To enable the students to complete the school year 2020/21, despite the COVID-19 outbreak, and provide support to distance 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.
From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...
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, Family, Social Affairs and Equal Opportunities (MDDSZ)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
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 improve the relevance of VET provision to labour market needs.
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 June 2019, the Consultative Council for VET, an advisory body to the education minister, assigned the National Agency for Vocational Education and Training (NAVET) to prepare an analysis for the optimisation of the List of professions for vocational education and training (LPVET).
The analysis of LPVET contains findings, conclusions and possible solutions related to:
providing an opportunity for upgrading the qualification acquired;
aligning VET with international classifications 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.
National Agency for Vocational Education and Training (NAVET)
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.
to support equal access to quality education and better coverage of learners' needs with activities that help them to overcome learning difficulties and education deficits;
to develop the potential and abilities of learners for successful graduation from secondary education and for future social integration, professional and individual development;
to reduce the share of learners who leave the education system early, as well as to reintegrate them in the education process.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the 30-month implementation period more than 47 000 students in 1 500 schools will be involved in career guidance activities through personality development support centres across the country. The individual and group activities will motivate students for continuing education and pursuing vocational and STEM careers and support their transition to the next level and to the labour market.
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 strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners' employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in vocational 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.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
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)
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 main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.
In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers to,...
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 offer, via its four pillars of action, to young people of different ages and different needs, guidance and personal development opportunities.
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 four pillars of action of the service are:
Personalised guidance from career counsellors and expert career guidance: each young person can arrange a personal appointment with a counsellor so that he/she can receive personalised counselling. Appointments are carried out at all youth information centres in all five districts in Cyprus;
Skills testing
This is an important tool that can lead young people to self-knowledge and guide them to the most appropriate choice of field of study and...
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 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.
To develop a well-functioning and sustainable work-based learning (WBL) system involving employers, and to create flexible and appropriate forms of study for young people and adults for obtaining a 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.
Work-based learning is developed under the Labour market and education cooperation programme.
In Estonia, WBL (apprenticeships) is defined as a form of study where work practice comprises at least two-thirds of the volume of the curriculum. The apprenticeship system was introduced in 2006 (updated in 2014) and the number of WBL learners, fields of study and qualification levels have gradually increased. In 2019, the share of WBL learners was, on average, 8% of all VET students and over 12% 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.
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.
The ambition of the strategy was to present the country's vision regarding digital transformation, the preconditions for its implementation and the priority areas. The strategy set the basis for designing specific measures at a later stage.
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 the short term, three priority areas have been identified by the strategy, forming a basis for the 2019-22 action plan:
promoting digital transformation of schools, improving education environment, enhancing learners' digital competences and improving their employment prospects;
laying the foundations for a modern data-based and digital economy and the digital transformation of the economy as a whole;
improving the capacity of public administration to make use of data and innovation 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.
Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation
Digital Coalition
Ministry of Investments, Regional Development and Informatisation
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)
The aim of this initiative was to develop curricula for additional vocational skills for selected professions in cooperation with 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.
The call for projects was announced in July 2019 and, up until the end of February 2020, seven rounds of the competition had been organised. It was planned to develop 174 curricula in 16 sectors of special importance for the economy.
The catalogue of additionally developed skills will be included in an Annex to the regulation specifying additional vocational skills, and will be used in vocational schools within the obligatory hours for vocational 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 initiative aims to enhance the use of modernised content, tools and resources supporting the vocational training process.
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 initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.
The initiative includes two phases:
developing the concept and standards of VET e-resources;
obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).
Three calls for projects developing VET e-resources are planned for 2020 and 2021....
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 main objective of this regulation is to promote niche and rare professions.
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 September 2019, the education ministry announced a list of vocational education professions of particular significance for culture and national heritage. The list covers 21 occupations, most being niche and rare professions (e.g. leatherworker (kaletnik), goldsmith-jeweller (zlotnik-jubiler), yacht and boat assembler (monter jachtów i lodzi), beekeeper technician (technik pszczelarz). This regulation will have an impact on VET financing. As of 2020, local governments will receive...
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.
increasing the labour market relevance of the qualification;
enhancing the attractiveness of the technical 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.
To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus. For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET with a technical, craft...
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 Education, Science and Research (BMBWF)
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)
The aim of this measure is to bring the acquisition of competences in the area of apprenticeship training as close as possible to the qualification requirements of the companies. Therefore, as part of a development process, in which the social partner institutions are closely involved, transversal competences should be anchored in all training regulations for apprenticeships and imparted in a modular manner, depending on requirements, in the form of a step model.
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, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
training regulations have a particularly urgent need for adaptation;
training regulations had not been adapted for at least 10 years;
of the training programmes have a critical minimum number of apprentices.
Further,...
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)
The aim of the project is to develop a concept for support structures that focuses on all actors and places of learning in apprenticeship training (company, vocational school, apprentices), quickly recognises training-related and non-apprenticeship problems and contributes to this prematurely through neutral advice and continues support during training to prevent dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the suggestion of the social partners, the Ministry of Digital and Economic Affairs (BMDW) commissioned a study in 2018 to evaluate existing support structures in apprenticeship training and develop a concept for comprehensive and consistent support for apprentices and training companies throughout the entire training period.
As part of the preliminary study - carried out by ibw and öibf between 2018 and 2019 - the training supervisors scenario was developed, which will subsequently be...
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 aim of an AI strategy for the development of education and training is to adapt education and training offers and activities in a future-oriented way:
The objective of the Strategy for artificial intelligence in education and training is to:
strengthen the skills required for the development of AI applications;
develop the skills necessary to operate and use AI tools;
increase the use of AI applications and tools in education and 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.
In 2018, the Federal Ministry of Transport, Innovation and Technology (BMVIT) and the Federal Ministry of Digital and Economic Affairs (BMDW) jointly published the paper Artificial Intelligence Mission Austria 2030. This paper defines seven fields (including qualification and training) that need to be adapted in the future in connection with AI.
Based on this AI mission, parallel working groups were set up in these seven fields in the first half of 2019, involving around 150 experts from...
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)
Federal Ministry of Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK)
The objectives of the measure are to make nursing training more attractive:
through a direct transition from compulsory schooling to nursing training;
by upgrading the qualifications, in particular by linking them to a university entrance degree (Matura) at VET colleges and thus to unrestricted eligibility to study.
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, the Federal Ministry of Education, Science and Research (BMBWF), together with education providers from the field of socio-professional schools, developed school trials for nursing training that will follow on directly from compulsory schooling (after completion of the eighth school year).
Two types of school-based training programmes were developed for this purpose:
a five-year training course at secondary VET colleges for social care and nursing. This combines training as a nursing...
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 Education, Science and Research (BMBWF)
Increasing the attractiveness of apprenticeship training, through:
addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.
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 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...
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 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.
The objective of the initiative is to define eight Danish VET programmes as advantage programmes aiming to improve their attractiveness.
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 initiative is designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.
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.
Distance learning targets learners in the second and third cycles of general basic education, and in general and professional secondary education programmes, who are unable to be present at 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.
Ordinance (Portaria) No 359/2019 regulated distance learning by setting up the rules and procedures relating to programme organisation, delivery and attendance. It is an alternative for learners of basic and secondary education who are unable to attend an education programme in person.
The distance learning methodology is based on the use of ICT in teaching and learning. This methodology is supported by new pedagogical approaches, as well as by innovations in the organisation of programmes...
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 introduce flexibility and increase equal opportunities in accessing higher education.
to increase the number of VET graduates in higher education, ensuring that, by the end of 2023, approximately 10 000 VET graduates (40%) will continue their studies at this education level.
The government is seeking to broaden participation in higher education, aiming to reach the EU average by 2030. The benchmark set for 2030 is for 60% of 20-year- olds to attend higher 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.
Legislation passed in 2020 introduced special conditions for upper secondary VET graduates to access higher education. They consider VET graduate scores in the final evaluation and aptitude tests, as well as specific tests carried out by each institution to assess if candidates have the necessary knowledge and competences to undertake a particular tertiary education programme. Participation in the exams is voluntary and each higher education institution determines the number of VET graduates...
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.
Higher education institutions
Ministry of Science, Technology and Higher Education (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
The objectives are specific proposals from the committee for changes in structure, organisation and subject composition in upper secondary 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 committee has assessed:
whether upper secondary education has a structure and content that enables as many students as possible to complete upper secondary education;
whether the current model for upper secondary education complies with the needs of working life and society for competence;
whether the current model adequately promotes a desire to learn and motivation;
the need for changes in the division of responsibilities between national authorities, school owners and working life;
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.
The goal is to increase the number of students applying for vocational education at EQF level 5 and for more students to complete vocational education by developing an application through the Norwegian Universities and Colleges Admission Service. It aims to make the vocational colleges more visible as an education pathway and ensure a more efficient and predictable application process.
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 Norwegian Directorate for ICT and Joint Services in Higher Education and Research (UNIT) has coordinated the work to develop and implement a joint website, where the education programmes of all vocational colleges (EQF level 5) can be presented, and application opportunities be more visible. It is expected to provide applicants one access point to all information about vocational colleges and their programmes. The information is to be presented on the portal for all applications to...
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 aim is to update the vocational college regulations with new provisions on admission to higher vocational education (EQF level 5): privacy, deftness and recognition of foreign 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 Ministry of Education and Research prepared a proposal for new provisions in the new higher vocational education regulation, aiming to gather all possible rules for vocational colleges into one regulation. These were submitted for public consultation and the new vocational education (EQF level 5) regulation (Fagskoleforskriften) was adopted on the 15 July 2019, based on the input from the consultation round.
The social partners and relevant stakeholders have been involved through an open...
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.
It is expected that exchange of students and cooperation across national borders will become clearer, more predictable and safer.
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 regulation intends to ensure that:
conditions for approval are clarified, for easier assessment of whether the conditions have been met during the approval period;
conditions for withdrawal of approval specify the criteria on which the assessment is based;
exchange organisations and school owners make information on relevant cultural and safety issues related to their stay available to students and their guardians at an early stage;
responsibilities will be clearly defined, including 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.
The objective is to identify the causes of gender differences and propose effective measures to reduce them.
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 tasks of the committee were:
to review relevant systematic knowledge overviews, as well as other relevant national and international research on gender differences in school performance;
to systematise existing knowledge and related it to the context of today's Norwegian school system to arrive at a common knowledge base about the challenges;
to investigate whether there are conditions in Norwegian schools or education, or in society at large, that systematically contribute to gender...
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 make career guidance a statutory task in the county municipalities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the white paper, the Ministry of Education and Research published a public consultation on 29 August 2019. The consultation documents suggested that career guidance should be a county municipality responsibility and that the duty to provide career guidance be regulated in the Education Act.
Stakeholders provided their input the ministry processed the responses.
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 aim is to increase upper secondary school completion and employment.
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 Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.
In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, the expert...
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 goal of the skills reform launched in 2019 is that no one should become outdated and that more people are enabled to work longer. The goal of the grant scheme is to establish several further education digital competence programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skills Norway announced grants totalling near EUR 3 million (NOK 35 million) for the development of flexible continuing education programmes in digital competence. These programmes are aimed at companies and employees who need more expertise as a result of digitalisation.
The grant scheme aims to contribute to:
development of flexible training programmes for companies in need of expertise to digitise their business;
better access to flexible and work-relevant continuing education programmes...
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 Research (KD)
Norwegian Directorate for Higher Education and Skills
Increasing the numbers of young learners choosing VET following compulsory education, as well as the numbers of learners who finish their VET studies and 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.
In February 2020, the education minister, along with the Federation of Icelandic Industries and of the Association of Local Authorities, introduced a strategy and priorities on how to strengthen VET in Iceland. Among the priorities introduced there were new policy (proposals) developments such as:
transferring the responsibility for finding workplace contracts for apprentices from the learners themselves to the VET schools. When the digital logbook is in full use, schools will be responsible...
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 Culture (until 2021)
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.
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 reform has changed how key competences are promoted in VET. It set up two basic programmes of 20 weeks each: basic programme 1 (grundforløb 1 - GF1), and basic programme 2 (grundforløb 2 - GF2). Both programmes focus on key competences, but in different ways. GF1 is mainly designed to provide a basic introduction to vocational study, including workplace culture, processes and methods, society and health, Danish and various elective subjects. It is only meant for students...
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.
Monitoring VET graduates aims at fostering the development of training that enables professional outcomes (in terms of access to employment) and at transforming the training courses with the lowest outcome levels. It is a task that requires fine-grained knowledge of course participant job integration rates.
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 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...
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
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A strategic plan for technical and vocational education and training was approved in April 2015 (2015-20). It aims to reform the public VET system. The plan was set up by the Department of Secondary Technical and Vocational Education and Training (STVET) of the Ministry of Education, Culture, Sport and Youth (MoECSY). It sets the further development of the quality and competences of VET teachers as a priority. Practical workshops were planned on modern teaching methods aimed at updating VET...
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, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
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 elections of autumn 2017, the government announced its priorities on 14 January 2018. For upper secondary VET, they included:
flexible pathways;
continuing the process of increasing the number of apprenticeships through improved financial arrangements and closer cooperation with the county municipalities and the world of work;
public agencies and underlying establishments to have apprentices;
implementing the renewal of vocational programmes;
introducing new work-based 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 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.
This policy development aims to develop and test instruments for graduate tracking at the VET provider level. It also aims to increase VET provider awareness of the relevance of VET graduate tracking and feedback loops, strengthen their capacities for graduate tracking, and encourage measuring indicators 5 and 6 of the EQAVET framework.
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 the framework of the Erasmus+ grant Support to European quality assurance in vocational education and training: national reference points (2017-19), the Agency for VET and Adult Education (ASOO) developed a model for school-based VET student tracking upon completion of formal education. In 2017, ASOO conducted one peer learning activity which brought together 14 institutions from six countries, discussing models for monitoring VET graduates. In 2018, the agency (ASOO) started piloting...
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 national exams provide precise feedback to students, VET providers and the education system on the level of competences attained in mandatory VET subjects, measured against the occupational standard, the qualification standard and the vocational curriculum for the qualification in question. By supporting feedback loops, national exams contribute to the quality of qualifications and VET delivery in general.
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 National Centre for External Evaluation of Education started work on (re-)designing and administering national exams in vocational education. The design phase lasted from 2017 until 2019 and consisted of assessment framework development, test item development, and test items pretesting for three qualifications (IT technician, salesperson and general care nurse). In 2018, test materials were prepared and reviewed for national exams for IT technicians and salespersons. Although it...
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 Centre for External Evaluation of Education (NCVVO)
On 1 September 2017, a public committee (the Lied Committee) was appointed by the government to examine Norwegian upper secondary 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 committee assessed whether the system of upper secondary education in place:
was relevant to labour market needs and conducive to a high completion rate of young people and adults;
ensured a desire to learn and motivation;
allowed for changes needed, especially in terms of allocation of responsibilities between stakeholders.
Social partners were involved in the initiative through participation in a reference group. A first report was published in December 2018, describing the current...
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 Path for youth project was originally planned for the period 2016-20. It specifically targets last grade students in higher education, tertiary professional schools and secondary schools. Since 2017 the target group has been expanded to students of two last grades. On top of in-company practical training, participants benefit from soft skills courses and guidance interviews with HR specialists. The soft skills courses offer specific training in communication skills, stress management,...
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.
An amendment to the School Act came into force in September 2016, which legally guarantees targeted support for children with special needs. Schools (including VET schools) are now legally entitled to additional funding for the necessary measures for teaching children with special needs. This amendment covers all children with special educational needs, based on their health as well as on their cultural and social environment (i.e. also Roma children). The amendment also covers talented...
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, Youth and Sports
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.
The Ministry of Labour, Family, Social Affairs and Equal Opportunities is implementing the programme 'Career centres for youth', jointly financed by the ESF. The main goal of the programme is to support young people's integration into the labour market by better connecting the education process with the local environment and economy. The purpose of the programme is to provide better access to career guidance services for the young (6 to 19 years of age).
Two career centres are to:
provide...
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, Family, Social Affairs and Equal Opportunities (MDDSZ)
To promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills' demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards, contemporary...
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 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
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 promotion of ECVET focuses on expanding its uptake by VET providers in Croatia and thus supports learner mobility, recognition of learning outcomes and quality of mobility arrangements.
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 national ECVET portal was developed in 2016. A growing number of Croatian institutions are recognising the benefits of ECVET. Amendments to the VET Act from 2018 stipulated that VET students can acquire learning outcomes during periods of international mobility. This is intended to support VET schools in setting up longer periods of VET student mobility. Six workshops were organised in 2018 for around 230 teachers and school directors. The participants were introduced to different aspects...
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 objectives of the e-Guidance portal are to:
facilitate access to information on education, training, employment and other career-related topics;
offer user-friendly career guidance services for independent use;
increase the number of users of guidance services.
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 e-Guidance portal, established in 2015, takes account of labour market analysis and skill needs anticipation and addresses a wide range of users, from pupils to the unemployed. It aims to provide easy access to information necessary to choose an education and training programme, look for a job, and achieve career objectives. It offers a Career compass (Kompas karijere), a tool that enables different user groups to find targeted information.
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 strategy aims to establish a coherent and structured system of lifelong career guidance based on a multidisciplinary partner approach and clear definition of institutional responsibilities. The strategic priorities include:
establishment of lifelong career guidance system;
alignment of career guidance services to the labour market needs;
quality assurance of career guidance services;
raising awareness of career guidance and development of career management skills.
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 was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the...
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, Pension System, Family and Social Policy (MROSP)
The National curriculum for VET sets the general framework for IVET curricula for the attainment of qualifications at CROQF/EQF levels 2-5.
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 curriculum for VET (Nacionalni kurikulum za strukovno obrazovanje) was adopted in July 2018, as the common framework for the development of VET curricula (at CROQF/EQF levels 2-5) in Croatia. It sets out the purpose, values, aims and principles of VET in Croatia and describes teaching and learning processes, including work-based learning and learning cycles. It encompasses qualifications on CROQF/EQF levels 2-5 and defines the curricular framework for VET, which comprises...
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 2015, a public hearing was held to assess the possible implementation of ECVET. The results pointed to a number of possible actions, such as piloting ECVET for mobility or skills validation, and creating a forum for users to discuss and reach a common understanding of how it works. Measures implemented are linked to the target groups that benefit from the use of ECVET principles. For young people who take part of their education abroad, ECVET tools are secured through the work of national...
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.
Norwegian Directorate for Higher Education and Skills
Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku) (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.
After public consultation in 2017, changes in the regulation for admission to higher education (Endring i regler for opptak til høyere utdanning) were adopted on 3 January 2018 and published on 1 February 2018. Following the changes, the requirements for Norwegian language proficiency have been waived for vocational college students and direct access to higher education has become possible after two years at vocational colleges.
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.
Based on the conclusions of the white paper, the Directorate of Education and Training has piloted a model enabling learners to move to VET after completing a year at upper secondary general education. Pilots were carried out in the building and construction programme. The pupils who have completed one year at upper secondary general education have devoted many more hours to learning Norwegian, maths, science, English and social studies than first year pupils in vocational education. In one...
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 ease the mobility of workers from a selected number of countries by enabling automatic recognition of trade and journeyman's certificates.
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 one of the adaptions to the internal labour market (through the European Economic Area - EEA agreement), the Norwegian Agency for Quality Assurance in Education (NOKUT) has established a formal system for recognition of foreign trade and journeyman's certificates, which is aimed to address the problems of migrant workers from the European Economic Area. The procedure was established in 2016. Foreign certificates are assessed according to the scope, level and content of comparable...
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.
Norwegian Agency for Quality Assurance in Education (NOKUT)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The certificate of practice (Praksisbrev) is a new pathway introduced in 2016, having been piloted and evaluated since 2008. It is a two-year practical training programme carried out in a company. Subjects comprise core components (work-oriented Norwegian, maths and social science) along with local components geared towards local labour demand. Certificate of practice programmes are offered by counties: each county is obligated to offer at least one such programme. Certificates of practice...
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 April 2016, a national committee for lifelong guidance delivered a report on increasing the quality and accessibility of career guidance in schools. The report suggested equal rights to career guidance for apprentices as for school pupils, and setting up an online platform for guidance in lower and upper secondary education. It also suggested opening career guidance centres for adults in all counties. In Norway, skills policy and career guidance are tightly connected. Skills Norway is...
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 Committee for Lifelong Guidance
Norwegian Directorate for Higher Education and Skills
The objective is to attract more students to VET through restructuring its management and making it less bureaucratic. A stronger focus on practical issues in primary and lower secondary education, reconstruction of the basic course in VET, greater security for internships and reduced dropout rates, a stronger involvement of the municipalities in guidance and a stronger focus on professional VET school boards are all expected to increase the attractiveness of VET. The aim is also to 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.
On 22 November 2018, parties in the Danish Parliament concluded an agreement to increase the attractiveness of VET.
The main initiatives under the agreement were:
more professionalism in primary schools: students must also meet practical, creative and artisanal challenges in primary school;
a stronger foundation for choosing youth education: students must be challenged in their choice of youth education;
municipalities must have greater responsibility for young people's search for VET, which...
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 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.
The objective of this initiative is to enhance the attractiveness of VET through the opportunity to gain both vocational qualifications providing direct access to the labour market and general qualifications giving access to general tertiary 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.
In 2015, EUX was highlighted as a priority and a strategic focus to enhance the attractiveness of VET. The reform emphasised that EUX programmes must be implemented in as many different VET fields where it makes sense and where the trade committee supports it.42 different technical VET fields (approximately half of all programmes) and all business programmes are implementing EUX. It is implemented in social and health care since the second semester of 2016 and, in total, in 46 different VET...
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.
Helping learners prepare to meet admission requirements for 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 has been restructured and made simpler. 12 existing access channels have been merged into four (care, health and pedagogy; office, trade and business service; food, agriculture and experiences; technology, construction and transportation. All VET programmes are now structured according to these four areas, giving learners a simpler first choice of specialisation.
A new study regime was established in compulsory school in tenth grade (EUD 10) to help learners prepare to meet...
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.
On 19 December 2018, the Ministry of Finance presented a new policy action targeted at giving young people more room in choosing their education pathway or in changing pathways. Aspects of the initiative include:
a new subsidy and taximeter system: the current grant and taximeter system in youth education does not in itself motivate schools to focus on quality and has become too opaque. The government will therefore initiate a review to implement changes and simplify the system;
better...
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.
Offering data to reduce the supply-demand mismatch.
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 Central Office of Labour, Social Affairs and Family (public employment service) coordinates the national project Prognosis of labour market development, which is carried out under the supervision of the Ministry of Labour, Social Affairs and Family. The complex electronic system developed by Trexima based on the interlinking of administrative data sources along with surveys tracks graduates from the time they graduate. It is thus possible to identify various aspects for specific groups...
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.
Central Office of Labour, Social Affairs and Family (COLSAF)
Changes introduced in career guidance aimed to improve provision to meet the changing needs of the labour market and to implement career/vocational guidance in a more coherent and systematic way.
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 establishing a systemic approach to vocational/career guidance in schools was adopted in September 2018. The regulation defines the goals as well as the terms and manner of implementing and organising vocational guidance, including detailed programme content. According to the regulation, the basic goal of vocational/career guidance is to support students in making independent and responsible decisions concerning their educational and professional life, based on learning about...
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changes to VET examinations were introduced in November 2018 as part of the broader changes to Poland's VET system. According to the Law of 22 November 2018, all students are required to take a State vocational examination or a journeyman's examination as a condition of school graduation (until now this has been optional). Changes were also introduced to the form of exams (e.g. theoretical part in an online form), the process of preparing examination tasks (e.g. possible participation 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 National Education
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
Forecasting the demand for employees in VET occupations is a new tool aimed to help shape the vocational education and training offer and provide additional data in defining the VET offer at local and regional level.
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 of 22 November 2018 initiated an annual forecast of the demand for employees in VET occupations as a new tool to help shape the vocational education and training offer at local and regional level. Annual forecasts will start in 2019 and will be published in the form of an announcement by the education ministry. The forecast indicates which vocational education occupations are in demand in the labour market and national economy.
The forecast has an impact on VET financing. From 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 National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
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)
The Youth pass (Passe Jovem) records the participation of young people (aged 12-18) in non-formal and informal learning, promoting the recognition and validation of their skills and competences, and supporting their employability. It can also help young learners acquire a certificate.
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 Youth pass was piloted from 2017 to November 2018. Its full-scale implementation started in 2019. An individual's competences, skills and experiences may be accumulated, leading to a certificate as soon as a minimum of 25 hours of activities per year is reached. The Youth pass can also be used when applying for a job. More broadly, it is intended to promote learning in a diversity of contexts.
The Youth pass is a free of charge tool. Users can upgrade their profile. The 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.
Portuguese Institute of Sport and Youth (IPDJ)
National Youth Council (Conselho Nacional de Juventude)
The implementation of the National credit system for VET has the following main objectives:
promoting flexibility in the qualification pathways and certification strategies within the scope of the national qualifications system (SNQ);
capitalising on individual training and lifelong learning paths, with a view to obtaining qualifications;
promoting the transparency of the learning outcomes achieved or to be achieved through its quantitative expression;
improving the certified learning in 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.
In 2017, Portuguese legislation introduced a National credit system for VET in line with ECVET principles, which was intended to support permeability between VET pathways and higher education, as well as mobility within Europe. A major priority is that the system supports adult qualifications. It applies to level 2, 4 and 5 qualifications of the national qualifications framework, QNQ (Quadro Nacional de Qualificações). It also applies to certified training programmes/courses, which 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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
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)
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)
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.
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.
During the fourth quarter of 2018, the National Institute of Qualifications (INCUAL) carried out a review of the entire national catalogue of occupational standards. It aimed to set up a 2019 work plan that would accommodate the need for updating occupational standards and (where appropriate) designing new ones which could have greater significance or impact on employment.
The INCUAL is responsible for defining, updating and adapting the Spanish national catalogue of occupational standards...
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
Ministry of Education and Vocational Training (until 2023)
Increasing quality in VET mobility and facilitating the recognition of learning outcomes achieved abroad, thus helping learners to capitalise on mobility experiences, even short-term ones.
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 Italian context has been characterised in recent years by reform processes aimed at building an Italian lifelong learning system and a national system of skills certification. The several acts adopted, including the inter-ministerial Decree of 30 June 2015 regarding the QNQR (National framework of regional qualifications) and the inter-ministerial Decree of 8 January 2018, defining the QNQ (the Italian national qualifications framework), in line with the European principles for 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 Labour and Social Policies
National Institute for Public Policy Analysis (INAPP)
Guarantee individual mobility and support the match between supply and demand of skills in the labour market; heighten the recognition and transparency of learning acquired and needs, as well as the use of certifications at national and European level;
ensure the readability, consultation and portability of qualifications and competences for lifelong learning in the context of the National system for the certification of 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.
In 2013, the Legislative Decree No 13 article 8 sets up the National repertory of education and training and professional qualifications.
In 2014, the National Technical Committee was established and works for the development of the National repertory that is a comprehensive collection of national, regional and sectorial repertories existing and encoded by the entitling bodies. The entitling bodies are the qualification authorities: education ministry (for school and university...
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
Ministry of Education and Merit
Ministry of Education (until 2022)
Regions and autonomous provinces
Ministry of Education, Universities and Research (until 2019)
ECVET allows learners to accumulate, transfer and use their learning in units as these units are achieved. ECVET principles are at the foundation of the Maltese VET system. ECVET credit points are integrated in VET qualifications at EQF levels 1 to 4. Through this project the NCFHE aims to promote ECVET through various events and the publication of various leaflets and 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.
The 2015 National vocational education and training policy proposed measures to:
mainstream modular structures (as they allow for unit transfer) by 2017;
use ECVET for MQF/EQF levels 1 to 4 and ECTS for VET and academic qualifications at levels 5 to 8;
base validation processes and assessment on ECVET.
All courses at EQF/MQF levels 1 to 4, including part-time ones, are modular-based on units and follow ECVET recommendations. Similarly, courses at EQF/MQF levels 5 to 8 are modular-based 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.
Malta Further and Higher Education Authority (MFHEA)
Malta College of Arts, Science and Technology (MCAST)
National Commission for Further and Higher Education (NCFHE) (until 2021)
It provides a strategic opportunity for an outlook on possible goals for the furthering and widening VET in Malta. Policy recommendations are two-pronged: addressing quality and attractiveness as well as ensuring labour market relevance. These notions are interlinked in providing and sustaining stronger vocational education in Malta.
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 vocational and training policy mapped the VET sector in Malta and identified areas for future actions.
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)
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)
Supporting teachers to better respond to the specific learning needs of disadvantaged learners is crucial. Especially regarding Roma learners, as they are facing challenges they were not prepared for within initial training. In-service training of teachers should prepare them to better adjust to disadvantaged learners' needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
For a long time ESF projects have been crucial in promoting teachers' in-service training regarding assisting disadvantaged learners, including Roma. In 2017, the implementation of the ESF 'Open school for all' project gave a new impulse to this effort. The project aims to further strengthen professional competences of teachers and teacher assistants in the provision of inclusive education to Roma within mainstream general education, an important prerequisite for provision of subsequent VET.
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 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)
The calls for specialised projects financed by ESF should encourage basic and secondary schools to start new activities resulting in improvement of performance in PISA domains.
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, ESF-funded projects were launched aiming to improve learners' literacy, mathematics and science competences. They were also carried out in VET schools. The projects enrich school curricula, improve learning environments and offer afternoon activities aiming to improve performance in respective competences via non-formal and informal learning. Although still at their initial stage, the initiatives are already very positively assessed by practitioners including the Slovak Chamber 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 Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The strategy was created as a response to unfavourable PISA results. 21 specific goals were identified. The medium-term aim was to reach the average level of the OECD countries in PISA 2018 reading literacy.
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 submitted to the government a Strategy for enhancing the level and continuous development of reading literacy. The 2016/17 school year was declared 'year of reading literacy', accompanied by diverse activities, including competitions. The State School Inspectorate published a report on monitoring reading literacy in basic and secondary schools. A survey on a sample of 3 863 secondary learners was conducted in February 2017. Grammar school learners achieved...
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 School Inspectorate
National Institute of Education and Youth (NIVAM)
Ministry of Education, Science, Research and Sport (until 2024)
National Institute for Certified Educational Measurements (until 2022)
The SKKR is expected to contribute to making the education and training system in Slovakia more flexible, while the qualification standards will be officially recognised. In addition to the three sub-frameworks corresponding to formal education and training, a fourth sub-framework driven by the labour market should be established. The SKKR will only be viable if this sub-framework is sustainably enriched.
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 development of the SKKR has been a lengthy process. It progressed in parallel to the wider reform of VET and involved various stakeholders. Work on the SKKR and the national qualifications register (NQR) has been closely related: the description of qualifications, in terms of standards, forms the content of the register; their levelling is the content of the SKKR. Together with representatives of the sectoral council and other stakeholders, 1 000 qualifications, including standards, had...
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)
Making education and qualification systems 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 so-called 'shortened studies' (ISCED 353) were put in place in 2015/16 in line with the Act on VET (61/2015). They target young people and adults who want to broaden or deepen their qualification or acquire another one to improve their employability. Based on the mainstream three-year programme, they focus on occupation-related areas and last either one or two years, depending on learners' previous field of study. Two-year studies lead to a certificate of apprenticeship; participants 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 Education, Research, Development and Youth
Ministry of Labour, Social Affairs and Family
Ministry of Education, Science, Research and Sport (until 2024)
One of the objectives of this ESF project targets guidance and counselling of pupils and parents to support them during a decision on VET. An orientation centre and dual points should be instrumental for appropriate support. Here are some planned outcomes:
a model and methodology of dual point activities;
a manual in support of career guidance and counselling of basic school pupils and their parents in the process of entering dual VET;
a model and methodology of orientation centre;
a proposal...
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 ESF project Dual education and increasing attractiveness and quality of VET launched in 2016 and run by the State Institute of Vocational Education (ŠIOV) aims at improving career guidance and counselling services for learners in VET and those who consider entering this field. As part of this project an orientation centre was piloted in Nitra, targeting lower secondary pupils, teachers and educational counsellors.
VET teachers and trainers were targeted by in-service training offered 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.
