The objective of the policy development is to create, support and implement innovation-related curricula, teaching methods, technologies, digital content and teaching material in VET and AL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnottképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system - NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer - NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
To improve the education quality monitoring system based on statistical information, the results of comparative educational research, the achievement of students at the national level and other indicators characterising the results of the work of education institutions: analysis of the results of centralised examination and accreditation and licensing, as well as evaluation of the quality of teachers' work, the use and analysis of information, taking into account the medium and long-term...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To review and increase the basic funding of VET programmes.
To ensure that VET providers under the auspices of local governments and other founders are eligible to receive State budget financing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Following the declaration of the extraordinary situation and the state of emergency, the education ministry had to act in accordance with the crisis management measures:
harmonising procedures for dealing with employment relationships with teachers and other staff who were unable to work at school;
adapting the content and forms of distance learning;
adjusting institutional procedures (especially concerning the admission procedure and the completion of studies).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the closure of schools, teachers began spontaneously to move to distance learning using communication platforms (such as Zoom); at the same time, the burden of work was transferred onto learners and households. Very soon, the need to ease the school's pressure to evaluate learners' performance from a distance became apparent, partly because it is not easy to distinguish learners' own performance from domestic support and also because the conditions for domestic performance are very...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
to regulate the terms and conditions for the creation and maintenance of an information database of employers who meet the requirements of the Vocational Education and Training Act (VETA) for participation in partnerships for the implementation of work-based learning (dual training system) for students and trainees over 16 years of age;
to set the requirements for employers to be registered in the information database;
to specify the circumstances required for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.
The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main goals of the approved training programme are as follows:
to define clearly the methodological, organisational and social competences that mentors should acquire;
to define ways of matching theoretical knowledge and practice in a real work environment;
to specify the legislative base of work-based learning;
to determine the basic pedagogical and psychological knowledge and skills that mentors should acquire;
to describe the processes of planning, implementing and evaluating on-the-job...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education minister approved a training programme for acquiring basic pedagogical and psychological knowledge and skills aimed at mentors involved in on-the-job training (dual training system). The changes in Art. 17a1 of the VET Act (VETA) of 2018 also include specific requirements for company mentors in dual training.
The programme is for people who want to become mentors at enterprises and to provide on-the-job training. It provides the tools for effective partnership between training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The FET strategy 2020-24, by simplifying the FET structure, aims to:
improve access to it;
support its learners consistently;
build its provision around a distinct, diverse and vibrant community-based FET college of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The FET strategy 2020-24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.
A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Education
Department of Education and Skills (until 2020)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The overarching objective is to examine professional processes in inclusive education, observe existing good practices in high-achieving countries (Ireland, Austria, Portugal as partners and associated partner, and Denmark, Estonia, Italy, Sweden and UK-Scotland as possible contributors) and develop national adaptation plans in different national (Czech Republic, Croatia, Hungary and Slovenia) and contextual circumstances. By connecting professionals - bringing actors and stakeholders...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Stairs is a 2019-22 Erasmus+ project, promoting social inclusion through educational best practices. The project focuses on the adaptation of good practices in social inclusion across Europe and on the adaptation process itself. The consortium consists of seven partners. The Tempus Public Foundation in Hungary is a coordinating institution; six others, including the Institute of the Republic of Slovenia for VET (CPI) (seven institutions from six countries in total) cooperate in the project.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This document quantifies expenditures on current social protection and inclusion policies, assesses their effectiveness and accessibility, and examines existing data collection settings. Based on the findings, it proposes measures to improve the social inclusion of vulnerable groups and to unlock the untapped potential for economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Overall, the spending review proposes a series of measures regarding social inclusion, data collection and methodology development, the management of systems not sensitive to additional funding, as well as three austerity measures. Many were related to education.
One austerity measure was linked to VET, requiring that contributions to the so-called activation work of the unemployed provided by municipalities (focusing predominantly on unskilled activities, such as street sweeping, waste...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
a new approach regarding professional development of pedagogues and other professional staff;
the obligation to complete refresher training to the extent specified by the director of the school or school establishment in accordance with the needs of the respective institution;
a new categorisation of positions of pedagogues and other professional staff in education;
the right to protect pedagogues and other professional staff from manifestations of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new act was adopted on pedagogical staff and professional staff (138/2019) in 2019 complemented by two decrees (361/2019 on education for professional development and 1/2020 on qualification requirements). The act cancelled:
the original credit system, but retained the right to a salary supplement for certain types of in-service training (especially when obtaining new qualifications), thus significantly reducing the link between salary bonuses and completion of in-service training;
the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
National Institute of Education and Youth (NIVAM)
Ministry of Education, Science, Research and Sport (until 2024)
The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people's potential, develop their ability to adapt and responsibly manage constant changes in society and the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are four main areas of development envisaged in the national education strategy 2021-27:
Highly competent educators
Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.
Availability of quality education to everyone
Quality education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Regulation modifying the VET core curricula and the Regulation establishing the new classification of occupations were adopted in March 2017. They provide the occupations and curricula for the new structure of vocational education.
The classification of occupations defined 213 vocational education occupations, which could be offered from 1 September 2017. It covered first stage sectoral programmes, vocational upper secondary programmes, and post-secondary programmes. The Regulation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Centre for Education Development
Ministry of National Education
Ministry of Education and Science (from 2021 until 2024)
Adjusting the requirements for VET schools (part of the quality assurance system) to developments in the education system; strengthening cooperation between VET schools and employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the changes to the VET system introduced in November 2018, the Ministry of National Education amended the regulations on the requirements for schools and institutions that are an important element of the pedagogical supervision system. A significant change was introduced in relation to the requirements about cooperation with the local community - the obligation of VET schools to cooperate with employers was added. Additional minor modifications adjusting requirements to the recent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
regular review and update of the content of apprenticeship programmes;
transparent and binding structure for the development/revision of a training regulation, including a guideline;
task description for the actors involved in the development process;
involvement of relevant professional practitioners such as in-company apprenticeship trainers;
improved coordination between vocational training and trainers (learning place: workplace) and curriculum development (learning place: part-time...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high level of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.
Three strategic goals have been set to achieve the general objective:
learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and types...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education strategy applies an integrated approach to the development of the education system to make better use of Estonia's high-quality education for the benefit of people, society and the economy.
It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers' roles, and it focuses more on the skills policy, including a clearer division of the roles...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The State registry of training providers of the vocational training system for employment (Registro Estatal de Entidades de Formación del sistema de formación profesional para el empleo en el ámbito laboral) is conceived as an instrument of transparency and dissemination of the integrated information system to improve coordination and inter-administrative cooperation in the training for employment system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Order TMS/369/2019 harmonises the system of accreditation of all training providers. All vocational training providers authorised by the different competent authorities are integrated into one network through the State registry, which also ensures coherence with the Catalogue of training specialities (associated or not with professional certificates). The registry is used by the employment authorities to manage different services for different target groups. Only registered providers may...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the new order is to regulate the structure and content of the catalogue and the procedure for its management and updating, so that it responds quickly to the training demands of emerging sectors and occupations. It aims to improve labour market transparency and unity as well as worker mobility.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A training speciality consists of 'the grouping of professional competences, contents, and technical specifications that respond to a set of work activities framed in a phase of the production process and related functions, or to the acquisition of transversal competences necessary in a professional environment and context'. The Order TMS/283/2019 foresees mechanisms for dissemination, monitoring and evaluation to ensure compliance with the objectives set. Accreditation procedures, career...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To increase participation in initial vocational education and training (VET) programmes.
To offer every young person the opportunity to enjoy personal and professional development through IVET and to become self-assertive and proactive in making their own professional choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development, together with the support of the education ministry, runs annual information campaigns to raise public awareness that initial VET can be a first option for young people. This can provide them with the opportunity to acquire competences (both general and professional) and attitudes and skills leading to a qualification at EQF level 3 or 4 that is recognised on the labour market as well as offering an option to continue to higher education.
The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the regulatory framework in relation to planning and implementation of apprenticeship in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The amendments to the Crafts Act from December 2019, which entered into force as of January 2020, introduced a shift in governance that transferred more responsibility to the Croatian Chamber of Trades and Crafts (HOK), in particular, and the ministry responsible for economy (MINGO). Accordingly, MINGO and HOK now have a more prominent role in drafting curricula, while the ministry responsible for education keeps its role in adopting curricula, which are proposed by the Agency for Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government has established a set of goals such as promoting social inclusion, digital literacy and access to digital services for the entire population, with the following aims:
to generalise digital access to exercise active citizenship and to promote inclusion in an increasingly dematerialised society, where many social interactions happen on the internet and are increasingly mediated by electronic devices;
to promote employment, boost employability, professional training and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
INCoDe.2030 is an integrated inter-ministerial strategy bringing together and encouraging collaboration between people with different experiences and knowledge as well as multiple public and private organisations.
This initiative has five major priorities:
inclusion: to reach the entire population and promote digital skills;
education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
qualification: to promote the professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education (Until April 2024)
Ministry of Economy and Digital Transition (until 2022)
Ministry of State Modernisation and Public Administration (until 2022)
Ministry of Education (Until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Planning (until 2022)
Ministry of Territorial Cohesion
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
To enable trainers to access the Certificate of pedagogical competences (CCP) through the recognition, validation and certification of pedagogical skills acquired through formal, non-formal and informal ways.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The objective was to implement quality assurance procedures in Slovakia based on international experience and to set the quality indicators adjusted to the national environment and culture.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national 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 European...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This policy development aims at developing a quality assurance system based on continuous improvement in IVET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Quality requirements aim to make training provision clearer to individuals, companies and funders. The individualisation of pathways and the reduction in intermediaries - particularly via the personal training account (CPF) - support transparency and help individuals in selecting a training programme. For funders, the certification makes it possible to evaluate organisations based on common indicators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The priorities of the VET system development programme 2016-20 are directed at increasing relevance, quality, excellence, attractiveness and inclusion, as well as the international dimension of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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:
quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
partnerships, which will ensure and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims at developing the system of master exam and master qualifications in the Czech Republic as a tool of education and training, and recognition of master craftsmanship, thus contributing to quality improvement of further education and training in the crafts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Industry and Trade
Ministry of Education, Youth and Sports
Czech Chamber of Commerce
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 1684 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new training agreement approach was set up in 2018. It foresees that practical training is included in all VET qualifications. Training at workplaces on practical work tasks can be apprenticeship training or training based on a training agreement. When applying for a training agreement, learners are not in an employment relationship (their status is that of a learner). Learners receive no salary and employers receive no training compensation. The details of the training agreement are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
According to the rationale of the act, VET has to address the socio-economic challenges in Poland:
demographic changes and the decreasing number of young people joining the labour market;
changes in economic indicators, including the lowest unemployment rate in recent years, the deficit of employees with appropriate qualifications and the development of an 'employees' market';
persistent high unemployment rates among graduates of VET programmes.
The main aim of the act is to restore the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new act:
makes it mandatory for VET learners to take a State vocational examination or a journeyman's examination as a condition of school graduation; it also changes the form of exams, the process of preparing examination tasks and the requirements set for examiners;
introduces, in cooperation with employers, apprenticeship as a new form of vocational learning for learners in upper secondary VET and first stage sectoral programmes, who are not juvenile workers;
introduces new options...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of this policy development is to introduce a VET graduate tracking system providing reliable data on the professional careers of graduates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry commissioned the Educational Research Institute to implement an ESF co-financed project aimed at developing a system to trace the educational and professional trajectories of VET graduates. Three rounds of qualitative and quantitative surveys are planned until 2022, collecting data unavailable in public registers about, for example, learner needs and expectations, as well as information on the determinants of graduates' decisions.
In 2016/17, interviews were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
To improve, in cooperation with employers, the vocational examination system by determining vocational examination tasks, providing training for members of examination boards and developing internet platforms for vocational examiners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry started an ESF co-funded project to develop new vocational test items with employers' support. The objective of the project was not just to develop the items but to strengthen the participation of employers in the examination process. In 2017, a call was published for employers/professionals to become developers of the examination tasks. Another call was aimed at the methodical training for the future developers of the examination tasks. The project finished...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
Legislation aims to address the needs of each learner and provide the adequate environment to achieve their goals, promoting equity and equal opportunities throughout compulsory education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (Until April 2024)
Directorate General for Education (DGE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Office of Vocational Education and Training and Adult Learning (NOVETAL), which is also the quality assurance national reference point (QANRP), used Erasmus+ funding to set up a national EQAVET expert network to strengthen the culture of quality assurance in VET and to cooperate with QANRPs from other countries to share experiences in workshops and peer learning activities. The national EQAVET expert network consists of four to six members, including representatives of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The aim of the project is to improve the quality and content of 21st century vocational training and adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
VET monitoring involves the continuous and systematic collection, analysis and evaluation of data on the state of the system and the changes it undergoes. The aim is to enable the system's management and development in a way that guarantees its quality in line with education policy at both national and European Union (EU) levels. Such monitoring seeks to assess the success of VET with respect to the economy, human resources, the labour market, lifelong learning opportunities, and national...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 11 December 2018, the Research and Higher Education Monitoring and Analysis Centre (MOSTA) published the second edition of the VET system review. The first edition, published in 2017, presented national and regional trends, as well as performance analyses of VET institutions. The 2018 edition takes stock of current policies, needs and present-day challenges in this area, analysing the demographic, social and economic context of VET, and issues with regard to financing, teacher training,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate access to educational resources that are specifically used for distance learning or education processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In education authority VET, the education community can find and create structured teaching material ready to be downloaded and used by teachers and learners in Procomún, the Repository of open educational resources (OER) of the ministry, operated by the National Institute for Education Technologies and Teacher Training (INTEF). Another initiative is the Educational Technology Observatory, which provides a virtual library with articles for teachers written by teachers about how to use...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2018, the Council of ministers approved EUR 8.6 million (three times the previous budget), jointly financed by the European Social Fund, for VET teacher training, upskilling and mobility. The distribution criteria, agreed by the Autonomous Communities, take into account the number of teachers and the number of secondary schools and / or baccalaureate centres and / or VET centres. CPD training provision for teachers also encompasses guidance practitioners.
The framework for VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During 2017, discussions in relation to access to the teaching professions took place at a sectoral conference on education and a revision of legislation was agreed. The Educate for the 21st century forum was held on 6 November in which challenges and proposals on the teaching profession developed by experts over the last few years were presented. Agreement was reached on the need to moderate the recruitment of temporary staff (a consequence of the economic crisis). Greater stability in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Vocational training for employment in the labour scope was last reformed in 2015. The reform aimed at an efficient system for monitoring and prospecting the labour market, based on coordination of all actors (administrations, social agents, experts). It also aimed at:
promoting the assessment of the impact of training (on accessing and maintaining employment);
enhancing enterprise competitiveness;
improving workers' skills;
meeting labour market needs;
ensuring efficient use of resources.
A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
State Public Employment Service (SEPE)
Autonomous Communities (CC.AA.)
Social partners (main businesses and trade unions organisations)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since September 2017, several collaboration agreements between the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE), the education ministry, and 11 Autonomous Regions have been approved. The agreements allow for implementing work plans of 25 national reference centres (Centros de Referencia Nacional, CRNs), of the 52 planned. CRNs are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, SOLAS and ETBI published a Strategy for technology-enhanced learning in further education and training 2016-19. The strategy examines ways of bringing technology into the further education and training sector to facilitate innovative teaching and learning practices. In 2017, the SOLAS corporate plan for 2017-19 outlined its goals, one of which is to support the Education and Training Boards in expanding delivery options, including the use of ICT and technology-enhanced learning to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
eCollege provides online courses, including computer programming, data science, office productivity and web and graphic design. In 2015, eCollege awarded two major four-year contracts worth EUR 7.5 million to Cenit college and Enovation solutions. Cenit college is responsible for the management of e-tutoring and related support services, while Enovation solutions handles monitoring and reporting services. This eCollege partnership is to ensure that online education and training is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Establishment of the national system for validation of non-formal and informal learning and certification of competences, for lifelong learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Law 92/2012 on the reform of the labour market defines for the first time in Italy the validation of non-formal and informal learning, as one of the key elements to ensure and implement lifelong learning in a comprehensive and systematic manner, establishing rules and regulatory requirements (standards) concerning the characteristics of the system and the stakeholders involved, ensuring transparency, usability and broad accessibility of validation/certification services (IVC).
In recent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
A framework regulation of in-company trainer training, set by the legislation, required further elaboration. The objective of this policy is to develop and offer training programmes for instructors and head instructors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In-company trainer training may be offered by various parties, provided that it is recognised by the professional or employer organisations in charge (nationally referred to as sectoral assignees). In 2015, the Slovak Chamber of Commerce and Industry (the key player in this field) adopted its own regulation. In 2016, the Employer Council for Dual VET approved guidelines on training for trainers working with young people within the dual VET scheme. Guidelines for the training of those working...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
Legislators intended to speed up the implementation of dual VET by facilitating the recruitment of in-company trainers. Therefore, qualification requirements and initial training of in-company instructors were set as less stringent compared to qualification requirements and initial training of trainers employed by VET schools, as stipulated by the Act on Pedagogical Staff and Professional Staff (138/2019) and related decree (1/2020).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the 2015 Act on VET, in-company trainers should have certificates that are equivalent to, or of a higher level than, certificates offered to learners by programmes they are involved in. These certificates must be in the same or similar field of study. In-company trainers must also have at least three-year experience as fully qualified workers in the respective occupation, and they need to complete a specific initial training programme. This training addresses: learners' rights...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
Newly developed in-service training offered to pedagogues in schools should help them better understand requirements resulting from introducing dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To familiarise VET teachers and trainers with dual VET, short credit-awarding courses were designed within the 2013-15 ESF project Development of secondary VET. The subsequent 2016-20 ESF project Dual education and increasing attractiveness and quality of VET also focuses on in-service training via three accredited programmes. The project aimed to train 600 members of pedagogical staff in curriculum issues, 200 directors of schools and other leading staff concerning the new role of schools...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 government manifesto also aimed at further changing the system of career development. It envisaged certification in line with professional standards for pedagogical staff and experts employed by regional schools. Implementation of the standards was a long-lasting and controversial process. The education ministry even hesitated to publish these standards. After some revisions these standards were finally published in 2017 despite doubts about their applicability. EUR 20 000 were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
National Institute of Education and Youth (NIVAM)
Ministry of Education, Science, Research and Sport (until 2024)
The education ministry decided to abolish the limited validity of credits to prevent a fall in teacher incomes. This measure was considered as a temporary solution, as preparing new legislation introducing a new approach to CPD and in-service training already started.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The steps taken until 2018 focused on amending legislation and policy commitments for further continuing professional development (CPD) improvements. The newest and the most visible of such improvements is the abolition of the limited validity (seven years) of credits received within CPD. Staff can move from beginner to independent teacher status and then to attestation at first and second (advanced) level. Since the 2009 Pedagogical Staff Act, a wide range of in-service programmes/courses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
Increasing salaries is a crucial factor in making the teaching profession more attractive and preventing brain drain to other sectors of the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Pay rises were awarded in 2016 and 2017 (4% plus a further 6%). As the government claimed that highly qualified teachers were key to the delivery of its education and training agenda, it announced further increases - in its 2016 manifesto - averaging 6% per year from 2018 Yet, such a move was still considered insufficient by staff representatives as teacher salaries would remain lower than 70% of the average salary of professionals with higher education qualifications. The increase in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
To reduce the barriers for skilled practitioners to serve as VET teachers by making training in pedagogy more flexible.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 legislation amending the 2009 Pedagogical Staff Act made qualification requirements more flexible to attract (more) business and industry professionals to teaching and to facilitate changes of position or subject areas. Professionals teaching in occupation-oriented areas are not required to comply with qualification requirements in pedagogy provided they teach up to 10 hours per week (the responsibility for ensuring/assessing their teaching competences lies with school principals)....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The environment ministry initiated a new grant scheme (Green education fund) to support projects of non-governmental organisations (NGOs) promoting environmental education. This complements the scheme of the education ministry, which supports school projects. A new strategy paper on environmental education can harmonise efforts in this field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since October 2017, the Green education fund (GEF), managed by the Slovak Environment Agency and financed from the State budget and private companies, has been active in supporting environmental education. EUR 155 000 were earmarked for 28 NGO-projects at national (11) and regional (17) level. Grants of EUR 10 000 and EUR 5 000, respectively, with 5% joint financing by beneficiaries, supports the provision of class-ready materials and supporting actions (competitions, games, outdoor...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Environment
Ministry of Education, Research, Development and Youth
Slovak Environmental Agency
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
Annual regulations for directors of schools and school establishments, and a special grant scheme of the education ministry, are targeting prevention of intolerance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016/17, in response to signs of increasing intolerance in the European Union, secondary education national curricula were supplemented by a document for teachers and counselling staff on how to prevent racism, xenophobia, anti-Semitism and extremism.
A review of national curricula and textbooks concerning human rights and democratic citizenship education was initiated by the Government Council of the Slovak Republic for human rights, national minorities and gender equity as of 2016. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Government Council for Human Rights, National Minorities and Gender Equity
State School Inspectorate
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
Activities are aimed at improving financial and entrepreneurial skills. ESF-related projects are used to support the efforts of schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new national standard for financial literacy was approved in 2017. It replaces the 2014 standard and includes entrepreneurship competence. It also addresses areas like planning, income and labour; consumer protection; counteracting corruption and fraud through consumer financial responsibility; consumer decisions and financial management; loans and debts; savings and investment; risk management and insurance. The revision was based on the 2016 thematic assessment of learner performance in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Finance
Ministry of Education, Science, Research and Sport (until 2024)
Enrich the public discourse on lifelong learning and skills development, learn from international experience in preparing a new lifelong learning strategy, a new act on lifelong learning, and in achieving coherence in future policies on skills development.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry has started an international project (with a budget of EUR 350 000) aimed at elaborating a National skills strategy for the Slovak Republic, in cooperation with the OECD. A launch conference was held on 29 January 2019 and a final OECD report is expected by the end of March 2020.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
The objective of the national programme was to identify priorities for reforming the education system, including VET, and to quantify expenditures for respective measures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 27 June 2018, the government approved the National programme for the development of education (NPDE). The NPDE was adopted, with 106 measures to be fulfilled until 2027. Some measures related to regional schooling and higher education are relevant also to VET. Measures directly aiming to align VET to labour market are as follows:
increasing the quality of dual VET through the funding of professional and employer organisations involved; they will receive approximately EUR 1 million annually...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
To describe measures addressing identified weaknesses or suggested improvements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
The proposed incentives aim to support responsiveness of the VET system to labour market needs, especially in the regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2016, a call was launched to invite proposals for the modernisation of the equipment and premises of school-based practical training (VET schools' workshops and specialised facilities, e.g. libraries). Additional components could relate to equipment for dormitories in support of inclusive education, reconstruction of school premises, or improving the energy performance of buildings. The call was launched within the framework of the ERDF part-funded Integrated regional operational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The main objective of the Slovak version of dual VET is to increase the share of in-company training based on individual contracts between learners and companies responsible for a practical component of VET. In contrast to other forms of work-based learning already in place, companies may adjust training to their needs within the curricular framework agreed with the VET school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Act on VET was amended in March 2015 (61/2015). Its main objectives were to introduce a dual VET scheme and tax incentives for enterprises to provide training. The reform entered into force in September 2015 and made available upper secondary VET delivery in three forms:
school-based programmes with practical training (mainly) in school workshops;
mixed scheme, with school-based learning along with in-company training within the framework of school-company agreements (contracts) based on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A programme improving the professional competences of teachers (2016-22) was launched in 2016, as part of an initiative of the Ministry of Education, jointly funded by ESF. It aims to improve teaching/learning quality by giving teachers and trainers in companies the opportunity to update and complement their knowledge, skills and competences through a form of job rotation: teachers of vocational modules and organisers of work-based learning spend two to four months in a company. During this...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 24-hour initial training programme for trainers in companies was revised in 2016 to update the knowledge and competences required to plan, provide and assess workplace learning. This includes understanding the characteristics of adolescence, pedagogy and psychological aspects of learning and teaching, organisational issues/methods to include learners in team and project work, communication and conflict-resolution skills, education and occupational safety legislation, preparing learning and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new Act on Apprenticeship, adopted and published in 2017, is the result of joint work and consultation with all main VET stakeholders: the ministries of education, labour and economy, the Institute of the Republic of Slovenia for VET (CPI), schools and social partners (chambers and trade unions). It defines apprenticeship as a means to accomplish three-year upper secondary VET programmes, equal to school-based programmes. The act strengthens the role of chambers in monitoring the scheme,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
The overall expectation was that the review could help develop a good evidence base for policy decisions and suggest possible scenarios for developing apprenticeship in Slovenia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A thematic country review (TCR) on apprenticeship was conducted in close cooperation with Cedefop in 2015-17. The aim was to carry out an in-depth analysis of the situation to support Slovenia on reintroducing apprenticeship. The review involved a broad range of VET stakeholders: directors of VET schools, students, recent graduates who are in employment, providers of in-company training, directors of intercompany training centres, company directors and in-company mentors. Several sectors...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
To ensure high-standard and regularly updated teacher competences supporting quality teaching and learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development implemented several projects through which continuing teacher and trainer-in-companies training was offered.
One of the projects aimed to improve the skills and competences of teachers and trainers involved in work-based learning, through an Erasmus+ pilot training programme (DALIVET 2014-16). An accredited training course was introduced to increase the competences of 23 vocational education and training (VET) school teachers and 22 trainers. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Directorate for Continuous Teacher Training
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
To guarantee that teachers and trainers have the necessary competences for the teaching profession and can progress in their careers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Ministry of National Education changed the procedure for awarding the teacher confirmation certificate (Definitivat certificate). After completing a 1-year period of teaching, prospective teachers take a simplified teacher confirmation examination.
The written test consists of two parts instead of three: one part is focused on the subject in which the candidate specialises (60% of the total grade); the other is focused on the teaching methodology (30% of the total grade), while...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To raise teaching quality standards and implement a master programme for the teaching profession as part of initial teacher training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A master degree has been legally required as a condition for entering the teaching profession since 2011 (Education Law), but the implementation of this provision did not start in 2015-16 as planned, leaving it as an option.
The law was revised in May 2015, focusing on the organisation and implementation of a master of arts (MA) for the teaching profession: a 2-year programme including academic studies, practical training (throughout three semesters) and research (linked to the MA...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1 qualifications...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop entrepreneurial spirit and competences of learners and teachers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development registers new training firms and corresponding activities annually.
The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.
The competition takes place based on the approval of the education ministry at local, regional and national levels.
The number...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To allow comparing the qualification levels of different countries using the EQF grid description based on learning outcomes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Romanian national qualifications framework was referenced to the EQF in April 2018 and the next revision of the referencing report is foreseen to take place in 2023.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Qualifications Authority (ANC)
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Qualifications Authority (ANC)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the relevance of initial vocational education and training (IVET) to the labour market needs and to update curricula in line with the needs of priority sectors and the green economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2013-16, the training standards for IVET (131 initial VET qualifications at EQF level 3 and 69 qualifications at level 4) were revised and, in 2016, were approved by ministerial order.
The professional training standards have been adapted to new technological developments and labour market needs; they include learning outcomes. They were developed/updated for improved articulation between the stages of schooling and to support mobility in education and vocational training from the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To increase participation in lifelong learning and improve the relevance of VET to the labour market needs. To have at least 10% of the adult population (ages 25-64) participating in lifelong learning activities by 2020.
The objectives are centred on three main strategic pillars: access and incentives for participation, quality and relevance, and partnerships for better information.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers' initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.
In recent years, the country has developed and put in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
To introduce necessary measures for the selection and recruitment of teachers, trainers, specialised technicians and other education professionals by the Ministry of Education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Teaching career law for pre-school, basic and secondary education has been reviewed. Since 2016, the skills and knowledge examination (Prova de avaliação de conhecimentos e capacidades) has no longer been in force. The entry requirements for teacher training courses have been increased and the system for employing temporary teachers has been reformed, allowing an annual renewal of fixed term contracts for up to five years.
In 2017, legislation modified the selection, recruitment and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A Regulation on practical vocational training introduced in February 2019 provides more flexibility in the requirements for in-company trainers on work experience and pedagogical training, as some of the previous regulations limited the possibilities for professionals to engage in VET.
It also sets:
the framework programme for a pedagogical course for trainers in companies, decreasing the required number of hours for pedagogical training from 80 to 45;
the scope of information included in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Investment and Economic Development
Foundation for the Development of the Education System (FRSE)
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2017, the Act on financing educational tasks was adopted. The Act made teacher CPD obligatory and to be conducted in line with the school's needs. Head teachers report annually on teachers' CPD. Changes in teachers' advancement procedures were also implemented, however, they were withdrawn in a subsequent amendment to the Teachers Charter in 2019.
The Act also allowed higher salaries to be paid to specialists employed at schools who are not teachers. Previously, such a salary could...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The digital education working group was set up within the Digitalisation Council to provide advisory services to the Ministry of Digital Affairs about the development of digital competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Addressing both IVET and CVET, the Ministry of Digital Affairs appointed a digital education working group within the Digitalisation Council in December 2016. In 2016-18, the working group was engaged in identifying digital competences currently needed in the labour market as well as foreseeable future trends. Focus was on e-skills gaps and e-skills needs of employers, as well as employment gaps in the IT sector. The group developed the main areas of the 'body of knowledge' for ICT...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Digital Affairs
Digitalisation Council operating under the Ministry of Digital Affairs
The policy development consists of two similar projects - concerning the development of e-resources for foreign languages and entrepreneurship. Both projects will contribute to increasing the use of modernised content, tools and resources supporting the process of vocational education. The main objective of the projects is to develop multimedia materials (e-resources) supporting learning of a foreign language with a vocational orientation and entrepreneurship.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Begun in 2016, the aim of the first of these two ESF co-funded projects was to develop e-resources for vocational foreign language learning in 10 vocational areas and methodological resources for foreign language teachers. The budget for the project was EUR 4 million. At the beginning of 2017, 10 contractors were selected and contracts signed. The project finished in the second half of 2018. E-resources (multimedia materials) for vocational foreign language learning in 10 areas were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To make horizontal permeability easier for learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the Ministry of National Education adopted a Regulation on the framework teaching plans for public schools, standardising the weekly number of teaching hours per week in compulsory subjects for each grade; previously only the minimal number of hours per subject on a certain education level was set. In this way, learners' horizontal permeability was eased.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project 'effective educational and vocational guidance for children, adolescents and adults', aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
support quality in VET schools by strengthening cooperation between VET schools and higher education institutions;
develop and disseminate exemplary practice of cooperation among VET schools and higher education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2018, the education ministry launched the first call for projects aimed at strengthening cooperation between VET schools and higher education institutions. The call covers the development and dissemination of exemplary practice of cooperation between vocational schools and higher education institutions, including:
exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
proposals for organising classes by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The project will contribute to increasing the access of adults to different forms of lifelong learning through the development of model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) leading to a qualification, and vocational skills courses (kursy umiejetnosci zawodowych - KUZ).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the education ministry opened a call for proposals to develop model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) for adults. The assessment of applications was finalised in late 2016; three projects were selected and began to be implemented. The initiative is co-financed by the ESF. The aim is to support VET providers in expanding their offer for adults. The projects were completed at the beginning of 2018, with 81 model vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to increase the occupational and social activity of inmates and to increase their employability upon leaving prison. New skills and qualifications are intended to make it easier for inmates to obtain a new job and to help lower the risk of social exclusion after leaving prison.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 2016 to 2020, the Central Management of the Prison Service (supervised by the Ministry of Justice) has been conducting a training project to prepare inmates' return to work after release from prison. The budget of this ESF co-funded project was approximately EUR 31 million (PLN 131 million).
Vocational training courses in different occupations along with labour-market-relevant soft skills training were organised. They were addressed to inmates who voluntarily apply to take part (except...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the strategy is to increase income and social, economic, environmental and territorial cohesion.
This would be achieved through:
sustainable economic growth increasingly driven by knowledge data and organisational excellence;
socially sensitive and territorially sustainable development;
effective State and economic institutions contributing to growth as well as social and economic inclusion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:
promoting dual VET, further linking school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 VET teacher promotion initiative also provides for VET teacher CPD. Measures include: giving vocational teachers the opportunity to develop their competences by creating new and more relevant courses; supporting VET teachers with a technological background who lack teacher training for upgrading their qualifications, through scholarships and increased supply of pedagogical training (one-year programme in education theory and practice).
CPD will be based on VET teacher competence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET teacher promotion initiative was launched nationally in October 2015, aiming to attract new teachers to ensure sufficiency and quality of VET teaching staff. It builds on previous successful pilots. The programme is based on scholarships and flexible education pathways for skilled workers. A scholarship scheme for non-qualified VET teachers who want to complete VET teacher education has been set up and is managed by the Directorate for Education and Training. Since 2016, people who...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2017, the education ministry published an action plan on teacher shortage. The plan is being implemented to encourage regional stakeholders to stimulate circular careers and hybrid teaching to tackle shortages of (technical) teachers.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to minimise the skill gaps that exist in some of the in-demand sectors such as the digital, technical and financial sectors (main aim);
to recommend policy changes to the government that would reduce these gaps and equip the labour force with the right skills, to meet the future challenges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:
the Ministry for Education and Employment;
University of Malta;
the Malta College for Arts, Science and Technology (MCAST);
Jobsplus (PES);
the Institute for Tourism Studies;
the Malta Chamber of Commerce, Enterprise and Industry;
Malta Enterprise;
lifelong learning entities and the civil society.
One of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Ministry for Education, Sport, Youth, Research & Innovation (MEYR)
The national education strategy (guidelines) 2021-27, sets highly qualified, competent and excellence-oriented teachers a priority. The strategic aim is to revise approaches to teacher training and improve status and prestige of the teaching profession.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening strategic approaches to the training of teachers:
annual identification of training needs for teachers based on evidence and using advanced teacher skills' assessment tools and methods;
targeted and needs-based planning of teacher training at municipal level, providing equivalent support facilities for all educators;
developing unified, coordinated and monitored VET by ensuring effective cooperation between stakeholders in teacher professional development;
support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
