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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...

Dispatch No 779/2019 aims to define the priorities of continuing education for teachers. Training actions should focus on:

1. combating early school leaving;
2. promoting the operationalisation and assessment of learning;
3. supporting inclusive education;
4. improving the delivery of the basic and secondary education curriculum.

Teacher CPD aims to help:

1. promote learners’ academic success, citizenship education and inclusive education;
2. deliver the curriculum of basic and secondary education, implement...

In 2019, the Council of Ministers of Science, Technology and Higher Education, Education and Labour, Solidarity and Social Security decided that QDRCD should be developed. The QDRCD is based on the DigComp 2.1, which is aligned with the terminology and logic of the European qualifications framework (EQF). The QDRCD adapts the DigComp 2.1 descriptors and translates them into learning outcomes according to the complexity of tasks, autonomy and cognitive domain.

The QDRCD has four levels of...

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 Recognition, validation and certification of competences of trainers (RVCC-For) process, launched in 2019, targets professionals (including VET-school leaders) with proven experience as trainers or in other education and training activities, who wish to certify their pedagogical competences acquired through formal, non-formal and informal ways.

The RVCC-For process enables them to access the Certificate of pedagogical competences (CCP). It takes place in three stages through individual...

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...

The committee has assessed:

1. whether upper secondary education has a structure and content that enables as many students as possible to complete upper secondary education;
2. whether the current model for upper secondary education complies with the needs of working life and society for competence;
3. whether the current model adequately promotes a desire to learn and motivation;
4. the need for changes in the division of responsibilities between national authorities, school owners and working life;
5. the...

The committee had a broad methodological approach and developed a new knowledge base. The committee also facilitated an open dialogue and discussion about society's competence needs with various interest groups.

The committee has issued two annual reports:

1. NOW 2018: 2. Future competence needs I – the knowledge base;
2. NOU 2019: 2. Future competence needs II – challenges for the competence policy.

The committee proposed a new education act, statutes, guidelines and general principles for the governing of primary and secondary education, including VET.

The committee assessed:

1. what factors should be subject to regulation, what is the appropriate level of detail and what should respectively be regulated by law or regulation;
2. how to simplify the regulations and facilitate efficient use of resources in primary and secondary education;
3. how the regulations should be designed to reduce the...

The Norwegian Directorate for ICT and Joint Services in Higher Education and Research (UNIT) has coordinated the work to develop and implement a joint website, where the education programmes of all vocational colleges (EQF level 5) can be presented, and application opportunities be more visible. It is expected to provide applicants one access point to all information about vocational colleges and their programmes. The information is to be presented on the portal for all applications to...

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 Ministry of Education and Research prepared a proposal for new provisions in the new higher vocational education regulation, aiming to gather all possible rules for vocational colleges into one regulation. These were submitted for public consultation and the new vocational education (EQF level 5) regulation (Fagskoleforskriften) was adopted on the 15 July 2019, based on the input from the consultation round.

The social partners and relevant stakeholders have been involved through an open...

The new regulation intends to ensure that:

1. conditions for approval are clarified, for easier assessment of whether the conditions have been met during the approval period;
2. conditions for withdrawal of approval specify the criteria on which the assessment is based;
3. exchange organisations and school owners make information on relevant cultural and safety issues related to their stay available to students and their guardians at an early stage;
4. responsibilities will be clearly defined, including the...

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...

Based on the white paper, the Ministry of Education and Research published a public consultation on 29 August 2019. The consultation documents suggested that career guidance should be a county municipality responsibility and that the duty to provide career guidance be regulated in the Education Act.

Stakeholders provided their input the ministry processed the responses.

The committee was asked 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...

The government allocates annually funds to strengthen the quality of vocational education. The funds contribute to increased quality in the vocational education programmes. The funds enable vocational schools to develop new offers, buy new equipment and develop digital teaching materials. One of the requirements for funding is cooperation between the school and the business community.

Skills Norway announced grants totalling near EUR 3 million (NOK 35 million) for the development of flexible continuing education programmes in digital competence. These programmes are aimed at companies and employees who need more expertise as a result of digitalisation.

The grant scheme aims to contribute to:

1. development of flexible training programmes for companies in need of expertise to digitise their business;
2. better access to flexible and work-relevant continuing education programmes...

This paper discusses the most important development features of Nordic cooperation. The first chapter describes a number of measures that have been implemented in recent years to follow up the government's goal that Nordic cooperation should be developed and strengthened. In the second part of the report, the government, based on current societal challenges, highlights how we can work to ensure the Nordic region remains safe. The Nordic countries cooperate on education and research projects...

Changed rules for study loans and grants for adults from the State Educational Loan Fund were implemented in 2020. With the new rules, it is possible to apply for a loan until the age of 50, without reducing the loan amount, compared to the previously applied limit of 45 years. In addition, the age limit for when the loan must be repaid was raised from 65 to 70 years.

Adults who want to take higher education can, like other students in higher education, receive basic support for full-time...

The scheme is based on a 50% contribution of the costs by the school owner.

The target group for the pilot project is teachers in primary and secondary school, as well as teachers who teach adults at these levels. Both teachers in public schools and in private schools approved under the law of independent schools may participate in the pilot.

School owners are responsible for developing plans for the assignment of teacher specialists and for clarifying roles and responsibilities. School owners...

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...

A forecasting model was developed in 2015 under the supervision of the Central Office of Labour, Social Affairs and Family (COLSAF, public employment services authority). The labour ministry presents the forecast of labour market needs, structured by fields of study and regions, every year.

Sponsored by ESF and the labour ministry, two new tools ‘odborogram’ and ‘profesiometer’, focusing on human resource planning and career guidance and counselling, were developed and launched in...

The national EQAVET implementation report (2016-20), containing measures to strengthen quality assurance in IVET, has been prepared. At the end of 2016, ŠIOV, the quality assurance national reference point (QANRP), joined a European project aiming to introduce peer review in the country. Another Erasmus+ project Mobility for quality (June 2017 – November 2018), run by ŠIOV, resulted in training the staff of the institute as well as practitioners from education institutions in the...

The suggested maximum of 10 knowledge centres materialised in 2017 as nine centres with different foci: robotics and automation (two centres), welfare technology (two centres: assisted technologies), process technology, craftsmanship and handicrafts, craftsmanship and design, sustainable building and energy related building renovation, e-business, and data-based service development. Each centre is placed in a VET college, but the centres also have close formal cooperation with knowledge...

The 2015 VET reform has changed how key competences are promoted in VET. It set up two basic programmes of 20 weeks each: basic programme 1 (grundforløb 1 – GF1), and basic programme 2 (grundforløb 2 – GF2). Both programmes focus on key competences, but in different ways. GF1 is mainly designed to provide a basic introduction to vocational study, including workplace culture, processes and methods, society and health, Danish and various elective subjects. It is only meant for students...

The 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...

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...

In 2015, a decree on continuous professional training defined six quality criteria for publicly funded training and introduced a quality label for providers meeting these standards. In 2017, Decree No 2017-239 (February 24, 2017) introduced the Eduform quality label for CVET providers under the education ministry. The label is valid for three years and is granted based on an audit and the recommendations of a national labelling commission.

In 2018, the Law for the freedom to choose one’s...

A strategic plan for technical and vocational education and training was approved in April 2015 (2015-20). It aims to reform the public VET system. The plan was set up by the Department of Secondary Technical and Vocational Education and Training (STVET) of the Ministry of Education, Culture, Sport and Youth (MoECSY). It sets the further development of the quality and competences of VET teachers as a priority. Practical workshops were planned on modern teaching methods aimed at updating VET...

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 IiS scheme allows for the payment of grants to employers who train their employees in areas not required by legislation. Training can be both on-the-job or off-the-job, including on-line training. It can also be accredited and non-accredited company specific or generic training.

Eligible applicants include all employers having an economic activity irrespective of their legal form. These include partnerships, companies, family businesses, associations, individual self-employed or other...

Following the elections of autumn 2017, the government announced its priorities on 14 January 2018. For upper secondary VET, they included:

1. flexible pathways;
2. continuing the process of increasing the number of apprenticeships through improved financial arrangements and closer cooperation with the county municipalities and the world of work;
3. public agencies and underlying establishments to have apprentices;
4. implementing the renewal of vocational programmes;
5. introducing new work-based and...

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...

From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.

In 2018, the ministry in charge of labour (MROSP) produced the CROQF web portal (currently: portal for advanced labour market monitoring), the central portal of labour market and education indicators. The portal offers insights into current labour market trends, rather than forecasts for the future. It integrates data on employment from the Croatian Pension Insurance Institute (HZMO), data on unemployment from the Croatian Employment Service (HZZ), enrolment in secondary and higher education...

In the framework of the Erasmus+ grant Support to European quality assurance in vocational education and training: national reference points (2017-19), the Agency for VET and Adult Education (ASOO) developed a model for school-based VET student tracking upon completion of formal education. In 2017, ASOO conducted one peer learning activity which brought together 14 institutions from six countries, discussing models for monitoring VET graduates. In 2018, the agency (ASOO) started piloting...

This policy development started within the Erasmus+ project Benchmarking for quality assurance in apprenticeships and work-based learning (BEQUAL.app). The project coordinator is the Kaunas Chamber of Industry and Crafts, Lithuania, with project partners from Belgium, Germany, Greece, Italy, Croatia and Slovenia representing public institutions responsible for VET, SMEs, consulting organisations and education institutions. Croatian partners are the Agency for Vocational Education and...

In 2017, the National Centre for External Evaluation of Education started work on (re-)designing and administering national exams in vocational education. The design phase lasted from 2017 until 2019 and consisted of assessment framework development, test item development, and test items pretesting for three qualifications (IT technician, salesperson and general care nurse). In 2018, test materials were prepared and reviewed for national exams for IT technicians and salespersons. Although it...

The Agency for VET and Adult Education (ASOO) is involved in a transnational peer review exercise in cooperation with three other EQAVET NRPs. In 2017, five quality areas along with the corresponding quality criteria were examined in one transnational peer review meeting and follow-up consultations. In 2018, four quality areas were revised (Pedagogical framework and planning the pedagogical process, Teaching and learning, Assessment and certification, and Learning results and outcomes) and a...

The Agency for VET and Adult Education (ASOO) conducted continuous monitoring of the self-assessment of VET schools and analysing existing self-assessment mechanisms. The results were used to advance the existing self-assessment process and graduate tracking mechanisms and to provide tailored support to VET schools. ASOO is using Erasmus+ grants to analyse VET school self-assessment reports, propose improvements to the self-assessment process, and organise training seminars to increase the...

In March 2018, the government established an expert committee on continuing education and training (Ekspertutvalg om etter- og videreutdanning). The mission of the committee is to look into unmet needs in continuing education and training and assess to what extent the education system is able to meet the needs of the world of work. The initiative is part of the skills reform.

The first national survey on quality in post-secondary vocational education was carried out in April 2018. The survey aimed not only to provide post-secondary vocational education schools with useful information for their internal quality work, but also to develop a knowledge base for the government to strengthen the quality development work in the sector. Results were presented in September 2018. The survey is conducted on a yearly basis.

Its first report was published on 31 January 2018. Findings suggested that: competence levels in Norway were good, but can be improved; some vocations faced recruitment challenges; learners were confronted with bottlenecks in accessing relevant competences. The report also confirmed the central role of the workplace in lifelong learning, and the impact of digitalisation and automation on competence needs.

The committee assessed whether the system of upper secondary education in place:

1. was relevant to labour market needs and conducive to a high completion rate of young people and adults;
2. ensured a desire to learn and motivation;
3. allowed for changes needed, especially in terms of allocation of responsibilities between stakeholders.

Social partners were involved in the initiative through participation in a reference group. A first report was published in December 2018, describing the current...

In 2017, following the 2016 amendment of the Post-secondary VET Act (referred to as tertiary education in Norway), a national complaints board for post-secondary VET (EQF level 5) was established (Nasjonal klagenemnd for fagskoleutdanning). This mission was assigned to CERES. The mission consisted of processing student complaints on individual decisions in relation to post-secondary vocational education.

The Path for youth project was originally planned for the period 2016-20. It specifically targets last grade students in higher education, tertiary professional schools and secondary schools. Since 2017 the target group has been expanded to students of two last grades. On top of in-company practical training, participants benefit from soft skills courses and guidance interviews with HR specialists. The soft skills courses offer specific training in communication skills, stress management,...

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...

The higher education qualifications framework was approved by the Ministry of Education in November 2018, but has not been included in the Higher Education Act so far. The approval provides a formal basis for the implementation of the document. The final step in the implementation of the Framework will be the development of the self-certification report, which will demonstrate the compatibility of the framework with the overarching qualifications framework of the European higher education area.

The Quality of the accreditation and retraining system (Kvalita systému akrediatací a rekvalifikací, KVASAR) project was prepared during 2016-17 by the Ministry of Labour and Social Affairs and was launched in October 2017. It pilots the modularisation of retraining courses. The project also tests solutions for funding the modular system of retraining, and proposes guidelines for employers’ participation in the whole process.

In 2018, a public tender procedure was launched to contract a...

The project Master craftsman examination system (Mistrovska zkouska system) was launched in November 2017 and lasts until 2021. The project defines the overall master craftsman examination model and prepares comprehensive expertise for its implementation. Elements of the master exam system are developed and reviewed. For the different master qualifications, these elements comprise both qualification and assessment standards, guidelines for the assignment of the master exams, curricula of...

The JOBHUB project was launched in 2016 to run until 2019. The project is carried out by the Further Education Fund (in cooperation with the Ministry of Labour and Social Affairs and the General Directorate of the Labour Office). It should develop an integrated information system in support to career guidance. The system will provide professional guidance, diagnostic tools and labour market intelligence, and will create a shared online platform for career counsellors. This is expected to...

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...

In July 2016, the Slovenian Qualifications Framework (SQF) Act came into force, serving as the legal basis for SQF implementation and full operationalisation. The SQF register describes qualifications in accordance with SQF and EQF levels and contains 1 684 qualifications (1 358 educational qualifications, 312 national vocational qualifications and 13 supplementary qualifications). The adoption of the SQF Act in 2016 opened up the system to supplementary qualifications awarded on the labour...

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...

ESF projects coordinated by the National School for Leadership in Education also contribute to developing guidance: the 2016-18 project Leadership support programme for school staff, produced for staff in schools and kindergartens in order to develop knowledge and skills in lifelong career guidance; and the 2016-19 project Managing and leading innovative learning environments aiming to design a model of comprehensive support to head teachers in pedagogical leadership and management, including...

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...

The Ministry of Labour, Family, Social Affairs and Equal Opportunities is implementing the programme 'Career centres for youth', jointly financed by the ESF. The main goal of the programme is to support young people’s integration into the labour market by better connecting the education process with the local environment and economy. The purpose of the programme is to provide better access to career guidance services for the young (6 to 19 years of age).

Two career centres are to:

1. provide...

In January 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...

The Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences.
In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the...

Adopted in 2024, the Regulation on the application and procedure for the validation of prior learning governs the validation of prior learning for qualifications at NQF/EQF levels 2–5 (excluding higher education qualifications), which involves the recognition of units of learning outcomes based on the assessment of competences acquired through non-formal and informal learning. Validation is conducted in accordance with validation programmes defined as formal adult education programmes for...

A national ECVET portal was developed in 2016. A growing number of Croatian institutions are recognising the benefits of ECVET. Amendments to the VET Act from 2018 stipulated that VET students can acquire learning outcomes during periods of international mobility. This is intended to support VET schools in setting up longer periods of VET student mobility.
Six workshops were organised in 2018 for around 230 teachers and school directors. The participants were introduced to different aspects...

Since 2016, Lifelong career guidance centres have been continuously signing cooperation agreements with local-level partners so as to identify the needs of specific groups and offer tailored career guidance services. Local partners involve schools, colleges and universities, volunteer centres, Roma associations, public health and social welfare centres, youth associations, local stakeholders in trades, crafts and the economy, as well as development agencies. By the end of 2018, 337...

The e-Guidance portal, established in 2015, takes account of labour market analysis and skill needs anticipation and addresses a wide range of users, from pupils to the unemployed. It aims to provide easy access to information necessary to choose an education and training programme, look for a job, and achieve career objectives. It offers a Career compass (Kompas karijere), a tool that enables different user groups to find targeted information.

The strategy was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the...

The National curriculum for VET (Nacionalni kurikulum za strukovno obrazovanje) was adopted in July 2018, as the common framework for the development of VET curricula (at CROQF/EQF levels 2-5) in Croatia. It sets out the purpose, values, aims and principles of VET in Croatia and describes teaching and learning processes, including work-based learning and learning cycles. It encompasses qualifications on CROQF/EQF levels 2-5 and defines the curricular framework for VET, which comprises...

The amendments aligned the curricular framework for VET to the Croatian qualifications framework (CROQF). They provided the necessary framework for the introduction of the National curriculum for VET, sectoral curricula and VET school curricula, and defined roles and responsibilities of stakeholders in drafting and adopting curricular documents. The amendments set the framework for the development of modular and outcome-based curricula on sectoral and sub-sectoral levels, as well as tailored...

In November 2018, based on the work of the National Higher Vocational Education Council (Nasjonalt fagskolergrad), and following public consultation until September 2018, new degrees for post-secondary vocational education were introduced. The fagskolegrad (professional degree) is delivered after one-year of vocational school education (60 and 90 credits). The høyere fagskolegrad (higher professional degree) is delivered after two or three-year post-secondary vocational education (120-180...

The main initiative relates to validation of skills for refugees and migrants. Measures have been taken to speed up the mapping and validation of skills and competences of refugees and other recent immigrants. The Ministry of Education and Research has allocated extra funding support from the 2016 budget. Skills Norway coordinates the Erasmus+ project VISKA (2017-20) on validation of prior learning for asylum seekers, immigrants and low- qualified adults. In the Norwegian trials, refugees...

In 2015, a public hearing was held to assess the possible implementation of ECVET. The results pointed to a number of possible actions, such as piloting ECVET for mobility or skills validation, and creating a forum for users to discuss and reach a common understanding of how it works. Measures implemented are linked to the target groups that benefit from the use of ECVET principles. For young people who take part of their education abroad, ECVET tools are secured through the work of national...

The Ministry of Education and Research adopted, in November 2017, a regulation formalising the overall position and status of the NKR. A range of stakeholders were involved (including the Norwegian Agency for Quality Assurance in Education (NOKUT), the Norwegian Association of Higher Education Institutions and the National Union of Students in Norway. A reference group was established with representatives from higher education, upper secondary schools, vocational schools, social partners,...

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...

Modules and options have been set up to increase adult training flexibility and tailor it to the needs of learners. This is expected to allow adult learners to combine training with work and caring responsibilities. From 2017 to 2022, the Directorate for Education and Training was piloting modularised VET curricula for adults in a limited number of subjects. Each subject is organised into five to seven modules. Completing all modules is a condition for qualifying for taking the trade or...

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...

The certificate of practice (Praksisbrev) is a new pathway introduced in 2016, having been piloted and evaluated since 2008. It is a two-year practical training programme carried out in a company. Subjects comprise core components (work-oriented Norwegian, maths and social science) along with local components geared towards local labour demand. Certificate of practice programmes are offered by counties: each county is obligated to offer at least one such programme. Certificates of practice...

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...

From January 2016 to April 2017, the Ministry of Children and Education carried out a survey to collect information on tools for assessing school performance. The aim of the survey was to identify initiatives that have proved effective. The survey findings form the basis of recommendations to vocational colleges to develop local initiatives to reach the objectives of the 2015 VET reform. In addition, the education ministry has drawn up an inspiration catalogue for VET colleges to help them...

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,...

In 2015-17, NQF and EQF levels continued to be added gradually to qualifications and certificates. The NQF and the levelling of qualifications thus became a visible part of national education databases. The framework is operational and forms an integral part of the Danish education and training landscape. Two (interconnected) websites are available: the nqf. dk website, which targets the international public; and the ug. dk website, which provides the national public with comprehensive...

EUV is a VET programme for adults (aged 25+) that builds on the work experience and prior learning the adult already possesses. EUV was introduced in the 2015 reform. EUV gives adults with at least two years of relevant work experience the option to take part in VET-equivalent education without having to follow a basic programme or undertake an internship. The programme is State-funded, costing EUR 3.49 million (DKK 26 million) in 2015 and EUR 9.39 million (DKK 70 million) in 2016. From...

In 2015, EUX was highlighted as a priority and a strategic focus to enhance the attractiveness of VET. The reform emphasised that EUX programmes must be implemented in as many different VET fields where it makes sense and where the trade committee supports it.42 different technical VET fields (approximately half of all programmes) and all business programmes are implementing EUX. It is implemented in social and health care since the second semester of 2016 and, in total, in 46 different VET...

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...