The aim of this programme is to support the municipalities to tackle urgent challenges in education: from digitalisation to the development of new cooperation and services, and to the expansion of promising education topics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry for Research, Technology and Space (BMFTR) (since 2025)
The pool in question aims to strengthen youth education work with green entrepreneurship. The pool must support youth education being prioritised in the green agenda.
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 average of EUR 1.33 million (DKK 10 million) is planned to be available for distribution each year from 2021-23. The Ministry of Children and Education is responsible for distributing the funds for supporting courses and action learning activities for teachers and trainers. The aim is to enhance knowledge on green entrepreneurship and contribute to green development.
All youth institutions, including VET, can apply to the pool for funding on projects that aim to support and strengthen...
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 tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
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 objective is to promote efficient skills provision and lifelong learning in the long term and facilitate transition to the labour market. The aim of the initiatives included in the assignment is to reinforce the conditions for authorities and other actors to create and provide digital services that strengthen individuals' positions in the labour market while meeting the skills needs of the private and public 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 June 2021, the government gave several national authorities involved in education and employment the mission to develop digital services that provide data about education and the labour market, as well as to establish forms for the management of a coherent data infrastructure for the provision of skills and lifelong learning. These authorities shall jointly investigate the conditions for, and begin work on, developing common concepts or translation keys between existing conceptual...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to address skills mismatch and improve alignment between the skills needed in working life and the actual skills workers have.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this policy development is to take forward the work on green transition and sustainability in VET, so that the VET sector can contribute to society’s green renewal.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative supports:
competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET 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.
The objective of this policy development is to enhance the use of role models by doubling their number from 60-80 to 120-160 until 2027.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is a prolongation of an existing system for the use of role models in providing guidance on VET. The use of role models, i.e. using young people from VET as ‘counsellors’ in primary schools, has shown good results in this respect. The Danish organisation of VET students is responsible for activities such as campaigns and events on VET institutions.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
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 Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme ‘Scholarship for deficit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
Law 4763/2020 aims to promote the joint strategic planning of VET. To this end, it reforms VET governance substantially to avoid overlaps, better address labour market needs and support autonomy at VET provider level.
The main objectives of Law 4763/2020 are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
improving employability for all.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to Law 4763/2020, the General Secretariat for VET, LLL and Youth is responsible for designing, implementing, coordinating and monitoring policies in the relevant fields. It is also the supervisory body for the implementation and monitoring of VET and LLL programmes.
In addition, the law set up advisory bodies (including social partners and VET stakeholders) at national and regional level to support VET governance.
Nationally, the main advisory body introduced is the Central council...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The main objective of the Upskill programme is to respond to companies’ needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
To adapt teaching and learning to online activities, provide support for teachers and learners, and stop the spread of the virus.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Rapid changes in teaching took place: using online methods and new applications to create and develop resources. The pandemic also created the opportunity to develop new types of learning communities by learning from peers or sharing good-practice experiences. New online platforms and support channels (phone lines) were created to support teachers, learners and parents.
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
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
Schools need to evolve from emergency remote teaching to well-considered digitalisation, structurally anchoring flexible and blended learning. This could also improve the connection to the labour market. This programme has three main pillars:
adapting the content of education;
achieving flexibility in education;
facilitating digitalisation of 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.
Further promoting digitalisation in VET is considered fundamental to achieving the ambitions for upper secondary VET (MBO) set in the administrative agreement between the education ministry and the MBO Raad. Well-considered digital education requires a different didactic approach, specific skills and new tools for teachers. For the practical implementation of the agreement, a programme was drawn up called the Continuing digitalising programme (Doorpakken op digitalisering).
The programme was...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Cooperation organisation of VET colleges on ICT (saMBO-ICT) (until 2020)
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation of VET colleges on ICT (MBO digitaal)
The main objectives of this policy development are:
supporting young adults at a distance from the labour market to acquire economic independence;
preventing long-term unemployment among young people as a response to the effects of the COVID-19 crisis.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the Cabinet’s response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:
making explicit which bodies are responsible at a local and regional level;
supporting life coaching arrangements;
promoting guidance for young people after graduation.
The country’s approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Council for upper secondary VET schools (MBO Raad)
The aim of the improvement agenda for inclusive education in VET for 2020-25 is to further ease the entry of special needs learners and learners with disabilities to VET and give them the adequate extra guidance they need to complete a VET programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the education ministry presented to parliament (in a policy letter) the Improvement agenda for inclusive education in VET for 2020-25.
In this letter, the minister, based on the evaluation of inclusive education in VET (Passend Onderwijs in het MBO) and on advice from the Education Council (Onderwijsraad), both issued in 2020, concluded that although learners are mostly satisfied with the support provided by VET schools, there is still room for improvement. The importance of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Ministry of Health, Welfare and Sport
Council for upper secondary VET schools (MBO Raad)
The purpose of the fund is to support community education provision targeted at adult learners, who have the highest level of need. It aims to increase the participation of disadvantaged learners, particularly those on literacy and basic skills programmes at NFQ levels 1-3 (EQF levels 1-2). The fund aims to provide funding to support educationally disadvantaged learners in accessing and participating in community education.
The fund emphasises:
community education as a mechanism to continue...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.
Community Education providers can apply for funding across...
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 strategy sets out the vision, mission and strategic goals that guide the department’s work programme in 2021-23.
To achieve this vision and mission, the strategy sets out three high level goals:
support the provision of high-quality education and improve the learning experience to meet the needs of all students in schools and early years settings;
ensure equity of opportunity in education and that all students are supported to fulfil their potential;
together with its partners, provide...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
DFHERIS funds and creates policy for the higher and further education and research sectors. It also oversees the work of the State agencies and public institutions operating in these areas. It ensures that these sectors support and encourage Ireland’s social and economic development and that public investment and policy in these areas give opportunities to everyone, including the most vulnerable in society.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The approach, apart from preventing early leaving from education and training, also has the objective of easing the path of young early leavers from education and training back to school or to work.
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 March 2020, the education ministry has issued three policy letters discussing the new approach to further combat early leaving from education and training and support young early leavers achieving sustainable economic independence.
In the first letter (March 2020), the government and various stakeholders from education and the labour market (including employers’ organisations) expressed their joint intention to focus on apprenticeships (dual pathway) to help working, young dropouts to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Vocational Information and Counselling Centre (Euroguidance Slovenia) offers expert help for guidance practitioners in employment and education sectors and promotes learning mobility among guidance practitioners. Euroguidance Slovenia coordinates career centres of the Employment Service of Slovenia that are available around the country. Career centres provide information needed for planning further education or employment and to those who need assistance in decisions about...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Euroguidance Slovenia activities include:
collecting information on careers, labour market, education and employment possibilities (these are available free of charge in Euroguidance Slovenia library and career centres around Slovenia);
establishing and maintaining careers database, video clips about careers and information on education possibilities and financial aid;
providing guidance tools such as the Where and How online guidance programme;
organising training of guidance practitioners,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the programme implemented by the Academic and Research Network of Slovenia (Arnes) is to provide ICT infrastructure as a basis for distance education. This should enable those pupils and students who do not have the appropriate equipment for distance education to have equal access to 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 Office of the Government of the Republic of Slovenia for Development and European Cohesion Policy issued a decision on financial support for the programme COVID-19 – Additional ICT support for the implementation of the education process. The programme, which falls under the auspices of the Ministry of Education, Science and Sport, receives EUR 4 million funding from the European Regional Development Fund and is implemented by the Academic and Research Network of Slovenia (Arnes). 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, Science and Sport (MIZŠ) (until 2023)
The aim is to educate students as active young citizens responsible for society, the country and the environment, in which they live.
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 subject is implemented in vocational (30 hours) and technical (35 hours) upper secondary programmes. It is designed as interdisciplinary, as it intertwines and connects various disciplines, such as sociology, philosophy, political science, history, geography, and upgrades the goals and content of the subject of social sciences. It contains four thematic units, from micro (citizen) to macro (EU and world) level:
citizen individual position;
participation in a community;
citizen of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Professionals and head teachers or directors employed in education are promoted to the titles of mentor (mentor), advisor (svetovalec) and councillor (svetnik). The promotion to a title is proposed by the head teacher or director in agreement with the teacher in question. The promotion of the head teacher or director to a title is proposed by the school council, kindergarten or institution in agreement with the head teacher/director. Advancement to titles is decided by the minister...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Among other things, the rules made it easier to be promoted into the title of the councillor: for example, all public artistic performances are now evaluated and count towards promotion.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The vision of the master plan is to provide adults in Slovenia with equal opportunities and incentives for quality learning and education in order to support their holistic development and sustainable living at all stages of life.
The goals of the ReNPIO 2022–2030 are:
increasing the participation of adults in LLL;
raising the level of basic skills and improving general education of adults;
raising the educational attainment of adults;
increasing the capacity of adults to respond successfully...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The regulations introduced during the COVID-19 pandemic aim to ensure the safety and health of citizens and promote learning within the current limitations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations addressed to schools, including VET schools, in 2020 and 2021 (until February) mainly concerned the temporary closure of institutions and the easing of the transition to distance learning. More than 23 regulations were issued by the education minister for these purposes.
EU funded projects have been implemented aiming to solve problems resulting from the effects of the COVID-19 pandemic on schools, including VET providers. For example, computers and software were delivered to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Education and Science (from 2021 until 2024)
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
The Ministry of Education and Science was established to improve the functioning of the government and to consolidate tasks relating to education, higher education and science within one institution.
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 17 December 2020, a Regulation of the Council of Ministers set up the Ministry of Education and Science after merging the Ministry of National Education and the Ministry of Science and Higher Education. On 1 January 2021, the new ministry started to operate. The Minister for Education and Science was appointed, with responsibility for directing the Departments of Education (including VET), Higher Education and Science.
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.
Actions undertaken by the Ministry of Family and Social Policy in 2020 are aimed at directing and intensifying activities to support the deinstitutionalisation of social services in Poland, i.e. better matching the care and support of dependent people with their needs, including those of children and young people in various forms of foster care.
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 2020, work has intensified on the preparation of a national strategy for the deinstitutionalisation of social services in Poland. On 12 January 2020, the Minister for Family and Social Policy appointed a team for the development of the strategy for the deinstitutionalisation of social services in Poland, which is an auxiliary body to the minister. The strategy is to be finalised and presented to the minister by 30 April 2021.
The tasks of the team include the development of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Act of 19 November 2020 is to implement the Directive (EU) 2018/958 of the European Parliament and of the Council of 28 June 2018 on a proportionality test before adopting a new regulation of professions. This Directive lays down rules on a common framework for conducting proportionality assessments before introducing new, or amending existing, legislative, regulatory or administrative provisions regarding regulated professions. Member States should act within 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 November 2020, the Act on the principles of the recognition of professional qualifications attained in other EU Member States was amended.
The most important changes include:
ensuring that new regulatory provisions (in this area) are justified, following the principles of proportionality and non-discrimination and indicating the entities to which they apply;
indicating how regulatory provisions comply with the principles of proportionality and non-discrimination;
indicating the procedures...
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 establish the VET graduate tracking system and make the annual data/analysis available online.
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 envisages creating a coordinated approach to VET graduate tracking. It involves stakeholders, especially those dealing with statistics and taxation systems, and is based on the experience accumulated by the higher education graduate tracking and international experience.
The concept proposed by the education ministry is based on the analysis of available administrative data regarding the employment and income of VET graduates. The framework for graduate tracking...
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 invest in the anticipation and development of tomorrow's skills to match available profiles better to those required on the job market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:
National and sector-level studies In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...
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 and private initiatives jointly contribute to a system that offers diverse education and training opportunities for all adults.
CVET programmes, including those offered under Skillsbridges, enable participants to adapt to new technologies, transition to emerging roles, and develop skills aligned with the digital and green transitions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each year, several measures and initiatives support employee training and professional development within Luxembourg’s CVET system.
The Federation of Craftsmen (Fédération des Artisans) established competence centres in construction engineering and building completion work (GTB-PAR) in 2015 and founded in 2018, in collaboration with the latter and the Education and Training Institute in the Construction Sector (IFSB), the Competence Centre for Digital Craft (Centre de Compétences Digitalt...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour
Chamber of Skilled Trades and Crafts
Chamber of Employees
Chamber of Commerce
National Centre for Continuing Vocational Training (CNFPC)
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by...
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.
Diplom+ aims at facilitating the transition between school and employment or higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Diplom+ is a customised training programme bridging the transition between school and employment or higher education targeting recent graduates at EQF 4 (both general and vocational programmes), neither in employment or higher education. Diplom+ is a cycle of individually certifying training modules on transversal skills in high demand on the labour market, skills applicable in higher education and everyday life skills. Participants are accompanied on demand by individual coaching sessions....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
The government has set, as a strategic objective, the upgrade of VET from the level of a forced solution for few, to a conscious education and career choice for many.
The main objectives of the new legal framework are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
empowering general adult education;
strengthening permeability among education levels;
improving employability for all.
The reform also aims to improve 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 December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.
The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The support measures want to give more VET learners the opportunity to make an internship or part of their apprenticeship in another country. The aim of the measures is to provide young people with worldwide learning experiences in VET and thus to address the need of globally operating companies for skilled workers with international professional competence and at the same time to increase the attractiveness of 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.
Outgoing mobility:
Erasmus+: as shown in the Study on Mobility (NA at BIBB, 2018), Erasmus+ funds about half of all outgoing mobilities of VET learners. Since 2015, Erasmus+ has also been promoting the internationalisation of VET learning venues through accreditation of vocational schools and companies for a simplified participation in the VET mobility programme.
VETworldwide: to expand IVET mobility outside the EU, BMBF and NA at BIBB initiated the programme VETworldwide...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Erasmus+ National Agency for VET (NA at BIBB)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 – facilitating entry into working life;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to recruit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
16 000...
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 Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government’s key measures, such as extending compulsory education, reforming continuous learning and integration.
Over EUR 270 million has been allocated for 2020-22 to implement the programme.
The development programme for improving...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To face the challenges of early school leaving, the Brussels Region has put in place funding mechanisms to support schools, municipalities and the non-profit sector to prevent school dropout, to intervene when a student is about to drop out, or to re-engage the young person who interrupted a programme.
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 part of its 2025 Strategy, the government put the following measures in place to combat early school leaving:
strengthening its 'DAS and DASC' mechanisms (stated as a priority, see below for further details on these mechanisms);
increasing financial support but also to simplify (one call every three years);
introducing more systematic monitoring of actions (see school service).
In 2016, the Brussels government established the School Service within perspective.brussels (Strategy 2025). 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.
The National recovery and resilience plan promotes reforms at all education levels, including VET-related objectives in the components Education for the 21st Century and Increasing the performance of Slovak higher education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the Plan for Digital Appropriation is to transform the Brussels-Capital Region into a Smart City harnessing digital transformation to benefit all citizens, by adapting services, renewing interfaces, and transforming organisations. Key to this vision is the enhancement of citizens' accessibility and basic digital skills in a comprehensive and ongoing way, leading to an overall improvement of the well-being of its citizens (privately and professionally) and boost its regional...
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 its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.
The implementation is organised in four areas defining 17 projects including 66 actions:
a. Raising awareness and destigmatising - raising citizens' awareness of digital tools and services, how to use them and on the support or training...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to 'boost' the labour market relevant skills mastered by jobseekers to meet the needs of businesses and promote the integration of candidates into the labour market. The digitisation of the economy, environmental issues and the emergence of new needs in the goods and services market are leading to the emergence of new qualification profiles. This requires Wallonia to invest in the professional qualification of jobseekers (including NEETs), the initial training of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.
This plan is made up of one structural axis and six distinct operational axes aimed at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Walloon Government
Le Forem (The Walloon Office for Vocational Training and Employment)
The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: ’everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market’. Bruxelles...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
The common umbrella represented by the training and employment centres aims to ‘promote the organisation, development and promotion of employment in a specific sector, in support of the economic and social development of the Brussels territory’. It targets jobseekers, workers and learners and supports companies to find skilled workers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi) in the Brussels Region. Since then, the governments of the Brussels Region and the French Community Commission COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.
Established on a sectoral basis, these centres are the result of a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Brussels Public Employment Service (Actiris)
VDAB Brussel
Training Service for Small and Medium-sized Enterprises (SFPME)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay of 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.
Le Forem (The Walloon Office for Vocational Training and Employment)
Public Service of Wallonia (SPW) for Economy, Employment, Research – Department of Employment and Vocational Training
adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
extend the existing training offer in basic digital skills to provide a solid foundation in this area to low-skilled audiences so that they can then continue their training course;
raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
establish enhanced...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).
The project broadly targets jobseekers or learners over 25...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is twofold: to position Walloon companies in the face of technological developments and changes in the 4.0 economy; and to develop a digital culture among citizens and, more specifically, young Walloons in training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...
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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.
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration abroad. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved ...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
Initiated by employers' representatives and based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET', amendments to the VET Act came in force from 1 September 2021 aimed to:
significantly strengthen the influence of employers' representatives on the provision of secondary VET, for example by:
extending the responsibilities of the Employer Council for Dual VET to the entire system of vocational education and training that is also visible...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening the position of ‘sectoral assignees’ and the Employer Council for VET over the VET system as a whole from 2021 induced a debate over creating a new institution covering the VET system as a whole. The Sector Councils Alliance has been newly created to take over some responsibilities from the education and labour ministries from 1 January 2025.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
Increasing the capacity of pedagogical teams to meet the needs of learners of all ages 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.
Within the framework of the European Commission's support for the development of an adapted training offer in the context of the implementation of the Skills enhancement pathways, several stakeholders from the Belgium French speaking community are working together in the framework of the EU programme for employment and social innovation EASI to implement a training strategy for basic digital skills for jobseekers and adult learners with little schooling.
In line with this strategy, The Start...
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
Training Service for Small and Medium-sized Enterprises (SFPME)
In 2021, substantial changes in the Education act were introduced. Some of them also have an impact on the provision of VET, especially in efforts:
to revise the 2008 curricular reform, in particular, to adjust the creation of school curricula (school educational programmes) to strengthen the development of key competences;
to streamline admission to secondary schools, e. g. by sending a single electronic application declaring interest in alternative programmes and secondary schools, and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2021, the education ministry submitted to public discussion an extensive amendment of the Education act (245/2008), which provoked a heated debate with more than 1 000 comments, of which more than 680 were fundamental. In March 2021, therefore, the revised version was resubmitted for public discussion. This discussion was expected to pave the way to introducing curricular reform and also reforms embedded in the National recovery and resilience plan (RRP). Public discussion and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country’s economic structure and public sector and measures of immediate impact.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public sector
digital...
Bodies responsible
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Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation (until April 2024)
Secretary of State for Modernisation and Digitalisation (since April 2024)
The main objectives of this policy development are to:
promote links between schools providing general education and specialised artistic programmes;
improve the integration of curricula of different programmes at basic and upper secondary levels, respecting the specificities of each one;
review access procedures to higher education for specialised artistic programmes 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.
The ministry of education has approved the creation of a working group which will analyse the specialised artistic programmes. The main tasks of this working group are to:
describe and analyse the evolution over time of these programmes;
evaluate their current model of funding;
propose alternative scenarios for the reorganisation of these programmes, regarding, for instance, the curriculum or pedagogic methods;
recommend new ways of quality assurance;
recommend new methods of assessing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The strategic objective of the Youth + Digital training programme is to reinforce the quality and effectiveness of vocational training and professional qualifications. Its specific objectives are:
to align professional training with the real needs of the labour market;
to improve the professional skills of young adults to support their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.
The training...
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Institute for Employment and Vocational Training (IEFP)
Ministry of Labour, Solidarity and Social Security (MTSSS)
The goal is to create an attractive, open and permeable system of VET fields of study, developed as a result of a consensus of the relevant decision-making bodies and employers’ representatives and more responsive to trends in employability of upper secondary school graduates. The aim of the system innovation is primarily to clarify, simplify and define the fields of study, that will be developed in close cooperation with employers.
It is embedded in the Strategy 2030+: Roadmap of key...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue to...
Bodies responsible
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Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The middle component of support is embedded in the Strategy 2030+, specifically in Strategic Line 4 – Increasing professional capacities, trust and mutual cooperation, measure 4.1.2.: Introducing the middle component of support.
The middle component of support does not have a direct decision-making power but plays only a supporting and coordinating role. It provides targeted support to schools, secure coordination of their activities in a given location, and acts as an intermediary in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through their activities in schools, the middle component will contribute to reducing administrative and non-pedagogical burden on schools, creating space for headmasters and other members of school management to develop pedagogical leadership and increase the quality of education. Impacts of development and support activities in schools on improving the quality of students’ learning, key learning outcomes and securing equal opportunities in education will also be monitored in cooperation...
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The Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three key strategic goals...
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 Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term plans...
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The government has implemented several measures aimed at students to counteract these negative consequences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the government agreed several measures:
vocational colleges, colleges and universities receive funding to pay students to conduct academic follow up of other students;
the student organisations receive funding to pay students to start social, low-threshold services, such as social activities for students;
the student organisations receive funding for social, low-threshold services for mental health work;
the mental health student support telephone line receive extra funding to...
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Provision of practical training in real-life environment is not mandatory for employers in the Czech Republic. VET school directors are exclusively responsible for the quality of practical training, yet they can influence the quality of workplace training only to a limited extent. The standard should be motivational for employers; it should support the comparability of conditions and circumstances under which practical training is implemented. The standard will be developed in line with 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 Ministry of Education, Youth and Sports focuses on expanding options for students to get practical training in a real work environment with the use of elements of the dual system of VET. Favourable conditions will continue to be created to increase the involvement of experts from practice in teaching and implementation of internships for pedagogical staff in companies. Cooperation with employer representatives will be developed based on the Agreement on the division of responsibilities...
Bodies responsible
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Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The Digital competences development for educators (DCDE) programme aims to strengthen and further develop teachers’ digital competences in order to promote the effective use and integration of digital technologies in the teaching and learning process. The intended outcomes of the programme are:
teachers should use online learning environments, electronic learning tools, open digital educational content and learning communities, in order to enhance their professional development and lifelong...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Cyprus Pedagogical Institute (CPI) of the Ministry of Education, Culture, Sport and Youth has introduced Digital competences development for educators (DCDE). The programme is offered through a distance-learning approach and methodology, utilising CPI’s e-learning environment. It consists of an introductory module and 10 learning modules with content on thematic areas that have been defined through a process of diagnosing the needs of teachers but also following European and national...
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Cyprus Pedagogical Institute (CPI)
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
For both initial and continuing vocational education and training, it is primary issue to increase the relevance of educational programmes in relation to the changing qualification requirements of the labour market.
The aim of the project is to map future competences and create updated competence pyramids for 10 selected sectors, in which the most robust shifts concerning the requirements for workforce qualifications are expected to occur. The objective of the project is to develop and expand...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the framework of the Competence 4.0 project (2019-22; Operational programme Employment, Ministry of Industry and Social Affairs), the Confederation of Industry of the Czech Republic, Czech Chamber of Commerce and the consultancy company TREXIMA jointly participate in mapping new future competences associated with the introduction of Industry 4.0 in the Czech Republic.
Other expected project outputs include:
analyses of international studies and labour market trends;
methodology of mapping...
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The objective is to ensure students’ welfare, including VET students at vocational colleges (EQF level 5), social contact with each other and ensure that they complete their studies.
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 expert group is led by the Ministry of Education and Research and Universities Norway (UHR), the National Council for Higher Vocational Training, the Norwegian Directorate of Health, the Norwegian Institute of Public Health and student representatives. Students and the community council will also be involved in the work.
There have been regular meetings with all principals, students and organisations since March 2020 to map concerns, to discuss possibilities for improving the situation...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Ministry’s long-term objective and task is to create conditions for all higher education institutions to provide quality education to students in full-time, combined and distance forms of study, as well as through lifelong learning courses that are open to the general public; to carry out research, development, artistic and other creative and professional activities, the outputs of which will support the social, economic and cultural development of the country; and, to make higher...
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 SP2021+ formulates a general vision for higher education and its significance for society.
Six priority objectives have been set:
develop competences directly relevant to life and practice in the 21st century;
improve the availability and relevance of flexible forms of education;
improve the efficiency and quality of doctoral studies;
strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
build capacity for 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 objective of the pilot is to gain knowledge about how financial incentives can influence participation in further education and training for skilled workers and whether it has an important connection to the labour market.
The pilot should show if a scholarship scheme makes a vocational career more attractive and if it motivates skilled workers to invest in further education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.
The pilot will...
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 skills reform aims to ensure that no one is excluded from working because of lack of competence. Everyone should have the opportunity to renew and supplement their competence and to work longer.
The second goal is to close the skills gap between what working life needs in terms of skills and the skills of the employees.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:
Stimulating individuals and companies to invest in education and training through:
making it attractive to invest time and money in education and training;
flexible loans and scholarships;
flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...
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 response to the COVID-19 pandemic the physical presence of trainers in the classroom or training areas is no longer required, there is no obligation for the training programmes - provided to unemployed or employed individuals - to be carried out at a certified vocational training centre (VTC) or at the premises of the enterprise, while Internet connectivity and ability to use e-learning tools is a precondition for all participants (organiser, trainers, trainees).
For increased flexibility,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
promote employment and reduce unemployment by improving the employability of the unemployed;
provide opportunities for the unemployed to enter/re-enter employment by upgrading existing or by acquiring new knowledge and skills;
encourage organisations to offer suitable training programmes to the unemployed.
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 Special scheme for the vocational training of the unemployed in organisations of the public and broader public sector, local government authorities, non-governmental organisations and non-profit institutions, caters for the vocational training and work experience of unemployed individuals and is part of HRDA’s activities for the integration of the unemployed and inactive persons in employment . The scheme also provides opportunities to organisations to utilise human resources through...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
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.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The proposals are intended to avoid delays in the education and training of as many young people as possible.
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 ministry proposed two temporary legislative amendments to provide young people in VET the opportunity to take a bridge course to general education competence in the school year 2020/21.
Learners with an apprenticeship contract may be admitted to a one-year bridge course extension even if they have not completed the craft or journeyman exam. It was suggested that the right of young people to education should be expanded. Young people who complete the second year of a vocational programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life for everyone.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
implementation of actions in the national context related to Council recommendation on graduate tracking;
ensuring quality of VET provisions and labour market relevance of VET skills and qualifications;
development of pilot model for VET graduate tracking, which combines analysis of administrative data in education and the labour market with sociological survey among VET graduates;
testing the model in three regions (NUTS III): Burgas, Stara Zagora and Vratsa;
elaboration of a prototype for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET graduate pilot tracking project (No 609397-EPP-1-2019-1-BG-EPPKA3-EQAVET-NRP) is funded by the Erasmus+ programme. It is implemented by the education ministry in the period April 2019 to March 2021.
A graduate tracking mechanism (prototype) has been developed under the project to monitor the career development of VET graduates. The prototype was presented and adopted by the Consultative Council for VET and the education minister on 29 September 2020. The prototype includes a sequence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the changes is to make it easier to foreign vocational qualifications to be recognised in Norway. This is intended to enable more people to use their qualifications in Norway.
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 suggested changes relate not only to formal education but also include a comprehensive review of what people can do when it is being considered whether they can practice their profession in Norway. Additionally, some of the principles in the act and associated regulations shall also apply to individuals with professional qualifications from third countries.
A set of principles were suggested:
the approval principle: when processing applications, emphasis must be on the overall...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the measure is to ease the transition from unemployment to municipal adult education, which includes VET at upper secondary level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to get as many apprentices as possible to take their trade or journeyman certificates without significant delays.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are normally several requirements for conducting trade and journeyman exams.
The government adopted changes regarding dispensation from the requirements for trade and journeyman certificates for those affected by the COVID-19 pandemic.
The goal is for the county municipalities to be able to conduct trade and journeyman exams for as many apprentices as possible. The same applies to final exams for apprenticeship candidates and internship candidates. The most important aspect is that no...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the hearing is to clarify what rules will apply during the outbreak of COVID-19, to ensure that the rights of children, young people and adults in education and integration are safeguarded as much as possible.
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 Ministry of Education and Research sent temporary regulations based on the COVID-19 Act on a hearing. Due to the outbreak of COVID-19, the Norwegian Directorate of Health decided to close kindergartens, schools and other education institutions. With kindergartens, schools and other education institutions closed, it would be impossible to fulfil all the rules of the Ministry of Education in full. To ensure that children, young people and adults would be protected as much as possible 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.
The objective is to provide upper secondary learners on three-year lasting VET programmes a realistic opportunity to become eligible for admission to tertiary 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 National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework 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.
The aim of the national VET team is to support the implementation of EU VET tools in Erasmus+ projects in Lithuania; its objectives are to:
raise the awareness of Erasmus+ potential applicants and beneficiaries about EU VET tools;
improve the understanding of Erasmus+ potential applicants and beneficiaries about the implementation of EU VET tools in the projects in the national context.
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 work plan of the national VET team, to be established in 2021, will focus on:
carrying out analysis on the use of EU VET tools in the national context;
providing promotional material about EU VET tools (one e-booklet and two newsletters);
organising discussions engaging the National Authority and relevant stakeholders on the implementation of EU VET tools in Erasmus+ projects, a monitoring seminar and presentations on the use of EU VET tools in Erasmus+ projects.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the measures is to use a combination of testing and counselling to find a further career path that best suits a person's interests, skills, personality traits, wishes and ideas so that they can make their education and career choices more easily.
This should also reduce a certain mismatch problem in the labour market by better matching the skills needs of companies and the skills development of young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the Career check for young adults was introduced by the Austrian Economic Chambers and rolled out in five federal provinces. The career check is a combination of testing and counselling that supports young people in their career development. The development of the career check started in 2019 in cooperation with experts from the career centres of the regional Economic Chambers with the support of the Austrian Federal Economic Chamber.
The career check includes a test and an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Regional entities of the Austrian Economic Chamber (WKO)
The aim of the project is to develop a concept for career guidance (educational and occupational orientation) for the federal province of Salzburg. It is coordinated with all key stakeholders and implemented from a medium-term perspective.
In particular, the aim of the project is to develop a concept that:
provides a sufficient, comprehensive range of offers in the field of career guidance for all target groups and regions in Salzburg, taking into account an optimal and efficient use of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The basis for this concept was the most comprehensive possible survey of the status quo of the career guidance offers and needs of young people and adults in the province of Salzburg, taking into account all subgroups and regions. Short-term and long-term proposals for measures were also included in the project.
First, the existing orientation and guidance offers in the province of Salzburg were surveyed and categorised with regard to their content, formats, target groups and regional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the measure is intended to support training companies in continuing apprenticeship training in the during the crisis of the Covid-19 pandemic, by enabling them to outsource in-company training for a certain period of time without incurring any costs;
in addition, the number of new apprenticeship places on offer is to fall as little as possible, both for autumn 2020 and thereafter.
This results in the following policy guidelines to:
enable apprenticeships in 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 close cooperation between the Vienna Economic Chamber (WKW), the Vienna Chamber of Labour (AK), the Vienna Public Employment Service and the Vienna Employment Promotion Fund (waff), as well as conceptually supported by the two research institutes ibw and öibf, a model of a new, innovative training association was developed. It was finally implemented at the beginning of 2021, offering apprenticeship training companies the possibility of continuing their apprenticeship training for a...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The action plan for entrepreneurship education has the following objectives:
at the societal level, it will be a matter of dealing with the political, social and economic significance of the sustainable development goals (SDGs) and working effectively and efficiently to achieve these goals;
at the individual level, it will be about promoting the continuous development of professional expertise and interdisciplinary competences, strengthening autonomous and independent action and enabling...
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 2020, the National action plan for entrepreneurship education was presented, the core element of which is the Map of actions for children and young adults in the field of entrepreneurship education.
The plan was developed from a cooperative venture between the Federal Ministry of Digital and Economic Affairs (BMDW), the Federal Ministry of Education, Science and Research (BMBWF) and other ministries, including the Federal Ministry of Labour, Family and Youth (BMAFJ) 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.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Association for the Promotion of Cooperative Education, Science and Research (genoBWF)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Initiative for Teaching Entrepreneurship (IFTE)
Federal Ministry of Education (BMB)
Federal Ministry of Economy, Energy and Tourism (BMWET)
the establishment of a quality framework for schools that describes the essential characteristics of school quality and forms a binding, content-based foundation of the quality management system for all schools;
the quality framework is intended to contribute to a common understanding of the essential characteristics of school quality at all levels of the school system and to serve as an orientation for successful school and teaching development;
it is a basis for all essential initiatives...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the introduction of the Board of Education, which started its operational work in October 2019, a new administrative authority was created in which the administrative tasks of the Federal and State governments are brought together. The nine offices (one in each province) perform uniform tasks throughout Austria that were previously constitutionally based in the offices of the State governments and organised differently from province to province.
Within the Boards of Education, 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.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
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 counteract the expected decline in apprenticeships due to COVID-19, those companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020 are being supported with EUR 2 000. The bonus of EUR 2 000 for each new apprentice is paid out in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period.
The decisive criterion is the date on which the apprenticeship...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
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 keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who 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.
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Austrian Public Employment Service (AMS)
Federal Ministry of Labour (BMA) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
InnoVET stands for innovation in vocational education and training (VET), so innovation in labour market-oriented courses.
It is a project of the Flemish government for schools offering technical secondary education (TSO) or vocational secondary education (BSO) courses, to familiarise teachers and students with the labour market of today and tomorrow. This is done by stimulating labour market-oriented schools to develop and test innovative materials and methodologies through projects, with...
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, a Flemish evidence-based research facility – commissioned by the Flemish Ministry of Education and Training – carried out a study to formulate an answer to three questions, together with teachers, directors, business leaders and networks:
What are the major technical challenges facing education?
Which training needs for teachers are related to this?
What does good professionalisation look like to meet those needs?
The resulting policy development consists of three phases:
2018-19:...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To set up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
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 national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the plan is to suggest reforms and specific measures that will increase the country’s per capita GDP to reach 92% of the EU-27 average by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course 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.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
The objective of this initiative is to move the physical-based guidance activities (such as Bridgebuilding) from primary to secondary education and replace info-courses for parents with new and enhanced digital 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.
This initiative consists of:
enhanced e-guidance for students and parents to deliver guidance on choices in secondary education;
webinars on the options for youth education;
info-letters to parents about the options for youth education (digital);
peer-to-peer guidance among students on the options for youth 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.
With the federal programme Securing apprenticeship placements, the Federal Government [Federal Ministry of Education and Research (BMBF), Federal Ministry of Labour and Social Affairs (BMAS), Federal Ministry of Economic Affairs and Energy (BMWi)] wants to support training companies in all sectors of the economy and training institutions in the health and social professions in the current difficult economic situation. It aims to motivate them to maintain their apprenticeship placements and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Due to the COVID-19 pandemic, the Federal Government (BMBF, BMAS, BMWi) decided on key measures to support apprenticeship and to secure skilled labour in June 2020 with a total funding budget of up to EUR 500 million. The first funding phase started in August 2020 (with retroactive improvements in December 2020) followed by the second funding phase from November 2020. The funding support covers the apprenticeship year 2020/21. The grants are paid via the employment agencies (BA).
The funding...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
The innovation programme INVITE aims at increasing participation in CVET by connecting existing learning platforms, improving the transparency and quality of digital CVET offers, and allowing a low-threshold, individual, modular approach, building on existing skills, in a secure digital environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior 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 provision, curricula, examination
In December 2016, the ESF project ‘Development of sectoral qualifications system for vocational education development and quality assurance’ was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure accessibility of career education in all general and vocational education schools; and Latvia’s participation in the Euroguidance network aimed at supporting the development of the European dimension of lifelong guidance, supporting competence development of guidance practitioners, and providing information and communication on the European dimension of guidance.
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 December 2015, the Government adopted regulations on career education. Within this framework, the State Education Development Agency (VIAA) launched a national ESF project Career support in general and vocational education schools (2016-20) to ensure accessibility of career education in all general and vocational education schools. New methodological materials were developed. In 2017-18, more than 20 seminars and two national conferences for schools’ career guidance teachers/specialists...
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 ensure that all VET providers apply a common procedure and criteria for awarding scholarships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations on scholarships have been amended to ensure the principle of equality and provide for a clear procedure for awarding scholarships, thus ensuring that all VET providers apply common basic criteria for eligibility and amount of scholarships. The regulations set the criteria, purpose and procedure for awarding scholarships and their amount.
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 introduce apprenticeships in formal VET and promote sustainable collaboration mechanisms for apprenticeship/ WBL implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.
The Erasmus+ project ‘National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)’ was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange 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.
COVID-19 has fundamentally affected the national education and training system. As of March 2020, the education ministry ruled that education provision should continue digitally (remote learning, homework) as necessary.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the outbreak of the COVID-19 pandemic in March 2020, and according to the recommendations of the National Public Health Organisation, the education ministry launched several digital tools enabling distance learning as a response to the challenges posed by schools’ closure. Priority was given to the implementation of distance learning in the last year of upper secondary education, but it was also applied at all education levels (including VET). As far as post-secondary VET (IEK) 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.
The main objective of the policy development is to certify those individuals exercising career counselling both, in private and public IVET and CVET education institutions.
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 National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP), in cooperation with social partners and responsible ministries, developed a career/vocational guidance practitioner occupational profile. It is based on the results of a scientific study on accreditation of career guidance counsellors. The career/vocational counsellor occupational profile sets the skills, knowledge and competences for career guidance practitioners in non-formal 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.
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 4610/2019 reduces the number of examinations in upper secondary VET programmes offered by vocational upper secondary schools (EPAL) by more than 50% (Article 117). It also changes the type and the method of assessment, including the final assessment, of these programmes and of apprenticeship programmes offered by EPAL. According to the respective Ministerial Decrees, in upper secondary VET programmes offered by EPAL schools some subjects are assessed through a written examination (open...
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 rationale underlying the MCAST strategic plan 2019-21 is the determination to adapt and grow as a well-functioning VET institution in a rapidly evolving modern world. MCAST considers itself fundamental to a strong and prosperous Maltese economy that delivers jobs industry needs. In the provision of its academic and training programmes, MCAST aims to be always relevant and responsive to industry’s needs, particularly with the advent of Industry 4.0, driven by cyber-physical systems....
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 MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college’s contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college’s strategic horizon for the forthcoming years is informed, aligned and directed by...
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.
Malta College of Arts, Science and Technology (MCAST)
to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow’s industry trends and requirements;
to promote an international outlook while embracing cultural diversity;
to promote professional development through lifelong learning opportunities;
to perform and solicit practices which are ethically correct and environmentally friendly;
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
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.
