What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 VET development strategy addressed the acquisition of key competences in secondary VET for personal and professional needs. The 2015-20 VET development strategy aims to increase the number of adults taking part in training and to improve the attainment of qualifications and key competences, complementing their professional knowledge and skills. The 2015-17 action plan for this strategy foresees measures promoting key competences, such as career management skills. The 2015-20 VET...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 amendments of the VET Act regulate the structure of the State education standards for the acquisition of qualifications. The structuring of qualifications in terms of units of learning outcomes is the main principle of ECVET, providing flexible learning pathways. In 2017 and 2018, the number of the State education standards (SES) described as units of learning outcomes increased significantly. The SES were approved by orders of the education minister and were published in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the 2015-20 VET development strategy adopted in October 2014 (and the updated VET strategy in Bulgaria for the period 2019-21), the VET Act was amended, introducing the legislative basis for validation of prior learning in VET. Validation, using the State education standards (SES), can be carried out by VET providers for professions included in the national list of VET professions (LPVET), and could lead to qualifications at EQF levels 2 to 5. The procedures for partial validation...
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 Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the academic year 2017/18, the EQF/NQF level of the occupation in which the qualification is acquired is stated in the completion documents: the ‛vocational qualifications certificate′ and the ‛vocational training certificate for part of the profession′. This applies both for young and adult learners. Changes to legislation are still needed to support the setting up of the BQF. A working group has to be established to prepare these amendments. The framework is not yet...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
National Agency for Vocational Education and Training (NAVET)
to enable the acquisition and upgrading of vocational qualifications in the context 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.
VET programmes are designed based on framework programmes approved by the education minister. New framework programmes were adopted in March 2017, including:
general provisions in relation to the regulatory basis and aims;
requirements: entry (age, medical condition, previous education and qualification level), career and education pathways, form(s) of training (day, full-time, evening, part-time, individual, distance, dual, self-learning);
curriculum;
training module content (theoretical...
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 project aims to develop a tracking system for initial vocational education and training (IVET) graduates.
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 November 2018, the National Agency for Vocational Education and Training (NAVET) launched the Erasmus+ project Tracking learning and career paths of VET graduates, to improve quality of VET provision (On track), in cooperation with seven countries. The project aims to develop a tracking system for IVET graduates. The tracking system will gather graduates’ qualitative and quantitative data related to further education, employment, career paths, and skills and competences required by 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.
National Agency for Vocational Education and Training (NAVET)
To support national labour market policy by providing analysis and data on the skills needed in five sectors of the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Bulgarian Industrial Association (BIA) started the project Development of national competences assessment system – MyCompetence. The project is funded by the Operational programme Human resource development 2014-20, with the financial support of the European Social Fund (ESF). For the period from December 2017 to October 2019, BIA committed to extending the capacity and scope of the MyCompetence initiative and the supporting infrastructure. More specifically:
the sector...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During 2017-19, Cedefop has provided technical advice to Bulgaria to improve its governance of skills anticipation and matching.
The aim was:
to improve the management and coordination of skills anticipation efforts;
make existing skills anticipation initiatives more useful for policy;
better linking skills intelligence to education and training.
The review is part of Cedefop’s skills governance project, which aims at strengthening skills anticipation and matching in EU Member States.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the conditions for organising and conducting vocational education and training;
to maintain good quality vocational education and training;
to provide a set of adequate skills for the professions of the future;
to train specialists for whom there is demand in the labour market but who are not willing enough to train in these professions and specialties, and to secure staff for areas of priority for regional economic development;
to address the shortage of specialists in the labour...
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 Directorate of the education ministry developed at the end of 2017 a (pilot) forecast model, in cooperation with the nationally representative employers' organisations, to inform admission plans in line with labour market needs. The model is based on the expected replacement needs within the next five years in each economic sector (according to the national classifier of occupations and professions). It uses anonymised data from the national social security institute, based mainly on...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The latest amendments in the Pre-school and School Education Act (into force since January 2018) envisage financial stimulus for schools which provide VET training for qualifications needed in the labour market. The enrolment plans for VET schools for 2018/19 and 2019/20 is intentionally focused to provide more places for learners in these specialities.
All learners enrolled in programmes for the acquisition of VET qualifications in specialties with labour market shortage and State-protected...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, as part of the 2015 Pre-school and School Education act, a National Education Inspectorate (NEI) was established; the mission of the Inspectorate is to:
develop, refine and approve inspection criteria and indicators;
organise and conduct inspection of kindergartens and schools;
draw up estimates and guidelines;
provide the education minister and the Council of Ministers with an analysis of the quality of education in the inspected kindergartens and schools for specified periods...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since January 2017, all centres for vocational training (CVTs, providers of initial and continuing VET to employees and the unemployed, without acquisition of an education level) must provide the National Agency for Vocational Education and Training (NAVET) with self-assessment reports specifying their achievements and good practices, drawbacks and proposals for improvements. NAVET defines indicators for providing annual information and criteria and indicators for self-assessment 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.
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a consultative council for vocational education and training (VET) was established by the education ministry with the participation of other ministries, the National Agency for Vocational Education and Training (NAVET), organisations of employers and trade unions and other bodies and civil society representatives. The council aims to support the education minister in implementing the reform of secondary VET, including the development of dual VET. It is intended to work as:
a space...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 1999 was amended in August 2016 (entered into force in August 2017), confirming that apprenticeships should offer the possibility to acquire professional qualifications through practical training, organised in cooperation with enterprises. The amendment also intended to improve the quality of VET by increasing the practical training part offered in VET 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 Science
Ministry of Labour and Social Policy(MLSP)
Social partners
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Ordinance that regulates dual vocational education and training (DVET) came into force at the beginning of September 2015. Learning through work (DVET or dual training) applies to two groups of people: learners, aged 16, in class XI and XII, and people aged 16 and over who have entered the labour market. Learning through work for people in the labour market is related to acquisition of a vocational qualification. Learning through work is implemented in a partnership between an educational...
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.
Support training actors in adapting to changes and innovations in the professional context: diversity and precariousness of the target audience, explosion of new technologies, new learning and communication methods.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
FormaForm is a partnership scheme set up by vocational training actors Le Forem, Bruxelles Formation and IFAPME. It started as a project to pool resources and strengthen organisations by developing a common training offer for VET trainers. The main mission is thus to offer training and integration professionals tailor-made and innovative services to develop their skills for the benefit of their respective target groups by pooling resources and expertise. The services are available free 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.
The challenge of this reform is to equip teachers better to cope with the increasing complexity of the profession, to give them the ability to help each student succeed and to upgrade the profession to encourage more motivated people to become teachers.
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 French-speaking Belgium, the Parliament of the French Community adopted on 6 February 2019 a Decree reforming initial teacher education. The decree creates a master degree (ISCED 7) with the objective of increasing the attractiveness of this profession. It helps strengthen teachers’ skills by opening up new areas of expertise such as guidance, media literacy or even gender diversity and multiculturalism. It also allows for better transition between different education levels.
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 ITINERIS mobility project aims to develop the skills of training professionals to observe practices, participate in innovative actions in different European countries and adapt to changes in their professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2018, Formaform, a partnership mechanism set up by Le Forem, Bruxelles Formation and IFAPME, is leading a consortium bringing together French-speaking public vocational training providers with the aim of boosting the mobility of trainers and educational experts in Europe in support of lifelong education.
This project, called ITINERIS, is part of the European funded ERASMUS+ programme, and consists of mobility grants for trainers and educational experts.
Grants are available for IFAPME,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To offer jobseekers including early leavers in Brussels the possibility of training in digital skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Thanks to the financial resources of the European Social Fund (ESF) made available within the framework of the Youth employment initiative 2, pilot training courses have been set up with experienced partners:
MolenGeek: training as a mobile web developer – or coder / coder in everyday language – and in e-marketing;
BeCode Brussels: training as a mobile web developer, AI data developer / developer, Devsecops (cybersecurity training).
Launched in March 2017 in Brussels, these projects intend 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.
Bruxelles Formation (Brussels Institute for Vocational Training)
Strengthen the language skills of jobseekers to improve the 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.
Bruxelles Formation (BF), the French-speaking public service in charge of vocational training in the Brussels Region, has a training centre dedicated to language learning: BF langues.
BF langues provides training in French as a foreign language, Dutch and English for employment purposes at its training centre and at the vocational training centres run by Bruxelles Formation and its partners.
The teaching approach is skills-based, occupationally targeted and interactive and the methodology is...
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)
The Marshall Plan focusses on priority measures for economic redeployment, likely to structure a real industrial policy based on innovation and integrating the principles of ’good governance’ developed over the years. The process of deploying an ambitious regional development strategy involves innovation and training in all sectors and in all types of businesses. This objective is at the origin of the Marshall Plan 4.0 and has been the driving force behind its updates.
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 May 29, 2015, the Walloon Government adopted its priority action plan for 2015-19, the Marshall Plan 4.0, focused on economic redeployment measures.
The plan is organised around five axes and the following two axes are particularly relevant for VET.
Axis 1. Make human capital an asset
This axis, which will be implemented in close collaboration with the Wallonia-Brussels Federation, aims to develop skills in line with socio-economic needs, with a view to lifelong training. It will target...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To address the skills required by the digital society for today and tomorrow.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:
defining digital content and resources for learning,
providing support and training to teachers and heads of school,
defining modalities of school digital equipment,
sharing, communicating and disseminating,
developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital 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.
The In-company individual vocational training programme (Formation professionnelle individuelle en entreprise, FPIE) offers jobseekers, who are registered with an employment organisation, the possibility to acquire skills in the relevant professional field and thereby facilitates their employment afterwards. The FPIE programme provides thereby a direct response to the specific needed skills of companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The FPIE programme enables an employer to take on a qualified job seeker for a period of one to six months, to improve his or her skills according to the specific needs of the company. After the training period, the employer has the obligation to hire the trainee under an employment contract, at least equivalent to that of the duration of the in-company training. The training must be at least half-time. During the in-company training, the employer pays neither salary nor social security...
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)
Official and social recognition of professional competences (ensuring visibility to all skills of both workers and jobseekers older than 18 through certification, access to adult education and higher education, access to job orientation, and access to recruitment).
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 Adult Education, since 2017, the procedure for valorisation of acquired skills is framed by the decree of the Government of the French Community of 29 November 2017 (with reference to Article 8 of the decree of 16 April 1991 organising Adult Education). Valorisation aims to give access to courses for which learners do not have official prerequisite, to obtain exemptions from a part of a course or to obtain the certificate of the course in which they master the learning outcomes. The study...
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.
Skills Validation Consortium (CVDC)
Ministry of Vocational Training in the Brussels Region
Ministry of Vocational Training in the Walloon Region
The objectives of the francophone qualifications framework for lifelong learning are:
to promote continuity and progressiveness within citizens’ learning paths by:
facilitating the organisation of those paths between providers from education, training and competences accreditation;
facilitating joint paths between initial and lifelong training;
promoting, within each path, the recognition of formal and informal knowledge;
to strengthen the inherent quality of 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 Francophone qualifications framework for lifelong learning (CFC) was formally adopted in February 2015. A steering and positioning authority has been operational since 2016. This body is tasked with managing the implementation of the CFC, including positioning qualifications. In the first stage of implementation, only qualifications delivered by public providers will be included. The qualifications directory was opened in August 2017, making it possible to position qualifications for 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.
set up occupational profiles and training profiles in line with the reality of trades;
ensure the labour market relevance of training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2015, a new decree confirmed the renewal of the cooperation agreement of the Francophone Service for Trades and Qualification (service francophone des métiers et des qualifications, SFMQ) by all relevant Francophone parliaments (Government of the French Community of Belgium, Government of Wallonia, College of the French Community Commission COCOF).
The SFMQ agency consists of representatives of the public employment services, social partners, all VET providers from 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.
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors.
Amongst the implemented measures available to the public, Cités des métiers aim to be centres of excellence in guidance, entrepreneurship, working and training. They also contribute to the promotion of technical professions, to the organisation of events linked...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several centres of excellence in guidance, entrepreneurship, working and training were set up, namely one Cité des métiers centre in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
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) for Economy, Employment, Research – Department of Employment and Vocational Training
Positive orientation towards VET (nationally called qualification education) so that it becomes as often as possible a first choice.
The upgrading of technical professions and the sectors that lead to them.
The fight against premature dropping out of school which leaves too many young people without secondary school leaving certification and feeds the hard core of unemployment.
Mobility between the various training providers in Belgium and abroad.
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 certification by learning-outcomes units (CPU) divides upper-secondary VET tracks into different CPU. Learners receive the qualification certificate when all the learning-outcomes units are validated. Those who fail get a second chance in a complementary year with a personalised support from teachers.
The Minister of Education decides which training will be implemented in CPU; hence this certification approach is being gradually implemented.
In 2017, certification by learning-outcomes...
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 long-term goals of of improving the governance of VET supply in Brussels are:
in a concerted manner, ensure the security of the training pathways for the target groups;
make Bruxelles Formation the benchmark public service for vocational training and skills validation in Brussels;
fully put Brussels Formation at the service of its users (trainees and partners);
make vocational training and skills validation more visible and readable for education stakeholders, employers and the business...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the amendment of the training decree in 2016, Bruxelles Formation (the French-speaking public vocational training provider in Brussels) is in charge of regulating French-speaking training and validation in the Brussels Region. Operational objectives and actions were set out in the Management plan 2017-22 approved in December 2017. On 26 January 2018, the management board of Bruxelles Formation agreed on the extension of the body’s mission, in which also social partners 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)
Fight against labour shortages in Wallonia and assign employers which are in need of additional employees with the responsibility to train those people which are directed to them.
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 August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.
shortages punch (Coup de poing pénuries) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least eight...
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)
The Pact for excellence in education aims to strengthen the quality of education and improve the results of all learners, from nursery school to the end of secondary school, for the benefit of all learners in the French Community (Fédération Wallonie-Bruxelles).
The Pact aims to act in depth on all dimensions of the school system:
to make more inclusive and more egalitarian;
to improve learners’ results and the climate within the schools;
to strengthen the collective dynamics between teachers...
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 Pact for excellence in education was launched in January 2015, with a view to gradual implementation from 2017 to 2030. This was confirmed and reaffirmed in the Community Policy Statement covering the period 2019-24.
The Pact for excellence in education is a set of reforms that concerns all aspects of education: the content of the curricula, the organisation of courses, the training of teachers, etc., from nursery school to the end of secondary school, with the main objective of improving...
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 French Community (Walloon-Brussels Federation) has implemented a coherent framework for monitoring and steering compulsory education policies, aimed at reinforcing quality assurance and promoting improvements in the education system, including performance, inclusion, and equity. This framework covers the whole compulsory education system: general education (referred to nationally as the transition education) as well as the qualifying system.
Central to this framework is the School...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of the School steering plan was established in 2018-19, based on a feedback loop system. So-called contracts of objectives, which cover a period of six years, are introduced to assist reaching the education improvement goals set by the Government of the French Community. The steering plan lists 15 levers for action such as decreasing school dropout rates, digitalising, or relationships with parents. Pedagogical teams – relying on indicator assessment – decide on their specific...
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.
Analyse the offer of vocational education, anticipate future needs and contribute to educational policy on vocational 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 Observatory on Vocational and Qualifying Education, Trades and Technologies was created on 6 June 2018. As provided by the Pact for excellence in education, the observatory is part of the new governance framework for vocational education (nationally referred to as qualifying education). It is expected to contribute to the new governance framework through:
developing – with the support of the 10 local VET committees (Bassins), tools and indicators for analysing the supply of 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.
Observatory on Vocational and Qualifying Education, Trades and Technology
To ensure quality of VET provisions and labour market relevance of VET skills and qualifications in the Brussels region.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the Brussels Observatory for Employment changed its name and modified its missions to become view.brussels, the Brussels Observatory for Employment and Training.
View.brussels is in charge of:
observing and analysing the job market in the Brussels Region and defining skill needs and shortages in the labour market;
anticipating needs in terms of employment and training;
monitoring, analysing and evaluating the employment-training-employment transitions;
providing support and technical...
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.
view.brussels (Brussels Observatory for Employment and Training)
This external evaluation of VET providers aims to develop principles of continuous improvement of the quality of the evaluation processes of the learning outcomes, which are certified. Moreover, the evaluation is also important to make the systems of education, vocational training and validation more transparent, and thus increase mutual trust. Finally, it will also facilitate the transferability of learner's learning outcomes and develop permeability between subsystems.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In response to the European reference framework set by EQAVET Recommendation, more precisely to improve the external evaluation of VET providers, a team was appointed within the Ministry of the French community to coordinate ‘cross-diagnostics’ of the evaluation and certification process in VET centres.
Teams consisting of two diagnosticians (analysts), one from education quality services and the other from vocational training or skills accreditation quality services, go on site in 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.
To promote the positive orientation of upper secondary learners in choosing adequate education pathways. In collaboration with sectors and various partners, develop recognised and technologically advanced training courses.
Improve initial training and education in French-speaking Belgium. Strengthen the links between skills and the needs of companies, by working on the quality and complementarity of the training offer and tools, innovation, the attractiveness of trades and sectors and 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.
The Order of the Government of the French Community on work-study contracts was approved on the 17.7.2015 and introduced the single contact, which defines the roles and needs to be signed by the stakeholders involved in dual training, namely the apprentice, the training company and the VET provider. Since 2015, various guidance and promotion actions have been carried out, to communicate a positive orientation towards vocational education and training (VET). For these purposes, various offers...
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.
Social partners - Employers organisations and workers unions
To combat skill shortage in the respective sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2017, the French Community Parliament adopted and the Ministry of the French Community approved the Decree on dual learning programmes in adult education, leading to certificates which are of equal value to those offered in upper secondary school-based VET programmes (nationally referred to as full-time programmes).
The programmes are specifically targeted to sectors experiencing skills shortages. The qualification certificate issued for a dual learning programme can be referenced...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This pact aims to create sustainable and quality jobs in order to contribute fully to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Trade unions, employers and the Walloon government signed the first Pact for employment and training in 2016. The pact focused on six areas:
reorganisation of employment aids;
creation of training places for dual VET learners;
reinforcing lifelong guidance;
creation of integration contracts for young people;
financial incentives for adult CVET;
supporting social dialogue in Wallonia.
The Employment and training pact was discontinued at the end of 2017 due to the change of government. Some...
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 and Vocational Training in the Walloon Region
To set a framework for the cooperation agreement between the French Community and the Walloon region for the development of common higher education structures dedicated to continuing training and lifelong learning 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 decrees from the Government of the French Community dated 30 June 2016 and February 2017 approve the framework agreements on dual programmes in higher education. They regulate dual programmes at bachelor and master levels and sets requirements for concluding framework agreements on higher dual vocational education programmes. The special feature of higher dual education is that part of it takes place in a company and part in a higher education institution.
The decree of 30 June 2016...
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.
OFFA aims to steer, promote, develop and coordinate dual training / apprenticeships in the french speaking part of Belgium for apprentices and students aged 15 to 25. OFFA’s purposes include:
harmonising practices in the framework of the (common) apprenticeship contract;
centralising accreditation of companies;
centralising and processing companies’ applications for incentives.
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 2015, the Francophone office for dual training (OFFA, Office francophone de la formation en alternance) was established. Its main mission is to oversee, in French-speaking Belgium, the dual training programme organised by the education providers, the CEFA (Centres for Dual Vocational Education and Training) and by the training providers, IFAPME (Walloon institute for work-based learning training and self-employed workers and SME’s) and SFPME (training service for small and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 2020 Training plan ultimately aims to increase the employment rate of Brussels residents through sustainable integration into quality jobs, by:
improving their skills and certification levels;
securing the right to qualification throughout life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government of the Brussels Region adopted the 2020 Training plan in December 2016. The plan is an integral part of the major projects of the 2025 strategy for Brussels (Go4Brussels). It is also de facto part of the Belgian contribution to the objectives of the EU2020 Strategy and European cohesion policy. The plan includes the following measures:
organising coherent and adapted paths towards employment, promoting links between training and / or studies;
developing and reorienting...
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)
Training Service for Small and Medium-sized Enterprises (SFPME)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the academic year 2017/18, all students enroling in initial teacher education at bachelor level have to take a non-binding admission test on study skills and motivation and knowledge of Dutch. Students enroling in initial teacher education programmes for primary education take additional tests on knowledge of mathematics and French. Taking the exam is compulsory, but admission to the programme is not linked to the results on the admission test. The admission test is meant to assist 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.
Social partners (Employer organisations and worker unions)
At the end of a stage, learning outcomes determine what a secondary school learner must know and be able to do. The final attainment levels in secondary education date from the mid-1990s and so were more than 20 years old; there was a need to update them. For specific subjects, this means that the learning outcomes are adapted to, amongst other things, new knowledge about or new applications of, for example, mathematics or economics.
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 public debate on the attainment targets/learning outcomes for secondary education, including vocational-oriented secondary education (initial VET), took place in between February and June 2016. It involved around 40 000 participants, half of which were young learners. In January 2018, the Decree on the renewal of the learning outcomes for compulsory education (for all pupils) was adopted by the Flemish Parliament. The decree was set up by the Flemish Ministry of Education and Training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Flemish Department of Education and Training
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
The aim of validation is to help individuals to achieve personal development, to contribute to a higher level of employment, to improve access to formal education systems and to stimulate lifelong learning. Developments at policy level aim at an integrated approach to validation, bringing existing separate validation measures together in a single comprehensive strategy.
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 is increased cooperation between different validation providers (inside as well as outside education) and the willingness to create a single framework linking validation processes to the Flemish qualifications framework (FQF). In July 2015, the concept for an integrated framework for validation in Flanders was approved by the Flemish government; a task force was set up to develop the integrated policy framework and to draft a decree on validation. A cost-benefit analysis 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.
Flemish Department of Education and Training
Flemish Department of Work and Social Economy (until 2025)
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
Flemish public employment service (VDAB)
Flemish Department of Work, Economy, Science, Innovation and Social Economy
The National qualifications frameworks (NQFs) facilitate the understanding and comparison of qualifications. The NQF classifies qualifications by level, based on learning outcomes, which the holder of a specific diploma or certificate is expected to know, to understand and to be able to do. This approach facilitates the moving between education and training institutions and sectors.
The FQF includes the:
professional qualifications (beroepskwalificaties), which are the basis for formal...
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 arrangements were made to facilitate the update of the content of the professional qualifications and to provide partial qualifications. Professional qualifications have been levelled individually (as opposed to being placed as a block) in a process involving the main social partners. Since 2017 it is possible to update the content of the professional qualifications. The procedures take into account the nature of the changes: technical or substantive changes, changes with or without...
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.
Flemish Department of Education and Training
Flemish Department of Work and Social Economy (until 2025)
To link data on learning pathways with information on labour market participation more easily.
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, progress was made towards more easily linking administrative data on learning pathways with information on labour market participation. Based on an agreement between the Flemish public employment service (VDAB) and the Flemish Department of Education and Training, schools will, in the future, receive data not only on the progression of their graduates towards higher education (as was the case so far) but also on the transition of their IVET graduates to the labour market. VDAB 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.
To define the terms for certifying professional qualifications outside 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.
On the 26 April 2019, the Flemish Government approved a new Decree on common principles about the quality assurance of training (and validation) pathways outside the formal education system, leading to professional qualification, formally linked to the Flemish qualifications framework (Vlaamse kwalificatiestructuur). The decree prescribes the terms for certifying professional qualifications by regulating the conditions for quality control at the level of the provider and that of the training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Flemish Department of Work and Social Economy (until 2025)
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
The government of Flanders aims to intensify and increase the share of work-based learning in higher education and formal adult education programmes to close the gap between education and 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.
In May 2018, the Flemish Parliament adopted the law to integrate higher profession-oriented education (formerly called HBO5 programmes) into a fully fledged component of higher education (as short-cycle programmes leading to an associate degree). To stress this difference, the name HBO5 was taken out and replaced by the associated degree programmes (HBO programmes). At least one third of the learning period in this type of programme must be work-based, which is intended to attract adult...
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.
Flemish Department of Education and Training
Flemish Department of Work and Social Economy (until 2025)
Flemish Partnership Dual Learning
Flemish Department of Work, Economy, Science, Innovation and Social Economy
The dual learning system, which includes a large proportion of work-based learning, aims to close the gap between education and the labour market, and reduce early school leaving and 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.
In April 2015, the Flemish government approved the resolution for implementing pilot projects on dual learning. Between 2015 and 2019, a series of pilot projects experimented with the concept of dual learning.
Dual learning is an integrated secondary education pathway that consists of general education, vocational training, and work experience at the workplace, leading to a secondary education qualification. The number of days spent on the job depends on the field of study. In dual learning,...
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.
Flemish Department of Education and Training
Flemish Partnership Dual Learning
Flemish Department of Work and Social Economy (until 2025)
Flemish Department of Work, Economy, Science, Innovation and Social Economy
Facilitating access to employment through a close-to-reality learning experience in a highly realistic training environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the CVET centre in Sankt Vith introduced the virtual enterprise Vithalit as a new learning scheme to allow a close-to-reality learning experience in a highly realistic training environment. From merchandise traffic to business relations, all procedures mirror commercial practice. The programme promotes integrated learning and aims at facilitating (re-)entry into employment. Since the launch of the programme, the trainees participated in various national and international fairs 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.
The ADG aims to improve their support to jobseekers, through the provision of a comprehensive support to job seekers in the context of reform projects 'One stop placement (Vermittlung aus einer Hand)' and internal modernisation. The different processes are to interlock more effectively and thus ensure a more efficient service and outcome. The efficient support and placement of jobseekers aims to increase the employment rate, promote social and professional inclusion, and address the shortage...
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 ADG and the Institute for Vocational Training in Small and Medium-Sized Enterprises (IAWM) exchange information on apprenticeships. Since mid-2016, ADG advisors have had access to weekly updated information on available apprenticeships, which enables them to plan measures to integrate jobseekers into the labour market.
As part of supported employment, jobseekers can begin an in-company vocational traineeship to gain practical experience. These traineeships last from 1 day to 6 months 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.
German-speaking Community Public employment service (ADG)
The aim of this project is to support citizens in shaping their career paths by offering opportunities for validating and recognising their vocational 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.
In 2015, a strategy for the introduction of a validation system was developed and a public launch event on the recognition of competences took place in October 2016. Sixty key actors from the German-speaking Community were invited to participate in a debate. Subsequently, a steering group was established with the participation of stakeholders from formal and non-formal education, as well as employment and social partners. Between February and November 2017, the steering group developed 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.
Ministry of German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
BIDA’s goal is to support young people facing difficulties in entering apprenticeship programmes as well as apprentices who are at risk of breaking their training contract or who have already dropped out of training. The aim is getting them back into the dual vocational education and training (VET) system. The target group also includes migrants (including refugees) and learners with disabilities.
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 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA’s goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.
The BIDA project offers custom-made services to young...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This agreement was concluded to facilitate the mobility of graduates from apprenticeships and to counteract future possible skill shortages. This measure is also expected to attract more learners and might be extended to other professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, an agreement was signed between the authorities from the German-speaking Community (IAWM and the Ministry) and German authorities. This agreement offers cabinetmaking apprentices the opportunity to acquire a certificate of apprenticeship from both countries, one from Belgium and one from Germany. In order to receive the certificate from both countries, the apprentice needs first to complete the apprenticeship in one country and then pass an additional exam in the other. This...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To increase the attractiveness of apprenticeship, especially for professions which struggle to find enough candidates, by providing incentives addressing mainly young learners, NEETs and migrants.
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 increase the attractiveness of apprenticeship, various measures have been taken in the German-speaking Community since 2015:
an online apprenticeship exchange platform was set up to help learners find apprenticeship places;
one-day tasters in companies were offered to pupils from secondary general education in the academic year 2016/17, to familiarise them with various IVET and apprenticeship programmes in different sectors (such as bank, health, transport and logistics). Different...
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 Ministry of Digital and Economic Affairs set up the LAP clearing office to promote the quality of apprenticeship training. An important objective of this office is to assure and improve nationwide the quality of the Certified examiner for final apprenticeship examinations.
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 March 2017, a second part was added to the examiner certification, devoted to a competence-oriented examination. To access this one to two-day training course, examiners need to have completed the first part of the Certified examiner for final apprenticeship examinations certificate. Further it is recommended to have experienced at least one examination as an examiner. A handbook on competence- oriented testing accompanies this specific training course for examiners.
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.
LAP clearing office of the Ministry of Labour and Economy (BMAW) (until 2025)
Austrian Federal Economic Chamber (WKO)
LAP clearing office of the Ministry of Economy, Energy and Tourism (BMWET)
Aligning the teacher study programme to the Bologna process.
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 of September 2019, all teachers are required to have a master degree; until then, bachelor graduates can be employed provided that they commit to completing master studies within five years. The new programmes for upper secondary teachers are provided by both universities and university colleges. Programmes for teacher training for vocational part-time schools in apprenticeship training are provided at university colleges. The colleges started to offer the new Bachelor of Arts (BA) 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.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
The objectives of the digital competence model are:
acceptance: the Austrian DigComp competence framework should become and remain a work base for the development and improvement of the digital competences of all citizens which is as widely accepted, as broadly understood and as coherently interpreted as possible;
updating: the Austrian DigComp competence framework and the application scenarios derived from it are to be updated continuously and, if necessary, expanded by 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 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) published the Digital competence model for Austria (DigComp 2.2 AT). The tool is intended for supporting the assessment and description of personal digital competences and the identification of possibilities for further development. It is based on the DigComp reference framework of the European Commission.
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 Finance (BMF)
Federal Ministry of the Arts, Culture, Civil Service and Sport (BMKOES)
Federal Ministry of Education (BMB)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
To encourage young people and especially girls and young women to become self-employed, successful female entrepreneurs should increasingly be brought before the curtain and pass on their experiences to young people in schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since September 2017, within the policy 'Women entrepreneurs go to school' (Unternehmerin macht Schule), women entrepreneurs have inspired learners to pursue an entrepreneurial career. Using their own example, they report on the opportunities that entrepreneurship opens up and what can be achieved with entrepreneurial spirit. As role models, women entrepreneurs motivate schoolgirls in particular towards a self-employed professional future. On the accompanying website, schools can register...
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)
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
providing digital and critical thinking competences for learners from primary education onwards;
providing digital skills for teachers through a new course from the school year 2017/18, supported by establishing a national digital learning centre and future learning labs in colleges, where teachers can experiment with digital tools;
modernising infrastructure and equipment in schools, including tablet and laptop computers for learners;
providing digital learning tools, including open...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since autumn 2017, all new teachers must acquire standardised digital competences, including digital subject-specific didactic, within their initial teacher training programme. They have to prove their competences through a mandatory portfolio, which contains a digital competence check (digi.check), completion of a modular course programme and reflection on one’s own teaching activities. To promote the digital skills of teachers already in service, the course programme is also offered...
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, Science and Research (BMBWF) (until 2025)
The following objectives are to be achieved with the standardised final exam:
uniform basic competences for all learners;
equal conditions for all learners;
competence orientation;
objectivity through standardised tasks and uniform assessment criteria;
comparability and transparency of school performance and qualifications;
increasing the informative value of final examinations;
ability to study;
European comparison of qualifications (EQF, NQF).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following a pilot phase, Austria introduced partly centralised/standardised competence-oriented final exams at the end of upper secondary education. Key competences are included in the exams. Since 2015/16, competence-oriented final exams have been mainstreamed in VET programmes and in the Berufsreifeprüfung (the exam giving access to higher education for those VET graduates enroled in programmes which did not automatically lead to it). Guidelines for the different training pathways 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.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
The aim of the measure is to provide a higher qualification for young people who have already achieved maximum compulsory school qualifications, thereby giving them better job market prospects and at the same time countering the impending 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.
In October 2016, the federal government extended the training guarantee up to the age of 25. This is a special Public Employment Service (AMS) scheme that guarantees young unemployed people aged 19 to 25, who have only completed compulsory education, the right to acquire VET qualifications by attending AMS programmes. To that end, AMS already uses tried-and-tested instruments and funding approaches to offer this target group the possibility of apprenticeship training in companies, alternance...
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.
Austrian Public Employment Service (AMS)
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Labour (BMA) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Labour, Social Affairs, Health, Care and Consumer Protection
To reduce the number of early school leavers and young people not in education, employment or training (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.
The legislation introducing a training obligation until the age of 18 was approved by parliament in 2016 and came into force in the summer of 2017. Since July 2017, young people who would otherwise not continue education and training beyond compulsory schooling (age 15) or discontinue a programme they have taken up, will have to undertake some form of training until they have passed the age of 18. Those who do not get a place in a school or in a company to do an apprenticeship must either:...
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, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Labour (BMA) (until 2022)
Federal Ministry of Social Affairs, Health, Care and Consumer Protection (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Federal Ministry of Education (BMB)
Federal Ministry of Labour, Social Affairs, Health, Care and Consumer Protection
Federal Ministry of Europe, Integration and Family in the Federal Chancellery of Austria
Increase of transparency in the acquisition of engineering (Ingenieur) 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.
A new Engineering Act (IngG 2017) came into force on 1 May 2017. Graduates of VET colleges of engineering (HTL) or of VET colleges in the agricultural and forestry/environmental sector (HBLA) who have a minimum of three years relevant professional experience, can now apply for certification to obtain the formal engineer qualification (Ingenieur, NQF/EQF level 6).
Beside the engineer qualification discussed above, application for certification is also allowed for other qualifications...
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) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The objective of the National strategy on validation of non-formal and informal learning is to:
increase the value of competences acquired in non-formal and informal learning contexts;
make validation arrangements more accessible by providing low-threshold, central information and advisory services;
improve opportunities for education and work (e.g. by making it easier for adults to obtain qualifications as second chance education);
improve permeability at the central interfaces...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following a national consultation process, the national strategy for validating non-formal and informal learning was finalised and adopted in November 2017. The national strategy is expected to serve as the starting point for defining organisational structures, a catalogue of quality criteria (issued in May 2018) and a detailed implementation plan. The validation strategy provides an overview of existing validation arrangements, serves as a basis for developing new initiatives, assuring...
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, Science and Research (BMBWF) (until 2025)
The following objectives have been pursued with the development and implementation of an NQF:
implementing the recommendation of the EU Parliament and Council;
improving the transparency and understanding of qualifications acquired in Austria;
facilitating transnational mobility;
promoting more permeability between educational programmes/contexts/levels at national level;
increasing the visibility and appreciation of non-formal qualifications;
strengthening the parity of esteem between...
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 NQF development and implementation process is the responsibility of the Ministry of Education, Science and Research (BMBWF). It is supported by the NQF Steering Group, which includes representatives from all ministries, the higher education area, the social partners, continuing education and training as well as the provinces. Quality assurance steps to improve procedures and processes have been taken continuously. These are coordinated by the National Coordination Point (NCP), and all...
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.
NQF steering group
National coordination point (NKS)
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
The objective of the federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications is to:
simplify the procedures for the recognition of foreign educational or professional qualifications obtained in a third country;
introduce procedural provisions for the assessment of foreign educational and professional qualifications;
achieve more transparency in recognition processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications came into force in July 2016. It was introduced by the Federal Ministry for Europe, Integration and Foreign Affairs, which was the main responsible body for integration issues until 2020 when the integration agenda was transferred to the Federal Chancellery. A federal recognition portal was established by the Integration Fund (ÖIF), along with information centres,...
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 Chancellery of Austria
Federal Ministry for Europe, Integration and Foreign Affairs (until 2020)
Increasing the transparency and recognition of partial qualifications on the labour market and in training companies, considering especially the needs of disadvantaged learners (young people who cannot find a regular apprenticeship place or have disabilities or special educational needs) for such proof.
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 2015 amendment to the Vocational Training Act provided for standardised forms of partial qualifications. As a consequence, while individualised training is still possible, the Ministry of Digital and Economic Affairs can provide guidelines for standardised partial qualifications to ensure they are recognised on the labour market and also to make it easier for learners to continue training in the corresponding apprenticeship trade.
In the province of Upper Austria, training for the first...
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) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The objective of the transparency of master craftsperson qualifications is to:
ensure compatibility with both the national qualifications framework (NQF) and the trade regulations (GewO);
improve the visibility, comparability and credibility of master craftsperson qualifications;
improve support for the mobility of their holders.
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 development refers to a comprehensive process for aligning master craftsperson qualifications to the requirements of the NQF. The concept includes the definition of learning outcomes, the preparation of training documents, the development of guidelines for the design of examinations, the preparation of examiners and the provision of information to potential candidates and companies. The approach is intended to ensure compatibility with both the NQF and the trade regulations...
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)
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Supporting the education and training choices of young people at the interface between secondary level I and II through target group-oriented preparation for fair attendance, attractive fair design and integration into the whole orientation process.
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 Vorarlberger education and training fair is a new exhibition in the province of Vorarlberg, which took place for the first time in November 2017. The target groups were all learners in the 7th and 8th grades. For 3 days, vocational schools and companies in the province and from neighbouring regions presented their education and training programmes in an interactive and innovative way, giving the visitors the opportunity to learn about different vocational education and training (VET)...
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 objectives of the professional scholarships for the low-skilled employed or unemployed, are to:
upgrade skill levels for employed or unemployed skilled workers with qualifications below the level of universities of applied sciences to reduce the risk of unemployment;
enable employed or unemployed people who have not finished their education and training in the past to obtain labour market relevant qualifications;
cover the need for a skilled workforce in specific fields of the Austrian...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since January 2017 the professional scholarship has enabled unemployed and employed low-skilled individuals (through taking educational leave) to obtain labour market relevant qualifications to secure their employability and to cover companies’ needs for a skilled workforce. At the start of the programme a list of relevant qualifications (in the form of training possibilities) was defined by the Public Employment Service. This list is continuously updated. During the training period, 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.
The objectives vary from measure to measure, but can be summarised as follows:
to obtain more detailed knowledge of the level of education and skills of refugees to better adapt the placement and qualification activities of the Public Employment Service (AMS) to the needs and opportunities of refugees;
to support the integration of immigrants;
to make a contribution to meeting the demand for skilled labour.
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 following three programmes started to facilitate the integration of refugees in the education and labour market system:
The 2016-18 project, You can do it (Du kannst was)– the knowledge of refugees is valuable, supports young refugees in identifying their competences as the basis for making their choice of occupation and gaining an apprenticeship diploma. The project was initiated and developed as joint responsibility of the Chamber of Labour Upper Austria, the Economic Chamber...
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.
support participants in integrating into society and work;
raise the employability and integration of refugees into the labour market and society by fostering language skills and labour market orientation.
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 compulsory year of integration for refugees was decided in May 2017 by the Austrian parliament. It is mainly targeted at unemployed refugees, for whom it is mandatory. Since 2018, asylum seekers from Syria have also been allowed to participate in the integration year if there is a high probability that they will be recognised as entitled to asylum. The opportunity to register for work training during the integration year was extended until the end of March 2019. The year of integration...
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.
Promoting the apprenticeship scheme granting access to higher education aims to:
increase the share of apprentices opting for the apprenticeship scheme giving access to higher education (Lehre mit Matura), from under 10% in 2014 to 15% by 2020;
allow training companies to receive subsidies for the extension 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.
The 2015 amendment reduced red tape by allowing the apprentice and the training company to agree to extend the training period for the duration of the exam preparation without having to ask the consent of the regional apprenticeship advisory board.
Education providers who offer the Berufsreifeprüfung receive funding which is determined periodically. At the end of the respective funding period, an evaluation usually takes place. In 2015, the new funding period started until 2018, accompanied...
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, Science and Research (BMBWF) (until 2025)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Updating initial and continuing education programmes and curricula to meet the needs of 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.
In 2019 the Austrian Public Employment Service (AMS) organised a total of 10 company workshops within the framework of the New digital skills initiative, which is a new development of the AMS New skills project, which has been running since 2009. High-ranking representatives of leading Austrian companies participated in five different clusters (manufacturing industries, trade, tourism, construction and office/administration/IT). The aim of the workshops was to identify the new demands placed...
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.
identify and forecast of labour market needs and shortages of skilled workers;
establish a continuous scientific observation and analysis of the demand for 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.
In 2018, the Austrian Economic Chamber published the Skilled labour radar, a research report prepared on its behalf presenting key indicators on unemployment, employment trends and the job market, as well as the results of a survey amongst 4 500 enterprises on the need for, and shortage of, skilled workers. The report assesses the demand for skilled labour, the reasons for it, and the effects of the shortage. It also provides forecasts of skilled labour demand and shortages.
As part 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.
Identifying needs and possibilities to develop digital skills in initial and continuing VET.
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, an expert group within the Association Industry 4.0 Austria started to reflect on how the qualifications and competences required for industry in the digital age could be developed in initial and continuing education and training. The topic was discussed in two expert workshops (with participation from companies, research institutions, training and further education institutions, social partners, etc.). The results of the workshops were published in a final report at the end 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.
Federal Ministry of Transport, Innovation and Technology (BMVIT) (until 2020)
The objective of the funding programme is to ensure the quality of training and thus increase its attractiveness and to enable young people to have equal access to training, irrespective of gender, origin or personal disadvantages.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, the Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:
the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
the gender equality strand addresses...
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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
Chamber of Labour (AK)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
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 We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as 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.
promoting the development of digital competences in dual vocational education and training (VET);
attracting dual VET by developing concrete methods, learning opportunities and tools;
new, concretely applicable digital measures and tools should be developed to promote and support teaching and learning in dual training, networking between trainers, vocational information and application processes, and to promote the digital competences of learners and trainers.
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 November 2017, the Austrian Federal Economic Chamber issued a call for tenders for a funding programme financed by the Federal Ministry of Digital and Economic Affairs to support projects on the use of digital opportunities in dual VET and the promotion of the development of digital competences. Funding is provided for projects for a maximum duration of 5 years and maximum costs of EUR 200 000 per project. A total of EUR 900 000 is available for the programme. Project applications 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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
The aim is to support training progress and to avoid dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Coaching and counselling for apprentices and companies (in particular the apprenticeship trainers) has been mainstreamed across Austria since October 2015. These services were evaluated in a 2018-19 pilot project. In particular, guidance and counselling can be divided as follows:
youth coaching: this is an assistance programme for young people at the end of their mandatory schooling or after they drop out of school. Within the coaching process they should get to know their personal 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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
providing a professional perspective for young refugees;
enhancing the domestic mobility of young people so they can find a job;
filling the vacant apprenticeship places of training companies (local 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.
The Austrian Economic Chamber initiated the Supraregional apprenticeship placement project with a particular focus on young refugees, though Austrian nationals also have access to all supporting measures. The project's procedure is as follows.
At the beginning, young refugees run through an online test (available in German, Arabic, English, French and Farsi) to identify their strengths and interests. The results of these tests form the basis for finding suitable apprenticeship places 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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
Austrian Public Employment Service (AMS)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
