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Law 5128/2024 introduces key reforms to modernise education, vocational training, and qualification recognition in Greece. It focuses on expanding digital learning, strengthening career guidance, improving access to education, and enhancing vocational education and training (VET) and qualification recognition to align with evolving societal and labour market needs.

A key priority is the digital transformation of education. The law allows for the establishment of a digital educational portal...

The National Career Guidance Network (NCGN) seeks to comprise the guidance offices of all institutions as to create synergies in the provision of guidance and information, securing a seamless experience to clients. The NCGN plans to:

1. work closely with the National Skills Council (NSC) and existing service providers to promote VET pathways and to align career guidance services with national strategies, including those developed by the NSC;
2. create an interactive online platform where...

Reflecting the LLCS 2030 recommendations the State Institute of Vocational Education prepared a comparative study focusing on new European policies, ILAs and microcredentials. The education ministry decided to cover ILAs and some segments of lifelong learning by new legislation and to pilot implementing ILAs making use of funding from Programme Slovakia 2021-27.

The education ministry initiated new legislation instead of the originally proposed law on lifelong learning, which was previously recommended by the Lifelong learning and counselling strategy for 2021-30 and approved by the government. Although the strategy suggested drafting a new act on lifelong learning, the education ministry decided to submit an act on adult education. Since the development of comprehensive lifelong learning legislation covering learning from cradle to grave would...

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 covering a maximum of 85% of the total eligible project expenditures over 55...

The initiative foresees the development and use of special diagnostic tools, along with the training of specialists to integrate them into daily practice. It also includes the provision of educational institutions with necessary equipment and tools and the establishment of specialised multisensory resting rooms.

The initiative's primary focus is to provide direct support to students in need, by equipping them with tools to assess their abilities and facilitating their adaptation to the...

The programmes are designed to develop targeted skills that can be immediately applied in practice. Short in duration, they vary from 40 to 240 hours. Courses are provided by the National Centres for Continuing Vocational Education and Training (CNFPC), either in-person or through blended learning. Certification is issued upon successful completion, by the Ministry of National Education, Children and Youth's VET department and the CNFPC.

The reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...

The Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...

The cooperation with the OECD, with its methodology for skills strategies, is an action decided in the context of the proposals of the European Skills Agenda in relation to national skills strategies. More precisely, the European skills agenda recommends joint action by the Commission and EU Member States to develop national skills strategies based on the relevant OECD methodology.

Activities related to the development of the skills strategy are also reflected in the national documents within...

In response to the challenges facing the aged care sector, the centre for training in caring for old people (Centro de Competências para o Envelhecimento Ativo - CCEA) was created, through a partnership between the Institute of Employment and Vocational Training, the Association for the Development of the Algarve Biomedical Research and Training Academic Centre and the Social Security Institute. The responsibilities of the CCEA, with the aim to empower care providers for older adults, are to...

The Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.

As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students and...

The pilot programme is a continuation of the previous framework experiment with EUD 8/9 (VET 8/9), which originated from the political agreement, From primary school to skilled worker - vocational education for the future, in November 2018.

Selected grades 8 and 9 earners may follow a reduced curriculum in lower secondary school (primary school in the Danish context) while also participating in hands-on VET electives. The target group of the programme is learners with special needs who are at...

Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:

1. diagnosis of the functioning of vocational education for SEN learners;
2. development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
3. identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN...

The DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...

The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.

The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...

The action plan includes the following five specific measures:

1. implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
2. provision and professional development of staff for the VET system;
3. the development of career guidance and promotion of VET;
4. implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...

Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):

1. centres of excellence in VET;
2. in-company training centres;
3. higher VET transformation;
4. quality assurance in IVET and CVET;
5. prevention of early school leaving;
6. basic skills;
7. individual learning accounts;
8. a new system of lifelong learning introduced...

The following measures are foreseen:

1. diversifying professional and training choices for vulnerable groups;
2. supporting SEN learners in schools and in providing employment supported by guidance and counselling;
3. supporting students with a native language other than Estonian, including those from a migrant background, in learning Estonian and providing additional Estonian language tuition;
4. reforming support systems for SEN students, including aligning information systems to support flexible...

This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.

Development of a digital platform for VET

The digital platform for VET is expected gradually to...

The main actions within the key point 'further developing lifelong learning in higher education' of the Higher education advancement fund are:

1. Agile offer of lifelong learning

There is a need for retraining, reorientation and reskilling. This includes developing micro-credentials and reshaping of programmes, in which social partners are involved. It is essential to strengthen cooperation with the private sector, e.g. in the context of dual learning. New, innovative pathways should also be...

On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business...

The STEM agenda 2030 focusses on the following three parts.

Sustainable STEM communication in relation to VET

With a sustainable and inclusive STEM communication strategy in VET:

1. attention will be paid to the low and barely increasing participation rate of girls;
2. societal transitions will be placed in a central position (VET and STEM contribute to these transitions);
3. high-quality and instructive practices will be disseminated towards the STEM and VET ecosystem;
4. players in that ecosystem will...

The ESF project Support for reducing early school leaving (PUMPURS) aims at reducing the number of learners leaving education and training early. The project promotes the creation of a sustainable cooperation system between the municipality, educational institutions, educators, support staff and parents or representatives of the learners, in order to identify learners at risk of interrupting their studies and provide them with personalised support.

Educators are given the opportunity to...

Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...

Training action programme (Formação - Ação) is a training modality of the national qualification system for the reinforcement of SME management capacity and competitiveness; it combines training and consultancy. It is addressed to micro, small and medium-sized enterprises active in the North, Centre and Alentejo regions.

This business training combines classroom training, in-company training and individualised consultancy. The programme begins with a business diagnosis, allowing for the...

The PLA programme, targeting migrants aged 16 or over, is organised according to training standards included in the national catalogue of qualifications, at levels A1 to B2 of the common European framework of reference for languages. PLA courses are organised in short training units and their duration varies according to previously achieved language competences. The short training units can be credited for school qualifications or dual certification, as part of the basic or upper secondary...

The local projects promoting qualifications - an adult education and training offer tailored to the needs of the different territories - focus on the motivation of citizens with a low level of education and literacy, which are generally more difficult to engage in training or schooling activities. The target group is adults with very low qualifications (less than ninth grade, including no schooling).

These projects, promoted by the Qualifica centres are based on partnership networks with...

Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.

It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...

Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....

The development comprises several actions.

The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner's personal competence development plan and funded, regardless of the type of...

Under the job rotation scheme private and public companies are entitled to receive a job rotation allowance when an employee temporarily participates in continuing education/upskilling and an unemployed is hired as a substitute for the employee during the training period. The company pays the employees their usual salary for the entire training period, as well as any expenses related to the course. The temporary employee must receive a salary according to the labour agreement for the hours...

In 2017, a committee of experts was set up by the Danish parliament to address the declining number of applications to IVET and to rethink pathways that would facilitate the transition from compulsory schooling to IVET.

By 2018, the committee's recommendations were accepted by a majority in parliament, leading to the creation of the Executive Order of the Act on Preparatory Basic Education (FGU). This law provides the framework for education programmes targeted at young people under 25 who...

The Accessibility Plus programme indicates the following actions for vocational education:

1. developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
2. creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.

The Strategy for persons with disabilities 2021-30 involves the following education measures including VET:

...

The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.

More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:

1. increasing the attractiveness of VET through the creation of new opportunities;
2. design of VET and LLL programmes and their quality assurance;
3. investment in...

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

1. second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...

There is increasing attention for the well-being of VET-students, partly due to the COVID-19 pandemic. The ministry set up different measures to improve the mental well-being of VET students and to monitor this.

The plan is addressed to the basic and secondary level students, with a focus on three structural elements:

1. teaching and learning that focusses on pedagogical tools for a more flexible curricular development, based on a greater capacity for autonomous and contextualised management, on strategies of proven effectiveness, on school and community activity and on support for students, especially in the school years and skills development most affected by the pandemic;
2. support to educational...

The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, addresses early school leaving in the section 'Second chance education and F-type programmes'. It suggests four measures aimed at:

1. transformation of former F-type programmes into 'combined' programmes that allow learners to complete lower secondary general education and earn at least an EQF level 2 VET qualification, enabling progression in initial VET;
2. allowing exceptional extension...

The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:

1. embedding the term 'basic skills' in the Lifelong Learning Act;
2. piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
3. improving the digital skills of citizens in line with Reform 6 of Component 17 'Digital Slovakia' of the National recovery and resilience plan;
4. piloting a financing scheme for supporting non-formal learning for low-skilled adults in...

The Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around six strategic priorities:

1. investing in youth and Walloon talent (priority 1)
2. ensuring environmental sustainability (priority 2)
3. boosting economic development (priority 3)
4. supporting well-being, solidarity and social inclusion (priority 4)
5. guaranteeing innovative and participative governance (priority 5)
6. supporting the rebuilding and resilience of disaster-affected areas...

The project is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.

The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...

With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.

The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of 2020....

In the Cabinet's response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:

1. making explicit which bodies are responsible at a local and regional level;
2. supporting life coaching arrangements;
3. promoting guidance for young people after graduation.

The country's approach to tackling youth unemployment caused by the pandemic has a regional focus and primarily...

In October 2020, the education ministry presented to parliament (in a policy letter) the Improvement agenda for inclusive education in VET for 2020-25.

In this letter, the minister, based on the evaluation of inclusive education in VET (Passend Onderwijs in het MBO) and on advice from the Education Council (Onderwijsraad), both issued in 2020, concluded that although learners are mostly satisfied with the support provided by VET schools, there is still room for improvement. The importance of...

Since March 2020, the education ministry has issued three policy letters discussing the new approach to further combat early leaving from education and training and support young early leavers achieving sustainable economic independence.

In the first letter (March 2020), the government and various stakeholders from education and the labour market (including employers' organisations) expressed their joint intention to focus on apprenticeships (dual pathway) to help working, young dropouts to...

In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:

National and sector-level studies
In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...

France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:

Training young people in strategic and promising sectors

1. 100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
2. 16 000...

The programme to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.

As part of its 2025 Strategy, the government put the following measures in place to combat early school leaving:

1. strengthening its 'DAS and DASC' mechanisms (stated as a priority, see below for further details on these mechanisms)
2. increasing financial support but also to simplify (one call every three years),
3. introducing more systematic monitoring of actions (see school service).

In 2016, the Brussels government, within the framework of the Brussels programme for education (Strategy 2025)...

The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:

a. measures related to the financial benefits of trainees and to well-being in training:

• extension of the training allowance (EUR 1/hour) and the...

The Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).

The project broadly targets jobseekers or learners over 25...

The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...

The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:

1. Capacity building and digital inclusion of people
   1. digital education,
   2. professional training and reskilling,
   3. digital inclusion and literacy,
2. Digital transformation of enterprises
   1. entrepreneurship and investment attraction,
   2. existing companies (with a focus on SMEs),
   3. scientific and technological knowledge transfer to the economy,
3. Digitalisation of the public sector
   1. digital...

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...

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...

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.

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 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...

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 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...

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...

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

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

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

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

In October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...

A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...

To achieve its target of reducing early school leaving to less than 10%, Hungary has introduced two projects since 2016: Reducing the number of students leaving VET without a qualification - GINOP 6.2.2 VEKOP/15 and Overall development of VET structures - GINOP 6.2.3 - 17. Vocational training programmes are free of charge for SEN learners. They are also allowed to remain in full-time education regardless of their age. The 2019 reform opened up new opportunities for workers of any age to get...

The 2015 reform of the 2011 Act on VET enabled graduates of three-year VET programmes to automatically continue their studies in the same school for two additional years and to take the upper secondary school leaving examination (matura), which is the entry requirement for higher education. It also introduced the possibility of obtaining two State-recognised VET qualifications free of charge in vocational schools and higher vocational schools, instead of only one as previously. As a result,...

In September 2016, specific scholarships were introduced for apprenticeship programmes that provide qualifications in high demand on the labour market. Twenty qualifications are covered. In addition, since 2016 financial remuneration and other benefits provided to apprentices have also been available in adult education (monthly payments in evening and correspondence courses have been reduced to 60% and 20% of those provided in full-time education).

From the academic year 2020/21, the Szabóky...

In July 2018, following a public call procedure, the ministry responsible for education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:

1. the quality of VET provision;
2. the number of students in sectors;
3. regional distribution of schools;
4. balanced geographic representation of the future centres.

The centres were appointed in five priority sectors:

1. tourism and hospitality;
2. mechanical engineering;
3. electrical engineering and ICT;
4. health...

In 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.

Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.

These skills/areas of competence are: conducting research and information monitoring,...

In 2015, social partners created a professional certificate which recognises basic knowledge and skills needed for the workplace (Certificat de connaissances et de compétences professionnelles). To enhance training for illiterate individuals seeking to earn this certificate, nationally referred to as Cléa, the national agency for literacy (Agence nationale de lutte contre l'illettrisme, ANLCI) created a correspondence chart. This chart effectively links the competences from the ANLCI...

In 2015, the social partners through the national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) created the CléA certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning.

The Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...

Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...

A circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological education.

The 2018 Law for the freedom to choose one's professional future provides for:

1. the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
2. reforming funding mechanisms to establish a...

The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures include:

...

In July 2018, a report was published detailing the results of a pilot initiative launched in 2015 that explored new approaches for work-based learning through scheduled and guided on-the-job training. This pilot involved collaboration between the Ministry of Labour and stakeholders such as social partners, the National Employment, Training and Vocational Guidance Council (CNEFOP), the National Agency for the Improvement of Working Conditions (ANACT), and training funds (OPCAs). The...

The Pathways for the future (Parcours d'avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.

A practical guide for the implementation of the Parcours d'avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness of...

Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...

Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.

1. The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...

In May 2016, the Finnish government launched an action plan for the better integration of immigrants in all types and levels of education, including vocational training. The plan, which is targeted at supporting immigrants, foresees an increase in the preparatory training for initial vocational qualifications (IVET) and competence-based qualifications (CVET). The general language proficiency requirement should no longer be an admission criterion for VET, but the education provider still...

There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.

Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:

Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...

The education ministry has contributed to promote work-based learning by supporting VET skills competitions at national (Spainskills), European (EuroSkills) and international levels (WorldSkills). All regional education authorities are also fostering different kind of events to promote dual VET among students, families and companies.

Trade unions are also contributing to the development of dual VET. In January 2018, General Union of Worker (Unión General de Trabajadores - UGT) published a...

The Employment programme includes a package of measures for workers at risk of unemployment. The main target groups are:

1. workers with no professional or vocational education;
2. those whose skills are outdated;
3. workers whose knowledge of Estonian is poor;
4. those who are older than 50 years of age;
5. workers who cannot continue their present work due to health issues.

The VET and training-related measures include:

1. a study allowance scheme to support participation in VET and higher education;
2. people at...

The 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.

Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...

To provide young people with the best possible one-stop support in the transition from school to work, local alliances known as JBA have been established in many places since 2011 (first in Hamburg but ten years later widespread in Germany with more than 350 agencies). This is where the various players responsible for vocational guidance and social support coordinate their efforts at the regional and local level. The alliances that have been established vary greatly. It takes time to work...

Since 2015, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...

Partial qualifications (Teilqualifikationen, TQ) are educational offers, which allow learners to gain vocational qualifications through systematic, successive qualifications based on the dual training regulations. Once the total of the partial qualifications is completed, the learner can take an examination for external candidates. The work on procedures for certifications and the development of training modules is continuing. There are several current projects on TQ, including:

1. the employer...

Following the 2015-20 VET development strategy adopted in October 2014 (and the updated VET strategy in Bulgaria for the period 2019-21), the VET Act was amended, introducing the legislative basis for validation of prior learning in VET. Validation, using the State education standards (SES), can be carried out by VET providers for professions included in the national list of VET professions (LPVET), and could lead to qualifications at EQF levels 2 to 5. The procedures for partial validation...

Thanks to the financial resources of the European Social Fund (ESF) made available within the framework of the Youth employment initiative 2, pilot training courses have been set up with experienced partners:

1. MolenGeek: training as a mobile web developer - or coder / coder in everyday language - and in e-marketing;
2. BeCode Brussels: training as a mobile web developer, AI data developer / developer, Devsecops (cybersecurity training).

Launched in March 2017 in Brussels, these projects intend to...

The Pact for excellence in education was launched in January 2015, with a view to gradual implementation from 2017 to 2030. This was confirmed and reaffirmed in the Community Policy Statement covering the period 2019-24.

The Pact for excellence in education is a set of reforms that concerns all aspects of education: the content of the curricula, the organisation of courses, the training of teachers, etc., from nursery school to the end of secondary school, with the main objective of improving...

The legislation introducing a training obligation until the age of 18 was approved by parliament in 2016 and came into force in the summer of 2017. Since July 2017, young people who would otherwise not continue education and training beyond compulsory schooling (age 15) or discontinue a programme they have taken up, will have to undertake some form of training until they have passed the age of 18. Those who do not get a place in a school or in a company to do an apprenticeship must either:

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Since 2016, the Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:

1. the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
2. the gender equality strand addresses...