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The Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.

The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...

The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...

In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...

The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:

1. education;
2. research, development and innovations;
3. digitalisation;
4. labour market and social sustainability.

The priority area education includes...

Due to the COVID-19 pandemic, the Federal Government (BMBF, BMAS, BMWi) decided on key measures to support apprenticeship and to secure skilled labour in June 2020 with a total funding budget of up to EUR 500 million. The first funding phase started in August 2020 (with retroactive improvements in December 2020) followed by the second funding phase from November 2020. The funding support covers the apprenticeship year 2020/21. The grants are paid via the employment agencies (BA).

The funding...

Regulations on scholarships have been amended to ensure the principle of equality and provide for a clear procedure for awarding scholarships, thus ensuring that all VET providers apply common basic criteria for eligibility and amount of scholarships. The regulations set the criteria, purpose and procedure for awarding scholarships and their amount.

The MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college's contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college's strategic horizon for the forthcoming years is informed, aligned and directed by relevant...

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:

1. 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).
2. The Invest in young people...

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...

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...

Starting in 2015, PIAAC, directed by OECD, measured the proficiency in key skills (literacy, numeracy and problem solving) of those aged 16-65; it used direct data collection on the basis of a representative sample in a ten-year cycle.

In Hungary, the realisation of the first wave of the survey started on 3 September 2015 and the results became public in November 2019. The implementing body is NOVETAL (National Office for VET and Adult Learning) in cooperation with the Central Statistical...

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...

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:

1. provision and financing of education;
2. identification of prior learning and students' income;
3. increasing opportunities for retraining, continuous professional development and...

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.

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...

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...

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...

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...

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...

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...

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...

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.

The Qualifica programme is based on:

1. cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
2. combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
3. promoting the coherence of the network of training courses;
4. promoting tailor-made training.

2016 legislation introduced Qualifica centres as a key tool of the programme,...

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 and...

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,...

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:

1. work with young people within organisations in the youth...

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.

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...

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,...

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...

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...

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...

Several activities support implementing the national policy for adult education:

1. updating the information about adult education and its policy making, linking the European Union and State priorities in adult education;
2. promoting the development of EU programmes in adult education and the dissemination of results in Latvia;
3. developing recommendations Upskilling pathways, to help those implementing adult education to implement education in a quality manner, observing the quality criteria set by...

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...

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...

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...

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 will start in the federal provinces of Vorarlberg and Upper Austria. These will be carried out at the Digital Campus Vorarlberg and in Upper...

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...

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...

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...

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 ...

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.

The initiative is designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.

Ordinance (Portaria) No 359/2019 regulated distance learning by setting up the rules and procedures relating to programme organisation, delivery and attendance. It is an alternative for learners of basic and secondary education who are unable to attend an education programme in person.

The distance learning methodology is based on the use of ICT in teaching and learning. This methodology is supported by new pedagogical approaches, as well as by innovations in the organisation of programmes...

Legislation passed in 2020 introduced special conditions for upper secondary VET graduates to access higher education. They consider VET graduate scores in the final evaluation and aptitude tests, as well as specific tests carried out by each institution to assess if candidates have the necessary knowledge and competences to undertake a particular tertiary education programme. Participation in the exams is voluntary and each higher education institution determines the number of VET graduates...

The 2O programme provides young early leavers from education and training, at risk of social exclusion, with training tailored to their needs, expectations, and specific interests, aligned with local labour market needs. Learners also benefit from monitoring of their socio-professional integration and autonomous development.

Each Second chance school develops its own pedagogical model and strategy, in close connection with the European network of second opportunity schools (European...

Legislation passed in 2019 introduced changes in the labour code on continuing training. Employees have the right to a minimum of 40 hours (previously 35 hours) of continuing training per year. Those hired for three months or more are entitled to a minimum number of training hours proportional to the duration of their contract.

The training can be carried out by the employer, a certified training provider or an education institution recognised by the competent ministry. The successful...

The committee proposed:

1. a new act for universities and university colleges;
2. amendments to the regulations given on the basis of the University and University College Act;
3. amendments to the Student Welfare Organisation Act and regulations.

The committee assessed:

1. the structure of the regulations, including the relationship between this act and national and local regulations;
2. the relationship to adjacent laws and regulations;
3. provisions on students' rights, learning environment and duties;
4. the...

One of NAV's goals is to get more people employed. NAV administers many different schemes to find suitable solutions for its users.

In 2019, three different training measures in NAV were merged into one new and flexible training programme. The maximum duration of training is three years (in some cases it is possible, with an extension of an extra year, to ensure a craft certificate qualification), while formerly some types of training were only one or two years' duration.

The target group is...

The tasks of the committee were:

1. to review relevant systematic knowledge overviews, as well as other relevant national and international research on gender differences in school performance;
2. to systematise existing knowledge and related it to the context of today's Norwegian school system to arrive at a common knowledge base about the challenges;
3. to investigate whether there are conditions in Norwegian schools or education, or in society at large, that systematically contribute to gender...

The committee was ask to identify and provide recommendations on the financing of subsistence for adults who need better opportunities to complete primary and secondary education.

An Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.

In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, the expert...

In February 2020, the education minister, along with the Federation of Icelandic Industries and of the Association of Local Authorities, introduced a strategy and priorities on how to strengthen VET in Iceland. Among the priorities introduced there were new policy (proposals) developments such as:

1. transferring the responsibility for finding workplace contracts for apprentices from the learners themselves to the VET schools. When the digital logbook is in full use, schools will be responsible...

An online guide, Qualéduc, was made available to education institutions and inspectorate bodies in April 2016 to help them develop a quality assurance system based on continuous improvement.

By March 2017, 25 out of the 30 existing education districts (académies) had been involved in Qualéduc. Two national conferences were organised in 2016 to promote the use of this tool among schools and inspectorate bodies. The tool has since been complemented with sections to guide on how to adapt the...

The 2015 action plan highlighted the importance of key competences. It provides small-scale training in career management skills and is expanding entrepreneurship education as a key competence through training (simulation) companies, young entrepreneur fairs and by establishing training enterprises in arts and sports VET schools. The 2016 action plan, approved in April 2016, provides for the further development of career guidance and planning for pupils, students and adults. The project...

The VET system development programme 2016-20 provides the strategic framework for VET development and reform. The programme was adopted by the Croatian Government in September 2016 and a related action plan was adopted two months later by the ministry responsible for education. It is planned according to the following principles:

1. quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
2. partnerships, which will ensure and...

In 2016, the ministry in charge of labour (MROSP) launched an initiative to develop a mapping system for young people neither in employment nor in education and training (NEETs). The mapping system involves compiling a database, which cross-references information on student enrolment in secondary and higher education with databases of the Croatian Pension Insurance Institute (HZMO) and the Croatian Employment Service (HZZ) to establish whether, upon graduation or early leaving, they were...

This project runs from 2016 till 2019 and is aimed at providing an opportunity to undergo an internship in an enterprise. The eligible target groups include jobseekers registered at the Labour Office, parents on (or after) a parental leave, persons over 50 years, and those with no qualification or having only a low level of vocational qualification (up to two years of vocational training). Since May 2017, graduates have been also included in the eligible target group. Interested eligible...

An amendment to the School Act came into force in September 2016, which legally guarantees targeted support for children with special needs. Schools (including VET schools) are now legally entitled to additional funding for the necessary measures for teaching children with special needs. This amendment covers all children with special educational needs, based on their health as well as on their cultural and social environment (i.e. also Roma children). The amendment also covers talented...

The Employment Service of Slovenia (ZRSZ) implemented a pilot project, Integration into the labour market, targeting the beneficiaries of international protection. It facilitated the integration of refugees into the labour market and into Slovenian society through workshops in which participants gained job-searching skills and information on the Slovenian labour market and employment legislation. Interpreters were involved in the project and participants were linked with employers. The...

The project 'Development of programmes for upskilling in continuing vocational education and training 2017-22' (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with...

The Elderly and the labour market in Slovenia (Starejši in trg dela) document was adopted by the government in December 2016 and set directions for 2016-19. It provided for measures in support to lifelong learning and validation of non-formally acquired skills for people aged 50+.

The 2014-20 ESF-supported programmes, such as Non-formal education and training and the On-the-job training, that targeted the long-term unemployed and low-skilled aged 50+, were also adopted under the responsibility of the Ministry of Labour. They sought to improve employability through training for competences in demand in the labour market.

A 2016-22 project, Comprehensive support to companies for active ageing of employees targeting the employed over 45 (with emphasis on those older than...

The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...

In December 2017, the Slovenian Government passed the Decree on the methods and conditions for ensuring the rights of persons with international protection.

To help with the integration into the local environment, the Government Office for the Support and Integration of Migrants, in cooperation with a person with international protection, prepares a personal integration plan. The plan is based on the needs, knowledge, skills and abilities of the person. It includes various activities related...

A 2014-17 Erasmus+ project, Cross-sectoral cooperation-focused solutions for preventing early school leaving (CroCooS), addressed the prevention of early leaving of education and training (ELET). Since 2017, the Institute of the Republic of Slovenia for VET (CPI), a partner in the project, disseminated the project results through the in-service training of VET teachers. CPI also, in cooperation with the National Education Institute, proposed in its 2019 publication, 'Methodology for...

Slovenia also participated in Erasmus+ projects that refer to guidance:

1. the 2015-17 Erasmus+ project Guidance and orientation for adult learners (GOAL) to improve guidance and orientation for adult learners. The project focused on those aged 50+, immigrants, and low-qualified job seekers and employees producing recommendations for guidance practitioners and policy-makers. Project partners included the ministry for education, SIAE and CPI;
2. the 2015-17 Erasmus+ project LeadCareer in the scope...

Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:

1. the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of...

Design work for shorter and flexible industry programmes for continuing training in post-secondary vocational education was initiated in December 2018. The programmes address the building and construction and the healthcare sectors. They are meant to be modular, allowing for combining studies with work, and with a cross-sectoral/cross-professional dimension and may be web-based, school-based and job-based. The post-secondary vocational education schools are responsible for developing the...

After public consultation in 2017, changes in the regulation for admission to higher education (Endring i regler for opptak til høyere utdanning) were adopted on 3 January 2018 and published on 1 February 2018. Following the changes, the requirements for Norwegian language proficiency have been waived for vocational college students and direct access to higher education has become possible after two years at vocational colleges.

Based on the conclusions of the white paper, the Directorate of Education and Training has piloted a model enabling learners to move to VET after completing a year at upper secondary general education. Pilots were carried out in the building and construction programme. The pupils who have completed one year at upper secondary general education have devoted many more hours to learning Norwegian, maths, science, English and social studies than first year pupils in vocational education. In one...

As one of the adaptions to the internal labour market (through the European Economic Area - EEA agreement), the Norwegian Agency for Quality Assurance in Education (NOKUT) has established a formal system for recognition of foreign trade and journeyman's certificates, which is aimed to address the problems of migrant workers from the European Economic Area. The procedure was established in 2016. Foreign certificates are assessed according to the scope, level and content of comparable...

This is a new pathway for acquiring trade and journeyman's certificates. It is targeted at low-skilled adults in employment. The distinctive principle of the scheme is to provide workers with upper secondary education and training while on-the-job, so they can continue earning their living. They are exempted from some of the core subjects and from part of the written test when applying for the certificate. The model was successfully piloted in five counties from 2011 to 2014 and then...

The white paper, From exclusion to new opportunities: coordinated efforts for adult education, was approved in the Council of State in February 2016. It targets low-skilled adults at risk of exclusion from the labour market. It aims at increasing opportunities for training and recognition of prior learning. The white paper proposes three main measures and supports development of tools to map basic skills.

The three main measures from 2016 (the information may be outdated) are:

1. easier access...

In April 2016, a national committee for lifelong guidance delivered a report on increasing the quality and accessibility of career guidance in schools. The report suggested equal rights to career guidance for apprentices as for school pupils, and setting up an online platform for guidance in lower and upper secondary education. It also suggested opening career guidance centres for adults in all counties. In Norway, skills policy and career guidance are tightly connected. Skills Norway is...

A law for post-secondary vocational education (EQF level 5) was adopted in 2018. Higher vocational colleges are categorised as post-secondary (referred to as tertiary in Norway) vocational education schools. Their students have strengthened rights. The law intended to ensure equal rights for all students and to increase the attractiveness of VET.

The 2016 white paper, Skilled workers for the future, contained 48 measures on how to make post-secondary VET more attractive as a profession-oriented, fully equivalent alternative to higher education. Some of these measures were accepted by the Norwegian parliament in May 2017, including the right to be part of a student welfare organisation, better transitions to study programmes at universities and university colleges, a new national admissions system, new grant schemes, mapping and...

On 22 November 2018, parties in the Danish Parliament concluded an agreement to increase the attractiveness of VET.

The main initiatives under the agreement were:

1. more professionalism in primary schools: students must also meet practical, creative and artisanal challenges in primary school;
2. a stronger foundation for choosing youth education: students must be challenged in their choice of youth education;
3. municipalities must have greater responsibility for young people's search for VET, which...

The VET system has been restructured and made simpler. 12 existing access channels have been merged into four (care, health and pedagogy; office, trade and business service; food, agriculture and experiences; technology, construction and transportation. All VET programmes are now structured according to these four areas, giving learners a simpler first choice of specialisation.

A new study regime was established in compulsory school in tenth grade (EUD 10) to help learners prepare to meet...

On 19 December 2018, the Ministry of Finance presented a new policy action targeted at giving young people more room in choosing their education pathway or in changing pathways. Aspects of the initiative include:

1. a new subsidy and taximeter system: the current grant and taximeter system in youth education does not in itself motivate schools to focus on quality and has become too opaque. The government will therefore initiate a review to implement changes and simplify the system;
2. better...

The number of hours of initial training courses can range from 1 200 to 2 900 hours (corresponding to a period from one to two and a half years). The certification depends on the training course attended. Continuing training courses have a maximum duration of 400 hours, leading to a training certificate.

In 2015 and 2016, IEFP, in cooperation with the National Agency for Qualification and Vocational Education and Training (ANQEP) and rehabilitation organisations, consolidated the available...

The legislation introduced in 2018 and amended in 2019, aims to promote inclusive education and enable schools to recognise and respond to learners' diversity, individual needs and capabilities. It established a flexible learning model, which addresses the unique needs of learners and targets the acquisition of common knowledge throughout their school paths, regardless of the specific education or training programme in which they are enrolled. This legislation offers learners opportunities...

Reference guides developing the common employment services portfolio were approved and published in 2018. These reference guides, developed jointly with the regions, comprise protocols for:

1. career guidance;
2. qualification and training for employment;
3. self-employment and entrepreneurship;
4. guidance and labour intermediation.

The qualification and training for employment protocol aims to promote training for up-skilling and reskilling and to facilitate transition to employment, in coordination...

The Malta National Lifelong learning strategy 2020 consolidated ideas and processes that were already taking shape in different organisations and institutions in Malta, such as to ensure a single, coherent location to guide actions in lifelong learning. This strategy is not a stand-alone document but interrelates with other important national documents published in the same period whose recommendations dovetail with those in this strategy. It also builds on the recommendations of...

The National vocational and training policy mapped the VET sector in Malta and identified areas for future actions.

To enable learners to explore different vocational areas, MCAST launched in October 2016 the Skills kits programme, an introductory level programme at MQF/EQF level 1. The kits cover various vocational areas (such as art, hairdressing, beauty, basic web design, caring for others, animal care, sport, installation of low voltage devices, and cultures) as well as personal and employability skills. Each kit comprises 20 hours of instruction. Learners can choose the number of kits to study (up to...

The board of directors restructured the executive management team of the PES under the direction of the chief executive officer. Six divisions replaced the existing three, so that Jobsplus operations and support services would be better managed.

The corporate planning division was re-dimensioned and became responsible for business planning and development, performance management, involvement of Jobsplus in activities of the European network of public employment services, people management and...

The national strategy to reduce early school leaving in Romania was adopted in June 2015. It is based on prevention, intervention and compensation in thematic/policy areas and addresses the following directions of action/pillars:

1. ensuring access to quality education for all children;
2. ensuring the completion of compulsory education by all children;
3. reintegration into the education system of people who left school early;
4. developing adequate institutional support.

The strategy targets children...

For a long time ESF projects have been crucial in promoting teachers' in-service training regarding assisting disadvantaged learners, including Roma. In 2017, the implementation of the ESF 'Open school for all' project gave a new impulse to this effort. The project aims to further strengthen professional competences of teachers and teacher assistants in the provision of inclusive education to Roma within mainstream general education, an important prerequisite for provision of subsequent VET.

Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) is the motto of a 2016 call for projects launched by the education ministry, focusing on key competence development and enhancing/upgrading skills. Project topics include continuing VET. Applications exceeded by two times the available ESF co-funded budget of EUR 15 million. 144 projects have been in progress since 2018, but have been delayed due to administrative complications. In 2017, EUR 7 million were allocated to ESF projects focusing on the...

In 2017, the government updated and complemented the action plan of its strategy for integration of the Roma population. Financial inclusion was introduced as a priority. Financial literacy measures are supported by ESF-projects to prevent socially disadvantaged families from falling into excessive debts or becoming victims of usury. Putting stress on non-formal training is visible within social enterprises activities and training centres affiliated to social enterprises.

In 2016/17, in response to signs of increasing intolerance in the European Union, secondary education national curricula were supplemented by a document for teachers and counselling staff on how to prevent racism, xenophobia, anti-Semitism and extremism.

A review of national curricula and textbooks concerning human rights and democratic citizenship education was initiated by the Government Council of the Slovak Republic for human rights, national minorities and gender equity as of 2016. The...

Five-year action plans were launched in 2016 to address unemployment in the most vulnerable districts. Training centres and regional education centres, i.e. secondary VET schools, in originally 12 and gradually 20 districts (out of 79), identified as underdeveloped, were partially funded by ESIF.

The training centres are meant to provide practice-oriented training for the disadvantaged unemployed or low-qualified. The regional education centres are expected to address the specific needs of...

The education ministry has started an international project (with a budget of EUR 350 000) aimed at elaborating a National skills strategy for the Slovak Republic, in cooperation with the OECD. A launch conference was held on 29 January 2019 and a final OECD report is expected by the end of March 2020.

The 2016-22 ESF project Professional support for development of key competences of adults focuses on encouraging participation in lifelong learning and raising the level of key competences for vulnerable groups through effective outreach, innovative instructional approaches and learning materials (including videos and other multimedia).

In 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme for...

In October 2016, the government commissioned the National Agency for Education to recommend vocational packages for adults. These packages are clusters of courses agreed with industry as entry points into the labour market. They will not only consist of partial qualifications, but also include building blocks that may be transferred and accumulated towards a full qualification. In April 2017, the mission was amended to include bridging programmes aimed at young people, mostly recently...

The government commissioned the National Agency for Education in December 2017 to propose curricular changes to modify traditional gender patterns (including VET programmes). The proposal was presented to the government in December 2018 and explicitly stated that the curricular requirements concerning gender equality are also pertinent in work-based learning. Once curricular changes to impede traditional gender patterns will be approved, teachers, school leaders, adult educators and VET...

The government set up an enquiry: A second chance and another chance - an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult education as a second chance education and as an...

In May 2017, the parliament approved the introduction of a new financial support to stimulate low-qualified unemployed adults (aged 25 to 56) to begin, or resume, their studies. The target group comprises the unemployed registered with the employment service with low education levels and in need of education at primary or secondary levels to establish themselves in the labour market. The financial support is SEK 8 984 (about EUR 830) per month for full-time studies and lasts up to 50 weeks....