In September 2020, the National Centre for Technical VET Development (NCTVETD), under the coordination of the Ministry of Education and Research, published Methodological benchmarks for strengthening teaching and learning in initial VET as a support guide for VET teachers in the new school year 2020/21.
The Central Union of Chambers of Greece (KEEE) designed the project Upgrade and expansion of apprenticeships – Apprenticeship partnerships, contributing to the institutionalisation of apprenticeship in Greece as a key means of connecting VET with the labour market and fighting youth unemployment. It aims to encourage companies to offer apprenticeship placements and support the implementation of the work-placed part of apprenticeship programmes.
The MIND+ project 2018-21 is implemented as a part of the umbrella project Reform of VET 2016-21. Its aim is to develop and test individualisation models of pedagogical processes, including effective approaches, actions and activities. It supports school development teams in organising more flexible learning environments and optimal pathways for each student.
Estonia has invested heavily in recent years in its skills governance, mainly through the jobs and skills forecasting system OSKA. Five years ago, the Estonian Qualifications Authority began conducting research that analyses the need for skills and labour over the next decade and compares this to VET, HE and continuing education provision.
During the Covid-19 pandemic, most countries introduced distance learning in schools as part of protective measures. Czechia was no exception. However, at first, during the spring of 2020, student participation was not obligatory.
From March to June 2020, during the Covid-19 lockdown and the school transition to distance learning, the Agency for VET and Adult Education (ASOO) conducted a survey on the experience, attitudes and needs associated with distance learning in Croatia. They asked 1348 IVET and CVET teachers to assess digital competences, distance learning delivery and available support. Further surveys were also conducted among pre-tertiary and provider levels to plan support and different scenarios for education and training delivery in 2020/21.
Measures taken rapidly by the government and the regions at the beginning of the health crisis (March 2020) have helped to avoid an economic shock. The announcement of a second pandemic wave could lead to the bankruptcy of many small and large companies and a sharp increase in the unemployment rate, calling for urgent action.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched. This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates, aiming to improve their digital competences. It runs under the responsibility of the Institute of Employment and Professional Training (IEFP), which is also monitoring its roll-out.
Work placement discrimination is a common and persistent problem among VET students. The #KIESMIJ [#CHOOSEME] campaign was launched in November 2020 in response.
The past decade was the turning point in reforming vocational education and training (VET) in Latvia. In 2009, the government concept for increasing the attractiveness of VET and social partner involvement in quality assurance launched the reform cycle that concluded with the 2020 draft amendments to the VET law envisaging fundamental changes in VET planning and provision.