To implement plans for action to carry out the recommended improvements and ensure that:
all vacant senior and middle management positions within ITS are reviewed for fitness for purpose and filled in;
the Internal Quality Assurance Committee (IQAC) or equivalent becomes a statutory entity with dedicated financial and human resources;
the statutory relationship between the board of governors, the board of studies, the programme quality validation board and the IQAC or equivalent is clarified...
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 QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 of Tourism Studies (ITS)
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
The objective is to enable professional and non-professional experience to be recognised with a view to obtaining all or part of:
vocational certificates and diplomas (provided by the Ministry of Education) – vocational capacity certificates (certificat de capacité professionnelle, CCP) – vocational aptitude diplomas (diplôme d’aptitude professionnelle, DAP) – technician’s diploma (diplôme de technicien, DT);
Secondary school leaving diploma (baccalaureate) of the general education (Diplôme...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Transition plan 4.0 which includes the training tax credit development aims to promote company investments in continuing vocational training (CVET) on the main technologies that support the technological and digital transition of companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Transition plan 4.0 is managed by the Ministry of Economic Development and includes the measure Training tax credit 4.0.
Training tax credit 4.0 for companies is related to the percentage of the corporate costs of employees during the training activities. The maximum annual total amount can be EUR 300 000 for small companies and EUR 250 000 for medium and large companies.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the measure is to create conditions for the formation, recognition and validation of mastery qualifications (skills) acquired in employment and elaborate a model of the subsystem of 'mastery skills acquired in the workplace' that can be used in various sectors of the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To work towards that goal, the ministry organised a discussion on the subject involving representatives of Lithuanian industry, business and employer associations. Participants were selected with a broad mandate to represent business associations and individual companies, uniting the vast majority of Lithuanian organisations and having knowledge across a wide range of business needs.
Participants in the discussion acknowledged that the assessment and recognition of high-level competences...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The teacher portfolio is an online tool developed for teachers to give substance to their professional development. The portfolio enables teachers to keep track of their professional development and competences and record both formal and informal learning. It also features a catalogue functionality with courses, training and other education opportunities. Teachers can build their own portfolio and use the tool as a network to establish contact with other teachers. The portfolio is 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.
To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:
The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
The Invest in young people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report details further analysis of the Cedefop’s European Skills for Jobs Survey data for Ireland to give a more in-depth picture of the situation for workers in Ireland. This analysis informs policy decisions to address the ICT skill gaps in the Irish economy and identify emerging skills requirements in the shift towards digitalisation.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objectives include raising the attractiveness, flexibility and permeability of upper secondary VET programmes; developing trilateral cooperation amongst IVET schools, higher education and companies involved in dual VET; creating upper secondary VET institutions that can be entrance pathways to higher education; creating VET programmes for vulnerable students to reduce the rate of those leaving school without a qualification; strengthening career guidance; cooperation with higher education,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:
Five-year technological programmes (Technicums)
The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The establishment of examination centres operating independently of vocational and adult training providers aims to enable the uniform and standardised assessment and evaluation of the requirements set out in the programme and outcome requirements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An important innovation of the Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
National Accreditation Authority
Hungarian Institute for Transport Sciences and Logistics (KTI)
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The Hungarian government has taken official measures – through governmental decrees – to impede the expansion of this epidemic.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
International mobility programmes have been suspended and, as of 16 March 2020, the education process continued digitally (remote learning, homework and assessment).
According to the Ministerial Decision of the Minister responsible for VET No SZFHÁT/100762/2020-ITM, published on 10 November 2020, general education (non-vocational) classes and vocational theoretical classes in VET institutions were organised online, as well as those parts of practical training that do not require a physical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 measure is to establish, through bilateral governmental or other types of agreement with EU member countries and third countries, short and long-term VET mobility programmes to boost and support global economic cooperation and workforce mobility, and to promote professional skills that can be acquired in the Hungarian VET system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the example of the Stipendium Hungaricum Scholarship created in higher education, the mid-term VET policy strategy 4.0 envisaged creating and operating a VET Stipendium Hungarian Scholarship.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its 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.
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system – NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer – NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial Decree...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The goal of the modifications is to differentiate traditional school-based VET programmes from short-term courses, and to ease the mutual recognition of the VET qualifications of EU member countries.
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 VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Culture and Innovation
Sector Skills Councils
VET Innovation Council
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new 'Mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A determined goal...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The objective of the expansion of HVET is to ensure that adults are better qualified for the labour market, which will lead to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Swedish Government has increased the funding to the National Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The agency has been able to approve an increase of more than 56% in the number of available study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the education quality monitoring system based on statistical information, the results of comparative educational research, the achievement of students at the national level and other indicators characterising the results of the work of education institutions: analysis of the results of centralised examination and accreditation and licensing, as well as evaluation of the quality of teachers' work, the use and analysis of information, taking into account the medium and long-term...
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 approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To review and increase the basic funding of VET programmes.
To ensure that VET providers under the auspices of local governments and other founders are eligible to receive State budget financing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective is to make the Czech Republic again one of the world’s most advanced countries.
The main horizontal objectives of the strategy are:
to use these state-of-the-art technologies to help the Czech Republic to become an innovative economy and to support domestic companies and brands and further economic growth;
strengthen the safety and security of the population;
increase their comfort in everyday life;
ensure fast, efficient and helpful communication with the State.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019–30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.
The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Government Programme 2019-23 states: ‘We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students’ income;
increasing opportunities for retraining, continuous professional development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Service Centre for Continuous Learning and Employment
The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
One of the priorities of the labour ministry is to stimulate the employability of SME employees. The budget of the Learning and development incentive scheme for SMEs (SLIM-regeling) is dedicated to creating learning environments within companies and to facilitate employees engaging in (parts of) a VET course in working time.
The objective of the Ministry of Economic Affairs is to mitigate shortages of technical staff by stimulating SMEs to engage in retraining and upskilling activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The labour ministry took action to stimulate lifelong learning in SMEs by launching the Learning and development incentive scheme for SMEs (SLIM-regeling) in 2020. SME entrepreneurs can apply for a subsidy up to EUR 25 000. The total amount allocated to the scheme is EUR 50 million. Larger companies (non-SMEs) in the hospitality, agriculture and recreation sectors can also apply for a subsidy, as well as partnerships of SMEs, sector organisations, sector training funds, education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the law is to achieve a better match between the training offer and labour market demands and subsequently a more efficient spatial distribution of the training offer for labour market needs and accessibility for learners (travelling distances).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Self-regulation is a tradition in the VET sector, but the Act on macro-efficiency in VET gives the Minister for Education the right to deprive a VET college of its rights in case of non-compliance with one of the following obligations:
to allocate learners to courses with a sufficient labour market perspective;
to achieve an efficient regional distribution of VET programmes.
The Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for vocational 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.
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
The education ministry, following the suggestion of the Education Council, will develop a new system of teacher qualifications to make room for career moves within and between the education sectors. The initiative refers to teachers in primary education, secondary education and 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.
The education ministry aims to design compact qualifications, which can be combined in different ways. For example, a teacher will be able to specialise in one subject in primary, secondary and vocational education or in a number of subjects in one education sector, or in a combination of subjects and education sectors. Current and future teachers will be the beneficiaries.
The design of the teacher training courses in a modular system should allow for stacking competences, fitting within 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.
improve the links between the demand and supply side of the adult training market;
increase participation in funded lifelong development activities, for instance by replacing the tax training deduction scheme with a subsidy: the STAP budget (Stimulans ArbeidsmarktPositie).
Through the Subsidy scheme for flexible vocational education third pathway VET, the education and labour ministries intend to stimulate public and private VET institutions and emerging new (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.
Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.
On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.
Through the Subsidy scheme for flexible vocational education third pathway...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Social Affairs and Employment
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
National umbrella organisation of social partners (Stichting van de Arbeid)
the reduction of fragmentation in the field of research;
the alignment of research with development needs at school level;
making scientific knowledge retrievable and accessible to users in schools;
the improvement of education professional’s ability to assess education decisions on the basis of scientific insights;
providing more time and money for research and development (R&D) in 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.
In 2019, five associations representing all education sectors launched an action plan to strengthen the knowledge infrastructure in education. A working group will set up an agenda for the near future and will give substance to the aim of strengthening the knowledge infrastructure with the involvement of various parties, such as education researchers, experts and teachers. The working group will advise the sector councils and the education ministry on how to proceed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Council for upper secondary VET schools (MBO Raad)
Council for Primary Education (PO-Raad)
Council for Secondary Education (VO-raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Association of Universities (VSNU) (until 2022)
Universities of the Netherlands (UNL)
Ministry of Education, Culture and Science
Netherlands Initiative for Education Research (NRO)
The legislation aims to strengthen the position of upper secondary VET students via six measures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to supplement elements enabling the deepening competences of adult in further 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 project is aimed at creating and coordinating a network of further education entities. Within the project, reorganisation of the National register of qualifications (NSK) should take place, consisting of adapting the offer of authorisations to the needs of the labour market and optimising the network of authorised entities that award qualifications, among which are also VET schools. An emphasis will be put on the development of digital competences: educational programmes 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.
Ministry of Labour and Social Affairs
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
respond to changes and needs of upper secondary VET and the regional labour market;
address the decline in student numbers and fragmentation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
New programmes in pre-vocational secondary education were introduced in August 2016, renovating content (in line with modern occupational practice and curriculum developments in upper secondary VET-MBO) and structure (over 30 programmes will be replaced by 10 flexible profiles).
In February 2017 and May 2018, the education ministry sent a letter to parliament on the subject of Strong VET (Sterk beroepsonderwijs). Following the advice of the Education Council in June 2015 and in response 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 system is expected to ensure transparency and predictability in funding, to eliminate inequalities in employee remuneration and to eliminate the negative effects of reducing the number of pupils. In secondary schools, the new system should also eliminate lowering their academic requirements in order to increase the number of newly admitted students. Often, even the candidates with evidently very slim chances of successful graduation used to be admitted to study programmes and schools...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 January 2020, the Czech Republic introduced long-expected changes into its system of regional education funding. The main modification the new system has brought about is that the school funding is no longer based on the number of students (per capita approach). It is based on the financing of the real volume of teaching (the number of lessons taught) and the financial resources are allocated according to the real amount of teacher salaries. This opens the option of dividing classes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 ambitious document strives for overall modernisation of the Czech education system, reflects newly emerging social and technological challenges, in particular the advancing shifts related to the Fourth Industrial Revolution, but also the negative aspects of the Czech education system, which include long-term declining quality of initial education, employers’ dissatisfaction with skills of school graduates, increasing share of early leaving from education and the growing selectivity 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 preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.
Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods 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.
To enable the students to complete the school year 2020/21, despite the COVID-19 outbreak, and provide support to distance 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.
From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Following the declaration of the extraordinary situation and the state of emergency, the education ministry had to act in accordance with the crisis management measures:
harmonising procedures for dealing with employment relationships with teachers and other staff who were unable to work at school;
adapting the content and forms of distance learning;
adjusting institutional procedures (especially concerning the admission procedure and the completion of 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.
After the closure of schools, teachers began spontaneously to move to distance learning using communication platforms (such as Zoom); at the same time, the burden of work was transferred onto learners and households. Very soon, the need to ease the school's pressure to evaluate learners' performance from a distance became apparent, partly because it is not easy to distinguish learners' own performance from domestic support and also because the conditions for domestic performance are very...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
To improve the relevance of VET provision to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2019, the Consultative Council for VET, an advisory body to the education minister, assigned the National Agency for Vocational Education and Training (NAVET) to prepare an analysis for the optimisation of the List of professions for vocational education and training (LPVET).
The analysis of LPVET contains findings, conclusions and possible solutions related to:
providing an opportunity for upgrading the qualification acquired;
aligning VET with international classifications 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.
National Agency for Vocational Education and Training (NAVET)
to regulate the terms and conditions for the creation and maintenance of an information database of employers who meet the requirements of the Vocational Education and Training Act (VETA) for participation in partnerships for the implementation of work-based learning (dual training system) for students and trainees over 16 years of age;
to set the requirements for employers to be registered in the information database;
to specify the circumstances required 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.
Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.
The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, 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 main goals of the approved training programme are as follows:
to define clearly the methodological, organisational and social competences that mentors should acquire;
to define ways of matching theoretical knowledge and practice in a real work environment;
to specify the legislative base of work-based learning;
to determine the basic pedagogical and psychological knowledge and skills that mentors should acquire;
to describe the processes of planning, implementing and evaluating on-the-job...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education minister approved a training programme for acquiring basic pedagogical and psychological knowledge and skills aimed at mentors involved in on-the-job training (dual training system). The changes in Art. 17a1 of the VET Act (VETA) of 2018 also include specific requirements for company mentors in dual training.
The programme is for people who want to become mentors at enterprises and to provide on-the-job training. It provides the tools for effective partnership between training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to support equal access to quality education and better coverage of learners’ needs with activities that help them to overcome learning difficulties and education deficits;
to develop the potential and abilities of learners for successful graduation from secondary education and for future social integration, professional and individual development;
to reduce the share of learners who leave the education system early, as well as to reintegrate them in the education process.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the 30-month implementation period more than 47 000 students in 1 500 schools will be involved in career guidance activities through personality development support centres across the country. The individual and group activities will motivate students for continuing education and pursuing vocational and STEM careers and support their transition to the next level and to the labour market.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Qualifica programme is a flagship integrated strategy promoting adult training and qualification. It also aims to:
raise employability;
promote digital and literacy competences;
link training with labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Qualifica programme is based on:
cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
promoting the coherence of the network of training courses;
promoting tailor-made training.
2016 legislation introduced Qualifica centres as a key tool of the programme,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The main objectives of the Qualifica passport are to:
promote flexible qualification pathways;
promote participation and recognition of lifelong learning;
raise VET awareness among employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Qualifica passport is a guidance instrument and personalised register of all qualifications, achieved learning outcomes and competences acquired or developed by an individual. It is a key instrument of the Qualifica programme, enabling the evaluation of everyone’s training, as well as allowing the identification of possible missing components and aiming to build a tailored training pathway. It is an instrument available in electronic format that allows adults to list their education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners’ employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in 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.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The FET strategy 2020-24, by simplifying the FET structure, aims to improve access to it; support its learners consistently; and build its provision around a distinct, diverse and vibrant community-based FET college of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The FET strategy 2020–24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.
A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Education
Department of Education and Skills (until 2020)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.
In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers to,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the study was to explore the benefits and challenges associated with integrated approaches and the extent of existing practice and evidence of 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.
A study was commissioned to support the ambitions set out in the FET strategy (2014-19) for a FET sector where ‘literacy and numeracy are being addressed effectively and are not a barrier to participation in FET or in achieving employment or education and training progression outcomes’.
Policy considerations for SOLAS
A key strength of existing ILN models is that there is a strong vocational focus and contextualisation of learning. This encourages learner participation as they recognise it 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 call for proposals Strengthening the competences of young people through active citizenship to increase employability was published in October 2019. Its objective was strengthening the competences of young people through training, contributing to increasing the proportion of young people employed after leaving the operation and to the reduction of youth unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The purpose of the call is permanent inclusion of young people in the labour market through innovative projects that enhance their general and specific competences for greater employability as well as active citizenship. It encourages innovative forms of youth work in tackling youth unemployment. The target group are unemployed young people 15 to 29 years of age.
Projects implementing activities were supported in one of the following:
work with young people within organisations in the youth...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The aim of the competence centres is the improvement of human resource development and management in various economic sectors with special emphasis on areas identified in the Slovenian Smart specialisation strategy. The Strategy is implemented through two complementary activities: trainings to strengthen employee competences and supporting competence centres for human resources development through public tenders.
The aim of the tender is to strengthen human resources development in Slovenia,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Public Scholarship, Development Disability and Maintenance Fund of Slovenia published a tender for competence centres for human resource development for 2019-22.
The companies in a particular industry or in a Smart specialisation strategy field connect to a competence centre (10 KOC were selected). The Smart specialisation is a strategy for strengthening the competitiveness of economy, innovation capacity and the diversification of the existing industry as well as the growth 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 Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The overarching objective is to examine professional processes in inclusive education, observe existing good practices in high-achieving countries (Ireland, Austria, Portugal as partners and associated partner, and Denmark, Estonia, Italy, Sweden and UK-Scotland as possible contributors) and develop national adaptation plans in different national (Czech Republic, Croatia, Hungary and Slovenia) and contextual circumstances. By connecting professionals – bringing actors and stakeholders...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Stairs is a 2019-22 Erasmus+ project, promoting social inclusion through educational best practices. The project focuses on the adaptation of good practices in social inclusion across Europe and on the adaptation process itself. The consortium consists of seven partners. The Tempus Public Foundation in Hungary is a coordinating institution; six others, including the Institute of the Republic of Slovenia for VET (CPI) (seven institutions from six countries in total) cooperate in the project.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 of the Republic of Slovenia for Vocational Education and Training (CPI)
The aim of the project is to facilitate successful inclusion of the newly-arrived migrants into the linguistic and economic mainstream of the host country by enabling them to access community or public services, and work independently as community interpreters and/or intercultural mediators, particularly in healthcare settings or as assistants in programmes training community interpreting and intercultural mediation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Tramig is a 2019-21 Erasmus+ project that contributes to successful inclusion of migrants by defining the practice, status and role of intercultural mediators and interpreters working in healthcare; creating a proposal for the occupational standards and vocational qualification of these two professions; creating teacher-training modules drawing on best practices of the consortium partners; training migrants for collaborative teaching in healthcare sector interpreter and intercultural mediator...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 lifelong learning strategy the years 2021-27 aims to:
assist national agencies and other bodies in Cyprus reaching the EU targets in relevant fields;
improve efforts to upskill and reskill low-qualified and low-skilled adults and address the high percentage of unemployment among young people;
have a beneficial effect on other groups such as early leavers, NEETs and migrants/refugees. The implementation of a variety of learning opportunities is anticipated to enrich knowledge, skills and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development, implementation, monitoring and evaluation of the lifelong learning strategy 2021-27 is under the authority of the Ministry of Education, Sport and Youth, and is internally coordinated by the European and International Affairs, Lifelong Learning and Adult Education Office.
The monitoring of policies and actions included in the lifelong learning strategy are mandated to the national and the technical lifelong learning committees. Representatives from various stakeholders,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
Youth makerspace Larnaka offers a physical venue and technological equipment which enables young people to meet, explore, create, invent, share and learn. The venue aims to encourage and promote youth creativity and to operate as a creative hub, where young people can enhance their technological, social and entrepreneurial skills. It also aims to develop youth socialisation, offering the young people of Larnaka and Cyprus access to a space for inspiration, communication and high-end...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Youth makerspace Larnaka is a venue of innovation, built upon the example of similar successful venues that operate in various cities around the world, following the international standards of equivalent makerspaces. It offers young people access to high-end technological equipment that may support them to develop and put into practice their business ideas. The wide variety of advanced technological equipment is available to young people free of charge. The makerspace helps children and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To offer, via its four pillars of action, to young people of different ages and different needs, guidance and personal development opportunities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The four pillars of action of the service are:
Personalised guidance from career counsellors and expert career guidance: each young person can arrange a personal appointment with a counsellor so that he/she can receive personalised counselling. Appointments are carried out at all youth information centres in all five districts in Cyprus;
Skills testing
This is an important tool that can lead young people to self-knowledge and guide them to the most appropriate choice of field of study and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The measures aim to ease access to education for migrant students and provide equal access to students under international protection.
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 Rules on Slovenian language courses for secondary school students regulate the organisation and implementation of an intensive Slovenian course and additional Slovenian lessons for students whose mother tongue is not Slovenian or who have not completed primary education in the Republic of Slovenia. The rules establish that schools are in charge of organising intensive Slovenian language courses of approximately 160 hours to be held by qualified teachers for teaching Slovenian.
The Rules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in 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.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational 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.
To improve adult education offer (more individualised and flexible), develop VET modular programmes for adults, provide support for employers to upskill and reskill employees, upgrade skills recognition, and improve financing (socially responsible and sustainable), quality, governance and awareness (public and employer) of adult 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.
Several activities support implementing the national policy for adult education:
updating the information about adult education and its policy making, linking the European Union and State priorities in adult education;
promoting the development of EU programmes in adult education and the dissemination of results in Latvia;
developing recommendations Upskilling pathways, to help those implementing adult education to implement education in a quality manner, observing the quality criteria set 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.
map and evaluate current FET-HE transitions practice and data across the two sectors;
develop proposals so that education and training qualifications from the FET sector are recognised for entry into higher education in an agreed and consistent manner;
examine specific issues relating to the transition for learners from further education and training into third-level education;
consider and make recommendations on how best to position further education and training qualifications for points...
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 many issues being progressed by the different stakeholders involved in the sub-group and the group has served as an excellent mechanism to discuss ideas, share data and good practice that can influence relevant actions, while also providing a platform for considering opportunities for further work and collaboration. Set out below are the key policy areas that are being progressed by individual members of the sub-group, or which are being discussed as a collaborative response, for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To develop a well-functioning and sustainable work-based learning (WBL) system involving employers, and to create flexible and appropriate forms of study for young people and adults for obtaining a qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning is developed under the Labour market and education cooperation programme.
In Estonia, WBL (apprenticeships) is defined as a form of study where work practice comprises at least two-thirds of the volume of the curriculum. The apprenticeship system was introduced in 2006 (updated in 2014) and the number of WBL learners, fields of study and qualification levels have gradually increased. In 2019, the share of WBL learners was, on average, 8% of all VET students and over 12% 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.
To increase the responsiveness of VET schools to changes in the regional labour market, and to establish better preconditions for cooperation between VET schools, employers and local governments. For learners, the amendments aim to broaden their choices and improve the regional accessibility and quality 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.
The financing model for VET has been renewed and amendments to the Vocational Education Institutions Act were adopted in 2018. They came into force in 2019. Financing principles were changed to increase VET institutions’ motivation and autonomy. The system of State-commissioned study places was abolished and replaced by the number of training places in areas of national importance being negotiated separately with each school and school council, based on OSKA's recommendations 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 aim of the national ESF project Sector-driven innovations for an efficient labour market in the Slovak Republic is to create measures for continuous improvement of employees' adaptability to new labour market requirements and more accurate identification of the skills needs of the workforce through the NSO web platform (based on employer demand).
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 budget for this 2019-23 ESF project managed by the labour ministry in cooperation with Trexima Ltd. is approximately EUR 20 million. The main activities include:
managing activities of the Alliance of sectoral councils, SC activities and working groups, in accordance with the strategic tasks of the current National employment strategy;
ensuring sector-driven adaptation of workers to changes in labour market demand and sectoral inputs for a lifelong learning system with a special focus on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This document quantifies expenditures on current social protection and inclusion policies, assesses their effectiveness and accessibility, and examines existing data collection settings. Based on the findings, it proposes measures to improve the social inclusion of vulnerable groups and to unlock the untapped potential for economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Overall, the spending review proposes a series of measures regarding social inclusion, data collection and methodology development, the management of systems not sensitive to additional funding, as well as three austerity measures. Many were related to education.
One austerity measure was linked to VET, requiring that contributions to the so-called activation work of the unemployed provided by municipalities (focusing predominantly on unskilled activities, such as street sweeping, waste...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
a new approach regarding professional development of pedagogues and other professional staff;
the obligation to complete refresher training to the extent specified by the director of the school or school establishment in accordance with the needs of the respective institution;
a new categorisation of positions of pedagogues and other professional staff in education;
the right to protect pedagogues and other professional staff from manifestations of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new act was adopted on pedagogical staff and professional staff (138/2019) in 2019 complemented by two decrees (361/2019 on education for professional development and 1/2020 on qualification requirements). The act cancelled:
the original credit system, but retained the right to a salary supplement for certain types of in-service training (especially when obtaining new qualifications), thus significantly reducing the link between salary bonuses and completion of in-service training;
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, Research, Development and Youth
National Institute of Education and Youth (NIVAM)
Ministry of Education, Science, Research and Sport (until 2024)
The ambition of the strategy was to present the country’s vision regarding digital transformation, the preconditions for its implementation and the priority areas. The strategy set the basis for designing specific measures at a later stage.
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 short term, three priority areas have been identified by the strategy, forming a basis for the 2019-22 action plan:
promoting digital transformation of schools, improving education environment, enhancing learners’ digital competences and improving their employment prospects;
laying the foundations for a modern data-based and digital economy and the digital transformation of the economy as a whole;
improving the capacity of public administration to make use of data and innovation for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation
Digital Coalition
Ministry of Investments, Regional Development and Informatisation
The aim of the national ESF project, System of verifying qualifications, is to set up a comprehensive system for verifying qualifications and results of non-formal and informal learning. The specific objectives are to:
establish structures and set mandatory procedures for lifelong learning with an emphasis on the validation and recognition of qualifications;
pilot in practice the system of validation of qualifications and their parts (units of learning outcomes).
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 System of verifying qualifications, run by the State Institute of Vocational Education, started in 2019 and is expected to be completed on 1 February 2023. It aims to complement existing qualification standards of the National system of qualifications (NSQ) by developing assessment manuals and to suggest and pilot processes of validation of non-formal and informal learning concerning approximately 300 qualifications. 72 qualification cards placed in the national registry of NSQ...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
State Institute of Vocational Education (ŠIOV)
Sector Councils Alliance
Ministry of Education, Science, Research and Sport (until 2024)
The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people’s potential, develop their ability to adapt and responsibly manage constant changes in society and the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are four main areas of development envisaged in the national education strategy 2021-27:
Highly competent educators
Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.
Availability of quality education to everyone
Quality education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initiative Future starters (Zukunftsstarter) targets young people between 25 and 35 years old without initial vocational training and aims to attract 120 000 young adults to IVET between 2016 and 2020.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Employment Agency (BA) joint initiative to provide initial vocational training for young adults Training will be something – late starters wanted (AusBILDUNG wird was – Spätstarter gesucht) started in 2013 and was initially scheduled for three years, before being further developed and continued as Future Starters (Zukunftsstarter) from August 2016 to 2020. The programme has been extended until 2025. Based on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Labour and Social Affairs (BMAS)
The aim is to support small and medium-sized enterprises (SMEs) in filling open training places with suitable 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.
The Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at 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.
German Confederation of Skilled Crafts (ZDH)
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As of September 2019, VET teachers are required to participate in a new form of continuing professional development: 40-hour training cycles (that must be completed within three years) at a company active in the field of the occupation they teach. This is required both for staff teaching theoretical vocational education subjects and practical vocational training teachers in VET schools, continuing education centres and vocational training centres. Teachers who are employed or operate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (until 2021)
Ministry of Education and Science (from 2021 until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Regulation modifying the VET core curricula and the Regulation establishing the new classification of occupations were adopted in March 2017. They provide the occupations and curricula for the new structure of vocational education.
The classification of occupations defined 213 vocational education occupations, which could be offered from 1 September 2017. It covered first stage sectoral programmes, vocational upper secondary programmes, and post-secondary programmes. The Regulation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (until 2021)
Centre for Education Development
Ministry of National Education
Ministry of Education and Science (from 2021 until 2024)
The aim of this initiative was to develop curricula for additional vocational skills for selected professions in cooperation with employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The call for projects was announced in July 2019 and, up until the end of February 2020, seven rounds of the competition had been organised. It was planned to develop 174 curricula in 16 sectors of special importance for the economy.
The catalogue of additionally developed skills will be included in an Annex to the regulation specifying additional vocational skills, and will be used in vocational schools within the obligatory hours for vocational training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initiative aims to enhance the use of modernised content, tools and resources supporting the vocational training process.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.
The initiative includes two phases:
developing the concept and standards of VET e-resources;
obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).
Three calls for projects developing VET e-resources are planned for 2020 and 2021....
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (until 2021)
Ministry of Education and Science (from 2021 until 2024)
Adjusting the requirements for VET schools (part of the quality assurance system) to developments in the education system; strengthening cooperation between VET schools and employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the changes to the VET system introduced in November 2018, the Ministry of National Education amended the regulations on the requirements for schools and institutions that are an important element of the pedagogical supervision system. A significant change was introduced in relation to the requirements about cooperation with the local community – the obligation of VET schools to cooperate with employers was added. Additional minor modifications adjusting requirements to the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of this regulation is to promote niche and rare professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 11 September 2019, the education ministry announced a list of vocational education professions of particular significance for culture and national heritage. The list covers 21 occupations, most being niche and rare professions (e.g. leatherworker (kaletnik), goldsmith-jeweller (złotnik-jubiler), yacht and boat assembler (monter jachtów i łodzi), beekeeper technician (technik pszczelarz). This regulation will have an impact on VET financing. As of 2020, local governments will receive...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 key objective of the congresses was to disseminate information about the VET reforms introduced at the end of the previous year. Further, the events were aimed at promoting and showing the potential of regional VET schools, as well as supporting cooperation between schools and employers and identifying employers who successfully cooperate with schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
16 regional congresses dedicated to vocational education were organised in all regions of Poland in March and April 2019. During the meetings, VET reforms (entering into force in September 2019) were presented. The congresses also served as a forum to promote VET schools and support cooperation between schools and employers. Many employers were identified for their successful cooperation with schools and many cooperation agreements between schools and employers were signed during 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.
increasing the labour market relevance of the qualification;
enhancing the attractiveness of the technical VET school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus. For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET with a technical, craft...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
regular review and update of the content of apprenticeship programmes;
transparent and binding structure for the development/revision of a training regulation, including a guideline;
task description for the actors involved in the development process;
involvement of relevant professional practitioners such as in-company apprenticeship trainers;
improved coordination between vocational training and trainers (learning place: workplace) and curriculum development (learning place: part-time...
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 autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Austrian Federal Economic Chamber (WKO)
Chamber of Labour (AK)
Austrian Trade Union Federation (ÖGB)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The aim of this measure is to bring the acquisition of competences in the area of apprenticeship training as close as possible to the qualification requirements of the companies. Therefore, as part of a development process, in which the social partner institutions are closely involved, transversal competences should be anchored in all training regulations for apprenticeships and imparted in a modular manner, depending on requirements, in the form of a step model.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
training regulations have a particularly urgent need for adaptation;
training regulations had not been adapted for at least 10 years;
of the training programmes have a critical minimum number of apprentices.
Further,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The aim of the project is to develop a concept for support structures that focuses on all actors and places of learning in apprenticeship training (company, vocational school, apprentices), quickly recognises training-related and non-apprenticeship problems and contributes to this prematurely through neutral advice and continues support during training to prevent dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the suggestion of the social partners, the Ministry of Digital and Economic Affairs (BMDW) commissioned a study in 2018 to evaluate existing support structures in apprenticeship training and develop a concept for comprehensive and consistent support for apprentices and training companies throughout the entire training period.
As part of the preliminary study – carried out by ibw and öibf between 2018 and 2019 – the training supervisors scenario was developed, which will subsequently...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high level 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 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating 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 of the Digital pioneer project is, to:
get young women interested in digitalisation;
give young people the opportunity to get to know digital and technical fields of work;
work, thereby, simultaneously in the interest of the common good;
acquire digital skills in practice.
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 pioneers project is being designed and piloted by the Association Industry 4.0 Austria together with the Digital Campus Vorarlberg and the Chamber of Labour on behalf of the digitalisation fund of the Chamber of Labour. The project is being implemented together with central stakeholders and members of the network.
The first two pilot projects started in the federal provinces of Vorarlberg and Upper Austria and are carried out at the Digital Campus Vorarlberg and in Upper Austria...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.
Three strategic goals have been set to achieve the general objective:
learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and types...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education strategy applies an integrated approach to the development of the education system to make better use of Estonia’s high-quality education for the benefit of people, society and the economy.
It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers’ roles, and it focuses more on the skills policy, including a clearer division of the roles...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the definition of a qualification profile for validation experts;
the contribution to quality assurance within validation processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the validation strategy should encourage qualification providers to include validation elements in assessment procedures, the Ministry of Education took the initiative to draw up a qualification profile for validation experts. Thus, at the beginning of 2019 it commissioned two VET research institutes (ibw and öibf) with this task, assigning the responsibility for this project to wba (Weiterbildungsakademie), the validation centre for adult learning experts.
Within this project, 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)
The objective of an AI strategy for the development of education and training is to adapt education and training offers and activities in a future-oriented way, by:
strengthening the skills required for the development of AI applications;
developing the skills necessary to operate and use AI tools;
increasing the use of AI applications and tools in 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.
In 2018, the Federal Ministry of Transport, Innovation and Technology (BMVIT) and the Federal Ministry of Digital and Economic Affairs (BMDW) jointly published the paper Artificial Intelligence Mission Austria 2030. This paper defines seven fields (including qualification and training) that need to be adapted in the future in connection with AI.
Based on this AI mission, parallel working groups were set up in these seven fields in the first half of 2019, involving around 150 experts from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Federal Ministry of Education (BMB)
Federal Ministry of Innovation, Mobility and Infrastructure (BMIMI)
The objectives of the measure are to make nursing training more attractive:
through a direct transition from compulsory schooling to nursing training;
by upgrading the qualifications, in particular by linking them to a university entrance degree (Matura) at VET colleges and thus to unrestricted eligibility to study.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Education, Science and Research (BMBWF), together with education providers from the field of socio-professional schools, developed school trials for nursing training that will follow on directly from compulsory schooling (after completion of the eighth school year).
Two types of school-based training programmes were developed for this purpose:
a five-year training course at secondary VET colleges for social care and nursing. This combines training as a nursing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Education (BMB)
Federal Ministry of Economy, Energy and Tourism (BMWET)
consolidation of the heterogeneous field of higher VET by defining connecting elements and thus creating a common understanding of what this term means;
establishing a legal basis for a common understanding of higher VET, either through a quality assurance act on higher VET or an amendment of the NQF Act;
introducing higher VET as a label with a clear message to make the qualifications more visible and better known;
indicating this area 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.
To realise parity of esteem and increase the visibility and public perception of higher VET qualifications, a discussion on the establishment of a defined educational field for higher VET qualifications was started in 2019 within educational policy. The Ministry of Education commissioned a paper that should form the basis for further discussion and decision-making (Grundlagenpapier). This paper, which was drawn up by ibw, was presented and discussed in a conference with national and foreign...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The objectives of setting up apprenticeship programmes for adults, leading to EQF level 5 are winning new target groups for dual VET programmes and taking action to reduce the skilled labour shortage.
Graduates of general education programmes at upper secondary level and university dropouts are at the centre of attention in this respect.
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 title Apprenticeship NEW for adults, the Federal Economic Chamber has taken the initiative within its education campaign (Bildungsoffensive) to develop a programme for people with a higher education entrance qualification that leads to a dual VET qualification at NQF/EQF level 5. Through this programme the attractiveness of dual VET programmes for these new target groups should be increased. At the same time, the programme should cover knowledge, skills and competences that enable...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Increasing the attractiveness of apprenticeship training, through:
addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The State registry of training providers of the vocational training system for employment (Registro Estatal de Entidades de Formación del sistema de formación profesional para el empleo en el ámbito laboral) is conceived as an instrument of transparency and dissemination of the integrated information system to improve coordination and inter-administrative cooperation in the training for employment system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Order TMS/369/2019 harmonises the system of accreditation of all training providers. All vocational training providers authorised by the different competent authorities are integrated into one network through the State registry, which also ensures coherence with the Catalogue of training specialities (associated or not with professional certificates). The registry is used by the employment authorities to manage different services for different target groups. Only registered providers may...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the new order is to regulate the structure and content of the catalogue and the procedure for its management and updating, so that it responds quickly to the training demands of emerging sectors and occupations. It aims to improve labour market transparency and unity as well as worker mobility.
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 training speciality consists of ‘the grouping of professional competences, contents, and technical specifications that respond to a set of work activities framed in a phase of the production process and related functions, or to the acquisition of transversal competences necessary in a professional environment and context’. The Order TMS/283/2019 foresees mechanisms for dissemination, monitoring and evaluation to ensure compliance with the objectives set. Accreditation 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to set out Law 30/2015, with the change of government in 2018, a new approach started to develop, which seeks all major stakeholders to work together:
setting up a national network, including social partners and VET representatives, based on identified sectors;
conducting innovative experimental approaches to vocational training;
cooperating with qualifications and pedagogic institutes;
establishing links with relevant external bodies and doing research.
The analysis of economic...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
Autonomous Communities (CC.AA.)
State Foundation for Training in Employment (Fundae) until 2022
To increase participation in initial vocational education and training (VET) programmes.
To offer every young person the opportunity to enjoy personal and professional development through IVET and to become self-assertive and proactive in making their own professional choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development, together with the support of the education ministry, runs annual information campaigns to raise public awareness that initial VET can be a first option for young people. This can provide them with the opportunity to acquire competences (both general and professional) and attitudes and skills leading to a qualification at EQF level 3 or 4 that is recognised on the labour market as well as offering an option to continue to higher education.
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 is to provide the curriculum for the attainment of basic functional digital, numeric and reading skills within adult learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The curriculum was published in 2019 within the Ministry of Science and Education (MZO) initiative. The competences proposed by the curriculum are based on the competence levels as defined by the Programme for the international assessment of adult competencies (PIAAC). The curriculum may be delivered as stand-alone training or to complement short training courses or other programmes in CVET. The modular structure of the curriculum allows for adaptation to learner needs. If VET learners lack...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The PIAAC survey aims to assess the level of basic skills – literacy, numeracy and adaptive problem solving – of the adult population aged 16 to 65 years. This will offer Croatian policymakers, key stakeholders in education and experts better insight in the skills acquired through formal education and adult learning. The survey results would serve as a valuable tool for evidence-based policy-making and comparison of adult skills in the international perspective. The results would also be...
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, Croatia committed to participate in the OECD Programme for the International Assessment of Adult Competencies (PIAAC) for the first time. In 2018, ASOO implemented preparatory activities for participation in PIAAC, including a proposal for financing the implementation in Croatia from the European Social Fund.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the regulatory framework in relation to planning and implementation of apprenticeship in 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.
The amendments to the Crafts Act from December 2019, which entered into force as of January 2020, introduced a shift in governance that transferred more responsibility to the Croatian Chamber of Trades and Crafts (HOK), in particular, and the ministry responsible for economy (MINGO). Accordingly, MINGO and HOK now have a more prominent role in drafting curricula, while the ministry responsible for education keeps its role in adopting curricula, which are proposed by the Agency for Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to ensure that the distance to a VET facility does not prevent young people from choosing VET. On the contrary, choosing upper secondary education should be based on abilities and interests.
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 distance to general upper secondary education is shorter than the distance to a VET school in many areas in Denmark. A part of this initiative is ensuring the geographical accessibility of VET programmes, partially through general upper secondary institutions offering the first part of VET (GF1 – 20 weeks of introduction) in areas where they already operate.
Parliament earmarked EUR 3.3 million (DKK 25 million) for an application pool in the period 2020-23. This amount could be used for ...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To broaden the scope of VET so it is no longer described as education that only focuses on professional qualifications but also allows better progression of VET graduates into 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.
The change to the definition of the article defining the purpose of VET in the Danish Law on VET came into effect in August 2019. This article now defines VET as giving both professional and study qualifications. With this change the Ministry of Children and Education hopes to enhance VET professionals’ opportunities to enrol in higher education. Previously, the employment opportunities have been the most dominant scenario for individuals with a VET background.
Danish VET students are also...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government has established a set of goals such as promoting social inclusion, digital literacy and access to digital services for the entire population, with the following aims:
to generalise digital access to exercise active citizenship and to promote inclusion in an increasingly dematerialised society, where many social interactions happen on the internet and are increasingly mediated by electronic devices;
to promote employment, boost employability, professional training 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.
INCoDe.2030 is an integrated inter-ministerial strategy bringing together and encouraging collaboration between people with different experiences and knowledge as well as multiple public and private organisations.
This initiative has five major priorities:
inclusion: to reach the entire population and promote digital skills;
education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
qualification: to promote the professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education (until April 2024)
Ministry of Economy and Digital Transition (until 2022)
Ministry of State Modernisation and Public Administration (until 2022)
Ministry of Education (until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Planning (until 2022)
Ministry of Territorial Cohesion (between 2022 and 2024)
Secretary of State for Digitalisation and Administrative Modernisation (until April 2024)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The objective of the initiative is to strengthen the quality of VET in Denmark and to give small VET schools better opportunities to deliver EUX programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative – more money for smaller schools to ensure the quality of education - will generally enable better conditions for VET schools to provide quality teaching, particularly small VET schools in geographic areas where the population is sparse. This enables smaller VET schools to provide EUX programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
