the Education Act.

Stakeholders provided their input the ministry processed the responses.

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 Research (KD)
ID number
29034
View details
Norway Regulation/Legislation

Objectives

Goals and objectives of the policy development.

The aim is to increase upper secondary school completion and 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.

An Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.

In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, the expert...

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 Inclusion
ID number
29004
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Norway Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The goal of the skills reform launched in 2019 is that no one should become outdated and that more people are enabled to work longer. The goal of the grant scheme is to establish several further education digital competence programmes.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Skills Norway announced grants totalling near EUR 3 million (NOK 35 million) for the development of flexible continuing education programmes in digital competence. These programmes are aimed at companies and employees who need more expertise as a result of digitalisation.

The grant scheme aims to contribute to:

  1. development of flexible training programmes for companies in need of expertise to digitise their business;
  2. better access to flexible and work-relevant continuing education programmes...

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 Research (KD)
  • Norwegian Directorate for Higher Education and Skills
  • Skills Norway (until 2021)
ID number
28963
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Norway Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

The mapping system supports policy design for early intervention and activation within the Youth guarantee in Croatia, such as innovative interventions for the activation of NEETs.

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 2016, the ministry in charge of labour (MROSP) launched an initiative to develop a mapping system for young people neither in employment nor in education and training (NEETs). The mapping system involves compiling a database, which cross-references information on student enrolment in secondary and higher education with databases of the Croatian Pension Insurance Institute (HZMO) and the Croatian Employment Service (HZZ) to establish whether, upon graduation or early leaving, they were...

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)
ID number
28825
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Croatia Practical measure/Initiative

Objectives

Goals and objectives of the policy development.

Providing an opportunity for low-skilled people to undergo an internship in an enterprise.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

This project runs from 2016 till 2019 and is aimed at providing an opportunity to undergo an internship in an enterprise. The eligible target groups include jobseekers registered at the Labour Office, parents on (or after) a parental leave, persons over 50 years, and those with no qualification or having only a low level of vocational qualification (up to two years of vocational training). Since May 2017, graduates have been also included in the eligible target group. Interested eligible...

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.
  • Employment Office
  • Further Education Fund (until 2019)
ID number
28810
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Czechia Practical measure/Initiative

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

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, Family, Social Affairs and Equal Opportunities (MDDSZ)
  • Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
  • Employment Service of Slovenia (ZRSZ)
  • Slovenian Institute for Adult Education (ACS)
ID number
28800
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Slovenia Practical measure/Initiative