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The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...

Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...

In December 2016, tax incentives (deductions) for businesses involved in dual IVET were introduced (government Emergency Ordinance No 84/2016):

1. companies can deduct from taxable income the expenses they incur when carrying out practical training with initial VET students, based on the partnership agreements concluded with schools;
2. companies can recover, by deducting the depreciation, the expenses related to the fixed assets and the investments made for the organisation and development of...

An amendment to the Education Law endorsed in November 2016 (Ordinance No 81/2016) introduced a dual form of initial VET for qualifications at EQF/ROQF (Romanian national qualifications framework) levels 3, 4 and 5.

Implementation of dual IVET programmes started in 2017/18 for qualifications at EQF level 3. Over 2 500 learners from the first generation of students with access to dual VET programmes enrolled in dual IVET. Setting up a methodology for organising and conducting entrance...

The national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers' initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.

In recent years, the country has developed and put in...

The Teaching career law for pre-school, basic and secondary education has been reviewed. Since 2016, the skills and knowledge examination (Prova de avaliação de conhecimentos e capacidades) has no longer been in force. The entry requirements for teacher training courses have been increased and the system for employing temporary teachers has been reformed, allowing an annual renewal of fixed term contracts for up to five years.

In 2017, legislation modified the selection, recruitment and...

In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.

In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.

In 2018, the...

In 2018, a new law introduced the subject Citizenship and development to implement the National strategy for citizenship education. This subject is included in the curricula of primary, lower and upper secondary education, including VET. A range of stakeholders were involved in the preparation of the legislation including the Education council, the Schools council and the Portuguese cooperative confederation. Implementation started in the 2018/19 school year.

This law, issued by the Ministry...

IEFP launched the Network of excellence partners for apprenticeship in 2016. Members of the network receive a certification, issued by IEFP, testifying that they deliver high-standard apprenticeships. The network aims to distinguish and disseminate good practices carried out by enterprises and other employers that promote the quality of work-based parts of apprenticeship programmes and the integration of young people into the labour market. The network includes 10 business groups, among them...

Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).

Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment of...

In 2015, the Promotion of arts and crafts sector programme (Programa de Artes e Ofícios) was created to provide sectoral training, support entrepreneurship and job creation in the sector. The programme supports workplace training (for 12 months) and entrepreneurship (micro-businesses and self-employment) in the sector. This programme is promoted, developed and carried out in the mainland by the Institute for employment and vocational training (IEFP), which issued specific regulations and the...

A Regulation on practical vocational training introduced in February 2019 provides more flexibility in the requirements for in-company trainers on work experience and pedagogical training, as some of the previous regulations limited the possibilities for professionals to engage in VET.

It also sets:

1. the framework programme for a pedagogical course for trainers in companies, decreasing the required number of hours for pedagogical training from 80 to 45;
2. the scope of information included in the...

Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.

The Foundation for the Development of the Education System...

In October 2017, the Act on financing educational tasks was adopted. The Act made teacher CPD obligatory and to be conducted in line with the school's needs. Head teachers report annually on teachers' CPD. Changes in teachers' advancement procedures were also implemented, however, they were withdrawn in a subsequent amendment to the Teachers Charter in 2019.

The Act also allowed higher salaries to be paid to specialists employed at schools who are not teachers. Previously, such a salary could...

Addressing both IVET and CVET, the Ministry of Digital Affairs appointed a digital education working group within the Digitalisation Council in December 2016. In 2016-18, the working group was engaged in identifying digital competences currently needed in the labour market as well as foreseeable future trends. Focus was on e-skills gaps and e-skills needs of employers, as well as employment gaps in the IT sector. The group developed the main areas of the 'body of knowledge' for ICT...

Begun in 2016, the aim of the first of these two ESF co-funded projects was to develop e-resources for vocational foreign language learning in 10 vocational areas and methodological resources for foreign language teachers. The budget for the project was EUR 4 million. At the beginning of 2017, 10 contractors were selected and contracts signed. The project finished in the second half of 2018. E-resources (multimedia materials) for vocational foreign language learning in 10 areas were...

The 2015 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification ('awarding bodies'), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.

Also, new rules on the recognition of...

The PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.

While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...

In 2017, the Ministry of National Education adopted a Regulation on the framework teaching plans for public schools, standardising the weekly number of teaching hours per week in compulsory subjects for each grade; previously only the minimal number of hours per subject on a certain education level was set. In this way, learners' horizontal permeability was eased.

In December 2016, the education ministry introduced a structural reform of the education system, influencing progression routes within the education and training system. The changes aim to enhance responsiveness of VET to the needs of the modern economy and include:

1. prolonging upper secondary VET programmes (from 2019/20, of five-year instead of four-year duration);
2. the introduction of a 'two-stage' sectoral school (dwustopniowa branzowa szkola), consisting of:

• a first stage sectoral school,...

In January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project 'effective educational and vocational guidance for children, adolescents and adults', aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...

The Law of 22 November 2018 supports the setting up of the so-called 'ancillary occupations'. Ancillary occupations are targeted at people with minor intellectual disabilities. As a consequence of the change, when introducing a new occupation or changing an existing one, the relevant minister is required to either propose the possibility of establishing an ancillary occupation or to provide justification for why this is not possible. Learners may take the exam in their occupation or in an...

In May 2018, the education ministry launched the first call for projects aimed at strengthening cooperation between VET schools and higher education institutions. The call covers the development and dissemination of exemplary practice of cooperation between vocational schools and higher education institutions, including:

1. exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
2. proposals for organising classes by...

In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetnosci - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...

In January 2016, the education ministry opened a call for proposals to develop model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) for adults. The assessment of applications was finalised in late 2016; three projects were selected and began to be implemented. The initiative is co-financed by the ESF. The aim is to support VET providers in expanding their offer for adults. The projects were completed at the beginning of 2018, with 81 model vocational...

From 2016 to 2020, the Central Management of the Prison Service (supervised by the Ministry of Justice) has been conducting a training project to prepare inmates' return to work after release from prison. The budget of this ESF co-funded project was approximately EUR 31 million (PLN 131 million).

Vocational training courses in different occupations along with labour-market-relevant soft skills training were organised. They were addressed to inmates who voluntarily apply to take part (except...

In 2017/18, the education ministry developed an ESF co-funded project to support 45 schools in becoming local centres for education and knowledge (lokalne osrodki wiedzy i edukacji - LOWE).

Beneficiary groups included adults with low levels of education, unemployed or economically inactive adults, adults aged 45+, and adults receiving certain forms of social assistance and family support.

The measures include diagnosis of participants' needs, vocational courses and other forms of adult...

Since 2016, expanded measures for NEETs have been provided to a large extent through the activities of labour offices at national and regional level, including ESF co-funded initiatives. This includes individualised comprehensive support through diagnosis and needs identification, vocational counselling and guidance, development of individual plans, job placement and various forms of support adjusted to the individual situation.

Labour offices are institutions providing vocational counselling...

From October 2018 to December 2021, the Foundation for the Development of the Education System and the Educational Research Institute are implementing the CHANCE: new opportunities for adults project - a new upskilling pathways project; the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) is supervising this project, which is aligned with the Recommendation of the Council of the European Union of 19 December 2016 on upskilling...

The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:

1. promoting dual VET, further linking school...

Since 2015, all regions within the ESF and ERDF co-financed regional operational programmes have supported projects aimed at modernising schools' infrastructure and equipment relating to practical training to create conditions similar to those in a workplace. The projects include, for example, the development and/or reconstruction of school workshops and laboratories, as well as equipping schools with tools and appropriate materials.

From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium-sized enterprises was established in Poland (and Cyprus) to build the capacity of key intermediary bodies to support SMEs offering training placements for apprentices/trainees. Among the main results of the project were:

1. the setting up of a national apprenticeship and traineeship support service for SMEs, offered by the Polish Agency for Enterprise Development;
2. training was provided to the...

The Polish Agency for Enterprise Development (PARP) implemented an ESF co-financed project to establish and support the functioning of Sector Skills Councils - SSCs (Sektorowe Rady ds. Kompetencji). The SSCs collect information from labour market stakeholders and recommend systemic solutions and changes in the area of education; stimulate cooperation between education providers and employers; and provide support in identifying and anticipating competence needs in a given sector.

The programme...

In August 2015, the Ministry of National Education amended the Regulation on practical vocational training. The amendments came into force in September 2015, bringing important changes, including:

1. vocational schools are required to ensure the provision of work-based learning in their vocational programmes; the amount of provision varies by education level (basic vocational, upper secondary, post-secondary);
2. assigning different forms of practical training to different types of schools;
3. the...

The 2015 VET teacher promotion initiative also provides for VET teacher CPD. Measures include: giving vocational teachers the opportunity to develop their competences by creating new and more relevant courses; supporting VET teachers with a technological background who lack teacher training for upgrading their qualifications, through scholarships and increased supply of pedagogical training (one-year programme in education theory and practice).

CPD will be based on VET teacher competence...

The VET teacher promotion initiative was launched nationally in October 2015, aiming to attract new teachers to ensure sufficiency and quality of VET teaching staff. It builds on previous successful pilots. The programme is based on scholarships and flexible education pathways for skilled workers. A scholarship scheme for non-qualified VET teachers who want to complete VET teacher education has been set up and is managed by the Directorate for Education and Training. Since 2016, people who...

In March 2017, Skills Norway designed a key competences mapping tool for young people not in education, employment or training (NEETs), and for the public in general. The goal is to ensure relevant training for each target group. This project is carried out in close cooperation with the Norwegian Labour and Welfare Service, the Directorate for Education and Training and the Directorate of Integration and Diversity. In April 2017, Skills Norway completed designing an online learning platform...

A digitalisation strategy for 2017-21 (Fremtid, fornyelse og digitalisering) was published by the government on 25 August 2017. The strategy identified overall perspectives, challenges, the main goals and key action areas, i.e. learners' learning, school content, competence, infrastructure and VET. For VET, the focus is on upskilling vocational teachers in line with technological change and schools' needs, and on cooperation with businesses. During the school year 2018/19, a total of 29...

In March 2017, the government presented a white paper: Desire to learn, early intervention and quality in schools, that foresees timely support for all learners (including VET) with difficulties in reading, maths or writing. According to the white paper early intervention will be strengthened and all learners with difficulties in reading, maths or writing will get intensive instruction in these subjects; also a lower quality threshold will be introduced for them. In 2017, a budget of about...

In April 2016, the government introduced a white paper aiming at school subject renewal. Reading, writing, maths, communication and digital skills were suggested to remain as key competences and should be incorporated in curricula where relevant. It should be made clear which subjects are responsible for key competences, especially as regards digital skills and maths. Public consultation on the process was completed in June 2017. It resulted in a process to renew all subjects.

A 2015 amendment to the Education Act clarified and underlined the importance of continuous assessment as the basis for final assessment in apprenticeship programmes. The measure is expected to increase motivation and commitment of apprentices throughout the programme. To motivate young people to choose and complete vocational education and training, the Ministry of Education and Research, in cooperation with social partners, World Skills and the School Student Union of Norway (SSUN), rolled...

The economic incentives the State provides for companies that take on apprentices were strengthened during 2015-17. The basic funding for companies accepting apprenticeships increased to a total of NOK 14 000 per training contract. The total effect on the budget for this increase in funding was NOK 300 million.

A special emblem distinguishing training companies was set up in 2015. It is intended to signal to customers that the supplier is an approved training establishment. The Directorate of Education and Training (Udir) has also implemented an online national register for approved training enterprises. All enterprises with at least one apprentice are listed and it is possible to filter by subject, geographic area or by name.

The measure was introduced in 2016. Starting in 2017, companies that participate in public service contracts are required to use apprentices. Public authorities shall require the use of apprentices for contracts worth at least NOK 1.1 million (excluding VAT) that last longer than three months; counties and municipal authorities shall require the use of apprentices for contracts worth at least NOK 1.75 million (excluding VAT) that last longer than three months. The requirement applies to...

Following the social contract for VET 2011-2015 for more relevant and flexible VET, a new upper secondary dual model (Vekslingsmodellen) has been piloted since 2013 as an alternative pathway for learners experiencing difficulties completing the main (2+2 model) VET pathway. The scheme offers the possibility of concluding an apprenticeship contract after year 1 (instead of only after year 2) in the main 2+2 VET pathway.

An evaluation was carried out in 2015 with a focus on organisation,...

The social contract for VET was renewed in 2016 aiming at providing apprenticeship places to all qualified young people who applied, therefore tackling high dropout rates, increasing the number of apprenticeships and the number of adults acquiring a trade or journeyman's certificate. The social contract was renewed by the following parties: the Ministry of Education and Research, the Ministry of Government Affairs and a range of social partners (NHO, LO, Virke, Spekter, Unio,...

In 2014, a revision of teacher requirements was proposed by the national teacher body Onderwijscoöperatie, which represents the teaching profession. The revised requirements were approved by the education ministry in 2015 and have become effective as of 2017. Formal requirements were divided into three categories:

1. subject content requirements;
2. didactical requirements;
3. pedagogical requirements.

Teachers in primary education, in secondary education and senior secondary vocational education are...

School-higher education partnerships have been encouraged nationally within the policy measure Reinforcement of collaboration between initial teacher training institutes and schools 2013-16. The partnerships aimed at collaboratively designing initial teacher training curricula and coordinating internships. In 2016, six upper secondary vocational education partnerships between initial teacher training institutes and (regional) schools were organised and granted a subsidy. The scheme ended in...

In February 2017, the education ministry published an action plan on teacher shortage. The plan is being implemented to encourage regional stakeholders to stimulate circular careers and hybrid teaching to tackle shortages of (technical) teachers.

The Teacher register bill, approved by the Cabinet in 2015, made enrolment of teachers in the register mandatory from 2017 onwards. By being registered, teachers are able to demonstrate that they have the right qualifications, keep their knowledge and skills up to date and keep abreast of the latest developments in their field. The register was an initiative by the teachers' forum (Onderwijscoöperatie), which represents the various bodies for the teaching profession. It has been possible for...

From 2016 onwards, teacher training colleges (higher professional education) have offered programmes for a VET teaching qualification at bachelor level. More specifically, the vocational education specialisation track has been introduced in teacher training bachelor programmes. The aim of this specialisation is to prepare teachers adequately for pre-vocational secondary education and upper secondary vocational education. Before the implementation of this measure, teacher training focused...

The Count on Skills (Tel mee met Taal) action plans for 2016-2019 and 2020-2024 both aimed to combat low literacy in the Netherlands. However, the 2020-2024 plan introduced several key enhancements, such as increased funding, broadened target groups, enhanced local collaboration and focus on quality and monitoring.

Part of the new approach is to reach out to illiterate people who have Dutch as their native language. The new joint action plan to tackle illiteracy also includes more emphasis on...

The Count on language action plan 2016-19 (Tel Mee met Taal, EUR 18 million annual budget) introduced a joint action programme of several ministries to improve social and labour market participation, primarily of adults with insufficient literacy skills. In 2016/17, innovative projects supporting adults lacking literacy, numeracy and digital skills were started and research projects on literacy and the promotion of reading were launched. This initiative also supported parents in providing...

In 2017, the education ministry and the Association of VET colleges (MBO Raad), representing all VET schools, launched an agenda to strengthen civic competences of VET learners by updating VET curricula. In cooperation with the Knowledge point citizenship in VET, schools are being supported in implementing the Civic Agenda 2017-21.

A self-evaluation tool will be made available to schools by mid-2020. This instrument will enable schools to assess their starting situation and current approach...

The 2016 maths agenda, agreed by the education ministry, education providers and social partners, aims to improve maths education in secondary education and in VET. The agenda has introduced several initiatives to motivate, facilitate and stimulate teachers and learners to improve the quality of teaching, resulting in improvements in basic maths competence and language. In addition to EUR 52 million distributed to VET schools annually, the education ministry has provided extra funding for...

Within the Youth unemployment action plan (Aanpak jeugdwerkloosheid) 2015-16, work agreements (werkakkoorden) have been concluded (75 in 2015; ended in 2017) between employer organisations, trade unions, large employers, and the Ministry of Education, Culture and Science and the Ministry of Social Affairs and Employment. In these agreements, employers express their intention to support young people in finding a job by offering them a place to learn. Employers are also invited to open up jobs to...

The VPL system has been evaluated and, since 2016, the results have led to developing a new system in which there are two different paths for validating prior learning:

1. the labour market route;
2. the education route.

VPL tools are, for example, intake-assessment, e-portfolios, competence tests and ECVET elements. If a formal VPL procedure is followed, it can result in the award of an experience certificate (ervaringscertificaat). Since January 2016, an examination support body (servicepunt...

A national coordination point for ECVET (NCP ECVET) was set up and became part of the Dutch partnership for lifelong learning on 1 January 2015. The Dutch NCP ECVET promotes the awareness and availability of ECVET principles by providing information and supporting implementation.

ECVET has been piloted in mobility projects where learning outcomes acquired abroad are transferred between the participating countries. In 2015, 10 pilot projects were run with the aim of supporting adult transition...

In 2015 and 2016, following letters to parliament on the progress of lifelong learning policy, the Cabinet announced its intention to make upper secondary VET and higher education programmes more flexible and tailor-made. This would be done through voucher experiments (pilots) in higher education and the introduction of certificates (parts of a full diploma/qualification) in upper secondary, non-publicly financed VET. The measures are intended to make VET more accessible for adults.

Private...

In a September 2015 policy letter (Kamerbrief met visie op mbo), the education ministry drew attention to 21st century skills, their relevance for VET and ways to develop them. The letter announced an evaluation of the implementation process of the renewed qualifications framework and its effect on VET courses in the years ahead, and to assess whether further steps were needed to adapt VET qualifications for the future. Qualifications already included key competences such as the Dutch and...

In September 2016, the Secretary of State for Education announced in a letter to parliament measures to improve career orientation and guidance in general and in vocational education. The most important actions implemented were:

1. in collaboration with stakeholders (e.g. sector councils, teacher associations, education institutions, the Expertise centre for guidance), competence profiles of school-based experts in career orientation and guidance were designed. An overview of career orientation...

Almost in parallel to the introduction of the Action plan for equal opportunities, new legislation to ensure the right of enrolment in VET for all (Wetsvoorstel aanmelddatum en toelatingsrecht MBO) was adopted in October 2016 and came into force in August 2017. The law paved the way for better guidance before and during transition. It brought forward the registration date (1 April) for all students moving from pre-vocational secondary education to upper secondary VET. This change was...

In 2016, the education ministry proposed ending the connection with bachelor programmes and giving Ad a stand-alone position. In February 2017, the Higher Education and Scientific Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk Onderzoek, WHW) was amended accordingly.

Since 2018, Ad has become a stand-alone programme. Consequently, these programmes should respond better to labour market and adult learners' needs. A greater variety of Ad programmes will also better suit the needs...

In 2015, within the City deals programme, the labour ministry concluded agreements with the Netherlands' five main cities: Amsterdam, The Hague, Eindhoven, Leeuwarden, Zaanstad (including: their municipalities, schools, the Employee Insurance Agency (UWV), employers and intermediate organisations). Measures already developed include awareness-raising meetings in schools and training courses for internship coordinators, teachers and students. A toolbox with methods to tackle the problem has...

In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget of...

The Making room for the region initiative, approved in 2018, will allow VET colleges (MBO schools) to draw up regional elements in national qualifications in cooperation with the (regional) business community. The new qualifications would be based on national qualifications (60% of the teaching time should be based on the national qualification) providing substantial room for addressing regional needs. A secondary aim of the initiative is to strengthen teacher ownership of programme...

Cross-over qualifications combine elements of several qualifications from different domains to create innovative training programmes. The first application period for the experiment (pilot) in cross-over qualifications in MBOs lasted until 15 September 2016. Applications submitted before this date could offer cross-over qualifications in the school year 2017/18.

This initiative offered an alternative route for developing cross-over qualifications. Apart from the regular route where...

Public and private VET providers and the Minister for Education, Culture and Science have agreed on an agenda on examination quality in Dutch VET for 2015-20. The agenda includes the validation of exams by an external body and the independence of the committee that issues VET diplomas. These arrangements will not apply to all exams, only to those that are developed through agreements in which schools do not participate.

In addition, legislative amendments were introduced primarily to ease VET...

In a 2020 letter to parliament, the education ministry announced that a new inspection framework (2021-25) will be developed. The inspectorate will further implement the principle of proportionate supervision; supervision and its intensity will depend on the quality delivered. Schools are expected to jointly develop and commit to more ambitious benchmark values. CINOP, the EQAVET national reference point, and the Quality network of upper secondary VET schools (kwaliteitsnetwerk mbo) will...

Quality agreements centre on a (partly) performance-based funding scheme introduced in 2015. They were concluded between public upper secondary VET schools (MBO schools) and the education ministry and monitored by account managers (ministry officials). Employer organisations, the student organisation JOB, and the Professional Association of Teachers (BVMBO) have a consultative and supportive role. Based on quality agreements, public VET providers have set goals and make plans to improve...

In July 2015, the 2009 apprenticeship protocol was updated. In August 2015 the responsibility for accreditation of the quality of work placements in companies was transferred from the 17 sector-based centres of expertise to SBB.

In addition, new public-private partnerships are pursuing stronger cooperation between VET schools and regional and local businesses in innovative sectors. These actions are stimulated and funded by the Regional Investment Fund (RIF).

From 2014 to 2017, the education...

Pilots integrating the school-based (BOL) and dual/apprenticeship track (BBL) are referred to as GLBB (Gecombineerde Leerweg BOL/BBL). They are taking place between May 2015 and July 2021 in upper secondary VET schools (middelbaar beroepsonderwijs at MBO levels 2 to 4). They are being run under the cooperation of the Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for VET and the labour market (SBB). Students start in the school-based track and switch to...

The existing subsidy scheme for companies to cover the costs of offering learning places to apprentices (BBL students, and also applicable to VMBO, MBO and higher professional education - HBO VET programmes) was extended in 2017/18 to cover the costs related to learners enrolled in secondary special needs education (voortgezet speciaal onderwijs), practical education (praktijkonderwijs) and upper secondary VET EQF level 1 programmes. In December 2018, it was decided to extend the duration of...

An agreement between the education ministry and the Malta Union of Teachers was signed in December 2017, covering the years 2018-22. The agreement gives greater emphasis to continuous professional development. This new agreement envisages the creation of a community of professional educators (CoPE), providing a forum of professional discussion such as school development planning sessions, CPD and links with industry and society. Several training sessions for teachers of all mainstream...

Industry placements for teaching staff are presently taking place in following different forms:

1. a recently launched MVEAR, a CPD programme for MCAST industry;
2. Erasmus+ mobility programmes are offered to MCAST teaching staff, enabling them to visit industries abroad;
3. teaching staff voluntarily asks to carry out industry placements, particularly in the summer recess, to keep themselves abreast of developments in the industrial sector relative to their areas of teaching;
4. the activities of the...

In 2015, the Institute for Education was set up to be responsible for continuing professional development (CPD) and training of educators. It was also set up to create flexible and accessible initial teacher training qualifications The Institute also acts as a platform for sharing experience and promoting education leadership. Its activities, which include developing a wide array of accredited teacher training opportunities and establishing international partnerships, are financed by the...

The in 2018 Work-based Learning and Apprenticeship Act stipulates that the VET provider is responsible for identifying and supervising the suitability of sponsors and trainers and ensuring that trainers must have sufficient technical experience, technical qualifications and personal competences. The act specifies technical qualifications as a certification recognised by the Malta qualifications framework (MQF) or by international qualification structures recognised by industry in a technical...

Due to the requirement that teachers need to have completed a master degree to enter the teaching profession, several master degrees in teaching and learning (MTL) were introduced: in October 2016 the Faculty of Education at the University of Malta started a two-year Master in teaching and learning (MTL) for first-cycle degree graduates. From September 2017, the Faculty of Education introduced MTL initial teacher training courses in 11 vocational subjects. In order to ensure that it provides...

In order to improve basic skills in IVET, the National Literacy Agency (NLA) launched in September 2018 the Reading recovery (RR) training programme in collaboration with the university college London. The programme consists of 100 hours of individual sessions over 20 weeks. The sessions are provided by teachers trained specifically in the methodology of RR. The programme lends itself to adaptations to meet the individual needs of each student.

The programme includes the training of teachers...

In 2016, a unit on employability skills and personal development training was piloted at MCAST's Institute of Community Services and Institute of Engineering and Transport at MQF/EQF level 2, with learners studying for a qualification in electrical and electronics engineering. This unit, comprising 30-hours of training complemented by work placements related to the field of study, covered several themes: communication skills, problem solving, personal management, organisational skills,...

During 2018, work started on the design of an econometric model to forecast labour market demand and supply in Malta. The development of this model was contracted to the Institute of Economic Studies at the Slovak academy of sciences, whose expertise lies expressly in this area. Jobsplus constantly kept in touch with experts from this institute to oversee various tasks, such as the transmission of data from domestic sources, and to delineate specific preferences about the intended model's...

In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:

1. the Ministry for Education and Employment;
2. University of Malta;
3. the Malta College for Arts, Science and Technology (MCAST);
4. Jobsplus (PES);
5. the Institute for Tourism Studies;
6. the Malta Chamber of Commerce, Enterprise and Industry;
7. Malta Enterprise;
8. lifelong learning entities and the civil society.

One of...

The NCFHE, together with Jobsplus (the successor to the Employment and Training Corporation (ETC)) and Malta Enterprise, embarked on a 2014-16 research project funded by Erasmus+ on skill needs and supply and the demand for workers in the labour market in Malta. The results of the research study were presented in a conference held in July 2016 and report was finalised and printed in 2017. The project objective was to collect evidence on the demands faced by employers in different sectors of...

MCAST internal quality reviews follow NCFHE's internal QA standards and the National qualifications framework (NQF). MCAST also participates in all data collection processes carried out by NFCHE.

The main inputs contributing to the creation, maintenance and responsiveness of the college's QA system are the NCFHE National QA framework-internal QA standards: these are influenced by the European standards and guidelines and the 2009 recommendation on the establishment of European quality...

The National quality assurance framework for further and higher education was launched in 2015, covering upper secondary and higher VET (IVET) including work-based learning (WBL), CVET as well as other types of further, higher and adult formal education offered by State and private providers. The framework implements legal provisions on internal quality assurance and periodic external quality audits (every five years) and provides the conceptual context for this work. It is based on the...

Measures have also been taken to strengthen the involvement of social partners and companies:

1. companies that participate in apprenticeship are awarded a testimonial in recognition of their contribution to the apprenticeship scheme. This third-party endorsement can be used by the companies as a logo to promote themselves and to trigger conformity bias by other companies;
2. social partners, particularly employers, participate in the governing board of the two state VET providers (MCAST and ITS)....

Following consultation in 2016, a draft act was proposed by the education ministry on a framework for developing quality work placements, apprenticeships and internships. It was enacted as a law on 6 March 2018, providing regulations, governance and administration of accredited training programmes for work placements, apprenticeships and internships in VET. The governance of the apprenticeship system was changed as a result of the reform. Subsequently, the system has since been governed at...

Strengthening strategic approaches to the training of teachers:

1. annual identification of training needs for teachers based on evidence and using advanced teacher skills' assessment tools and methods;
2. targeted and needs-based planning of teacher training at municipal level, providing equivalent support facilities for all educators;
3. developing unified, coordinated and monitored VET by ensuring effective cooperation between stakeholders in teacher professional development;
4. support for...

Since 2015, legislation has allowed secondary education students to choose between nationally organised centralised state exams in foreign languages and recognised international foreign language exams.

19 vocational and higher education institutions have developed e-career platforms where employers can advertise practice placements and job offers for students. Career e-platforms are websites where the employer can easily register and post practice placements or jobs to students. Students can view, save and apply for these ads. It is no longer necessary for the employer to send word or pdf advertisements to the school, and contact the school administration if any corrections or changes are...

In January 2016, the State Employment Agency (NVA) started the ESF 2016-21 project Support for the long-term unemployed. The target group of the project is those who have been unemployed for 12 months or more, or who have addiction problems that impede finding a job.

Professional rehabilitation for people with disabilities is provided by the Social Integration State Agency. In February 2017, the Cabinet of Ministers approved new procedures by which a person receives State-funded professional...

A national team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.

In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...

The Latvian qualifications framework (LQF) is a comprehensive eight-level framework covering formal education and training, including VET. It is a framework for developing standards and qualifications, and promoting quality in education and training.

All VET diplomas include a reference to LQF.

The implementation plan adopted in June 2015 provides directions for improving the access to education and preventing early school leaving from general and vocational education, especially for young people subjected to social exclusion. Measures include scholarships in initial vocational education; a Youth guarantee scheme providing opportunity for young people to acquire a professional qualification in a short time (one to one-and-a-half year initial vocational education programmes);...

Social partners (employer and employee organisations) have been actively involved in the design of the implementing regulations of apprenticeship through participation in the sectoral expert councils. The 2017 amendments of the VET law strengthen the role of the councils in their various roles: promote cooperation between companies and schools; evaluate and collect information about the companies involved in apprenticeship; consult companies on issues related to apprenticeship; evaluate the...

In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational...

The 2016 amendment of the 2011 adult trainer regulation, which sets the conditions for:

• admission to the initial training programme,
• the organisation of the programme and
• the examination giving access to the function of adult trainers.

The amendment requests candidates to have passed tests in all three official languages, instead of only two, before being allowed to take the entrance exam (concours) for the induction phase. It also confirmed the change in responsibility for adult trainer...

The 2015 legislation establishing the Training Institute for National Education (IFEN) stipulates that IFEN offers mandatory teacher CPD schemes to develop and refresh the competences of teaching staff, these include training leading to certification, coaching, supervision, job shadowing and exchange networks. With the support of IFEN, a school may also develop optional CPD plans for their staff (Schulinterne Lehrer/innen-Weiterbildung) to align teacher training activities to the school's...

The project Teachers meet businesses, initiated by the Chamber of Commerce and the Training Institute for National Education (IFEN) in 2018, addresses secondary education teachers looking for insights into industry developments to help improve the training and guidance they provide to their students. The project allows teachers to discover a growing economic sector and become familiar with the corresponding qualifications and competences. The 2018-19 edition focused on start-ups and business...

In 2016, the Education IT Management Centre (Centre de gestion informatique de l'éducation, CGIE) published a mobile learning guide to help school leaders and teaching staff in secondary education and training, use ICT in a targeted and systematic way. The guide drew on extensive research and consultation as well as national and international experience and practices.

The CGIE also organised in 2017, in cooperation with the Department for Coordination of Educational and Technological Research...