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The Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.

The Taskforce is implementing innovative approaches in prison...

The 'employment-training pathway' supports large Brussels companies (or clusters of smaller companies) that are planning to recruit at least eight people for specific positions and requiring training. These companies work with Bruxelles Formation to create a tailor-made training pathway.

The principle of the 'training-employment pathway' is the pooling of financial, human or material resources to pursue an objective inherent in the missions of Bruxelles Formation, and which takes the form...

The position paper of this policy is underpinned by a Universal Design (UD) approach and aligns with the Public Sector Equality and Human Rights Duty.

The Framework to implement the policy outlines the enhancement of the overall learner experience within FET by:

1. develop & standardise supports and apply good practices;
2. integrate supports via Universal Design (UD);
3. technology to address support needs;
4. more consistent & reflective financial supports;
5. cross-FET Programme Independent Learner...

The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland's sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can equip...

Developing the framework was a collective and collaborative process by the whole of the FET sector, focussing on the needs of learners, who were also a key stakeholder and consulted during the process of drafting the framework.

A writing group was set up that included many different stakeholders in the FET Sector. This group was an important space to discuss ideas and challenges and was imperative for shaping the final content.

There was a 12-month development process, comprising four...

The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.

The report explored the concept of transversal skills to establish consensus in terms of definition and identify...

The 2023 Innovation and Collaboration Fund was EUR 1 million, with the maximum grant of EUR 50 000.

Organisations that work in the public, not-for-profit, community and voluntary sector were eligible to apply. A minimum of two organisations working together in partnership were required to make an application, with one organisation as the lead applicant, and the other organisation(s) as the partner(s).

The target groups for the ALL Innovation and Collaboration Fund included:

• older adults (55+),
...

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

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

In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:

3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.

3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...

The target groups of the Database include all the adults with links to the labour market (including students aged 18+ who are preparing to enter the labour market). The Labour Office has expanded its activities beyond unemployed persons to include those who are in employment and want to acquire the competencies needed to retain their current jobs. Additional target groups include persons on parental leave, self-employed persons and senior citizens with links to the labour market (working...

The strategy was developed with the support of EU funding (Erasmus+ 101051428-SNFA-ERASMUS-EDU-2021-AL-AGENDA-IBA).

During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.

The cooperation pillar focuses on updating legislation and strengthening the role of partnerships in adult training, alongside capacity building for training providers.

The personalised learning pillar promotes flexible...

To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate...

The Join in STEM action plan represents the Ministry of Education's STEM skilled labour initiative. The plan consolidates the ministry's existing STEM initiatives with new measures and addresses the entire education sector, from early childhood education to vocational training, secondary education, and higher education.

The action plan strengthens STEM capabilities and advances the aforementioned objectives through the following eight action lines:

1. intensification of regional networking...

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

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

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

The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....

To facilitate the introduction of individual learning accounts (ILAs) in Bulgaria, the Bulgarian Industrial Capital Association (BICA), developed two pilot models for ILAs.

According to the first model employers may create individual accounts for their employees. These accounts record the qualifications and skills gained through training. It encourages' enterprises to invest in their employees by contributing to these accounts.

The second model envisaged sectoral funds or one state fund to...

The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

1. Prepared for the future I - new flexible university paths.This reform aims to provide students with new...

The Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.

Making VET more...

Ireland's Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...

In 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. They work closely with the National Europass and Euroguidance Centre, also run by the Foundation. The Team's main tasks include promoting and advising on the practical application of EU instruments related to supporting educational mobility, ensuring high-quality...

The Cyprus operational programme THALIA 2021-27 includes two relevant HRDA actions.

Individual learning accounts (ILAs) provide credits to eligible groups of employed and unemployed individuals to attend training programmes and acquire new and/or upgrade existing knowledge and skills. They aim to promote lifelong learning by providing flexible upskilling opportunities and preventing social exclusion. Through ILAs, individuals gain access to training programmes on a broad range of issues...

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

1. Agile offer of lifelong learning

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

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

The STEM agenda 2030 focusses on the following three parts.

Sustainable STEM communication in relation to VET

With a sustainable and inclusive STEM communication strategy in VET:

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

With the Excellence Initiative for VET policy projects are combined into an overarching agenda. Individual activities will be launched successively during 2022 to 2026. Over EUR 750 million have been earmarked for this purpose.

In order to give new impetus to VET, the Excellence Initiative focuses on three central fields of action.

Improving individual opportunity support for talents in VET, to ensure that skilled workers and young people can develop their potential in the best possible way:

...

Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.

Centres of vocational excellence have...

Future development of every VET provider is to be stated in its development strategy, shaped in consultation with the sectoral expert councils and local municipalities. The strategies are aligned with the sectoral and regional development plans.

There are different kinds of initiatives and events to promote and disseminate VET:

Professional Education and Training Campaigns (Campanha de Educação e Formação)

The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education as...

The development comprises several actions.

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

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

There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.

The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.

The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.

To...

The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...

The strategy is intended to increase access to flexible and decentralised services throughout the country for vocational schools, colleges and universities.

This is intended to be done through:

1. strengthening cooperation between the actors in education and work through strengthening connections between supply and demand;
2. working to ensure that flexible offers are of high quality and are adapted to the needs of the individual and working life.

The Ministry of Education and Research is responsible...

The Directorate for Higher Education and Skills (previously Skills Norway), and the Directorate for Education and Training, have to assess how a national portal may simplify the matching of learners and apprenticeship placements and needs.

The directorates studied models for, and the costs of, developing and operating a national apprenticeship portal. They also suggested different solutions. It was a requirement that at least one of the solutions had to be able to be implemented within the...

In 2021, the Federal Ministry of Education and Research (BMBF) is funding the first prototype of a technical infrastructure for a digital education platform. As a hub, it is intended to integrate existing and new digital education platforms into a nationwide platform system, providing every user with central access to education offers. The digital education area is based on common standards, formats and interoperable structures that are compatible with the rest of Europe in the sense of a...

With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...

A characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...

Euroguidance Slovenia activities include:

1. collecting information on careers, labour market, education and employment possibilities (these are available free of charge in Euroguidance Slovenia library and career centres around Slovenia);
2. establishing and maintaining careers database, video clips about careers and information on education possibilities and financial aid;
3. providing guidance tools such as the Where and How online guidance programme;
4. organising training of guidance practitioners,...

Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.

The implementation is organised in four areas defining 17 projects including 66 actions:

a. Raising awareness and destigmatising - raising citizens' awareness of digital tools and services, how to use them and on the support or training...

In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.

This plan is made up of one structural axis and six distinct operational axes aimed at...

Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.

The pilot will...

Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:

Stimulating individuals and companies to invest in education and training through:

1. making it attractive to invest time and money in education and training;
2. flexible loans and scholarships;
3. flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...

The work plan of the national VET team, to be established in 2021, will focus on:

1. carrying out analysis on the use of EU VET tools in the national context;
2. providing promotional material about EU VET tools (one e-booklet and two newsletters);
3. organising discussions engaging the National Authority and relevant stakeholders on the implementation of EU VET tools in Erasmus+ projects, a monitoring seminar and presentations on the use of EU VET tools in Erasmus+ projects.

The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.

The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...

The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.

Policy areas:

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

The Qualifica programme is based on:

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

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

In 2019, the Public Scholarship, Development Disability and Maintenance Fund of Slovenia published a tender for competence centres for human resource development for 2019-22.

The companies in a particular industry or in a Smart specialisation strategy field connect to a competence centre (10 KOC were selected). The Smart specialisation is a strategy for strengthening the competitiveness of economy, innovation capacity and the diversification of the existing industry as well as the growth of...

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...

The budget for this 2019-23 ESF project managed by the labour ministry in cooperation with Trexima Ltd. is approximately EUR 20 million. The main activities include:

1. managing activities of the Alliance of sectoral councils, SC activities and working groups, in accordance with the strategic tasks of the current National employment strategy;
2. ensuring sector-driven adaptation of workers to changes in labour market demand and sectoral inputs for a lifelong learning system with a special focus on...

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...

16 regional congresses dedicated to vocational education were organised in all regions of Poland in March and April 2019. During the meetings, VET reforms (entering into force in September 2019) were presented. The congresses also served as a forum to promote VET schools and support cooperation between schools and employers. Many employers were identified for their successful cooperation with schools and many cooperation agreements between schools and employers were signed during the...

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...

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...

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

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

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

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

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

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

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

Two career centres are to:

1. provide...

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

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

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

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

In January 2018, the Ministry of National Education established a vocational school heads council and regional coordinators for VET.

42 head teachers from vocational schools from all regions of the country, representing different sectors, were appointed to the council. The council is a consultative body supporting the ministry in the development of new initiatives and policies in VET (initiation of changes, consultations, participation in the development of regulations).

In each region, School...

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

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

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

The 2015 National vocational education and training policy proposed measures to:

1. mainstream modular structures (as they allow for unit transfer) by 2017;
2. use ECVET for MQF/EQF levels 1 to 4 and ECTS for VET and academic qualifications at levels 5 to 8;
3. 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...

In 2016, the National Commission for Further and Higher Education (NCFHE) published the fourth revised edition of the referencing report that sets the parameters for all qualifications and awards that can be conferred in Malta. It reflects on the range of current reforms representing a move towards a more modular based concept as building blocks for qualifications. Such an approach is intended to allow for and promote lifelong learning for non-traditional learners. It calls for better...

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...

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...

The 2016-20 ESF project Dual education and increasing attractiveness and quality of VET provides support through its web portals. Eight contact points (officially called Dual points) have also been set up within this project. Their role is to support the implementation of the dual system and make the matching of supply and demand easier. The employer council maintains its own portal. The 2013-15 ESF project Development of secondary VET-related portal focused on matching supply and demand,...

The 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.

The promotion is done mainly through the national and European skills...

The State grants measure (used as an incentive for education providers to offer VET as an apprenticeship path) was expanded in 2018 to also offer learners in bridging programmes (programmes for learners not eligible for national upper secondary programmes) financial support to cover their extra living costs, so they received the same economic benefits and conditions as learners in national VET programmes. The measure is part of policy initiatives to promote work-based learning and...

The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...

An amendment to the Education Law endorsed in November 2016 (Ordinance No 81/2016) introduced a dual form of initial VET for qualifications at EQF/ROQF (Romanian national qualifications framework) levels 3, 4 and 5.

Implementation of dual IVET programmes started in 2017/18 for qualifications at EQF level 3. Over 2 500 learners from the first generation of students with access to dual VET programmes enrolled in dual IVET. Setting up a methodology for organising and conducting entrance...

IEFP launched the Network of excellence partners for apprenticeship in 2016. Members of the network receive a certification, issued by IEFP, testifying that they deliver high-standard apprenticeships. The network aims to distinguish and disseminate good practices carried out by enterprises and other employers that promote the quality of work-based parts of apprenticeship programmes and the integration of young people into the labour market. The network includes 10 business groups, among them...

Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).

Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment of...

In 2015, the Promotion of arts and crafts sector programme (Programa de Artes e Ofícios) was created to provide sectoral training, support entrepreneurship and job creation in the sector. The programme supports workplace training (for 12 months) and entrepreneurship (micro-businesses and self-employment) in the sector. This programme is promoted, developed and carried out in the mainland by the Institute for employment and vocational training (IEFP), which issued specific regulations and the...

In January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project 'effective educational and vocational guidance for children, adolescents and adults', aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...

In July 2015, the 2009 apprenticeship protocol was updated. In August 2015 the responsibility for accreditation of the quality of work placements in companies was transferred from the 17 sector-based centres of expertise to SBB.

In addition, new public-private partnerships are pursuing stronger cooperation between VET schools and regional and local businesses in innovative sectors. These actions are stimulated and funded by the Regional Investment Fund (RIF).

From 2014 to 2017, the education...

The Chamber of Commerce launched several initiatives to promote apprenticeship. In 2016, the Winwin promotion campaign was introduced, aiming to encourage companies to offer more training places for apprenticeship and uses apprentices and training companies as testimonials. In parallel, in 2016, the campaign TalentCheck was launched, and targeted potential apprenticeship candidates. It offered a self-evaluation tool to learners to help them prepare their future professional projects. It can...

The Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region's labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...

In 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.

The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal and...

To take on board skills needs at regional level, the Department of Education and Skills set up and funded nine regional skills forums in May 2016. The forums are part of the National skills strategy. Their main purpose is to facilitate cooperation and engagement between employers and education and training providers to make sure that the content of programmes is aligned to labour market needs. They also promote digital skills amongst older workers. Each forum is guided by a steering group...

In the period from 2016 to 2018, the ministry responsible for economy awarded grants to Croatian small and medium-sized enterprises (SMEs) that offered apprenticeships to VET students in craft and trade occupations. In 2016, 34 grants were awarded (total budget of EUR 283 966). The focus was on rare craft and trade occupations. In 2017, the scope was expanded to SMEs offering apprenticeships in all craft and trade occupations (a total budget of EUR 742 999 was awarded for 98 grants, joint...

A new VET graduate tracking study was carried out in Greece in 2019-21 by the National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP) in cooperation with the National Institute for Labour and Human Resource (EIEAD). The project focuses on graduates of 2.5-year post-secondary VET programmes (IEK). Using quality indicators such as the placement rate of VET graduates and the utilisation of acquired skills in the workplace, the research analyses the position of...

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

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A circular of 2 December 2015 from the Ministry of Education announced 12 measures aimed at developing relationships between businesses and education through career guidance and work-based training for young people. They include work placements and measures to help pupils gain a better understanding of the world of work. School staff will have more opportunities to interact with the business world through courses for head teachers and continuous professional development modules on...

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

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

A 2015 circular established conditions for apprenticeship contracts within the non-industrial and non-commercial public sector. The overall goal was to create 500 000 apprenticeships by 2017, with specific targets for the public sector: 4 000 apprenticeships starting in September 2015 and an additional 6 000 by September 2016. A practical guide was issued for human resources services to facilitate this process. The targets were successfully met, with 4 420 apprentices recruited in 2015 and 8...

The Finnish National Agency for Education has been developing and coordinating the skills anticipation model for adult education since 2016. The participatory and interactive process ensured an opportunity to participate in developing and piloting the model as extensively as possible. Experts on working life participated in the development and brought their field-specific knowledge of how big a workforce and what kind of competence and skills would be needed in the future.

The goal is to...

A 2015 Ministerial Decree ECD/65/2015 provides for the revision and update of key competences in curricula. The Decree describes the relationship between competences, content and evaluation criteria for primary, compulsory and secondary education. Implications are that key competences should be integrated into the curriculum (including in VET); they should be defined, explained and well-developed; the selection of content and methodologies should ensure the development of key competences...

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

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

In the Youth programme, measures and activities to achieve the overall goal of providing young people with ample opportunities for self-development and self-realisation are stipulated. For example, the programme offers services to (re)integrate young people not in employment, education or training (NEETs) into education, and to improve their employability. For this, youth workers locate NEETs (for example, through networking), motivate them, and provide them with individualised support.

Since...

On the initiative of the Ministry of Social Affairs, a working group was set up from September 2015 to June 2016 to propose solutions for alleviating this transition for SEN students.

A joint action plan was agreed and is now being carried out by the education and the social affairs ministries. It aims at easing the transition of students with SEN between levels of education and from education to the labour market.

In July 2016, the terms of graduation in VET were also amended to allow for...

The orientation year aims at easing the transition from compulsory education to VET and/or to the labour market. It is a preparatory study programme for young people who lack the skills or readiness to choose a profession.

Vocational orientation is targeted mainly at pupils with difficulties in deciding their field of studies, learners with SEN, learners who have dropped out from VET or upper secondary general education, NEETs, learners with a migrant background, or those lacking the basic...

The Labour market and education cooperation programme includes measures for raising the attractiveness of VET by providing information about VET opportunities, including apprenticeships, awareness raising activities such as media campaigns and national skills competitions and participation in WorldSkills, regional and local career fairs.

For 2015-18, EUR 2.14 million was allocated from the EU (ESIF) and the State budget to improve the image of VET.

In 2016-17, communication and marketing...

The programme was adopted in 2015. It sets out a roadmap and offers a framework for increasing the qualification levels of the labour force, decreasing the structural labour shortage and enhancing the employability of graduates by responding better to changes in labour demand. A smoother transition from education to employment will be ensured and opportunities to participate in lifelong learning will be expanded.

The programme is implemented through a single measure (linking studies to the...

Under the umbrella initiative, VET 4.0, the Federal Ministry of Education and Research (BMBF) initiated a special funding line (Initial and continuing vocational training in the economy 4.0 - Support structures for SMEs in the adaptation process of in-company training) within the JOBSTARTER plus programme, followed by a transfer period of successful projects. Under this funding line, regional projects were launched in 2017 with the aim of helping SMEs to meet, as early as possible, employee...