Enrich the public discourse on lifelong learning and skills development, learn from international experience in preparing a new lifelong learning strategy, a new act on lifelong learning, and in achieving coherence in future policies on skills development.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry has started an international project (with a budget of EUR 350 000) aimed at elaborating a National skills strategy for the Slovak Republic, in cooperation with the OECD. A launch conference was held on 29 January 2019 and a final OECD report is expected by the end of March 2020.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
Creating fast tracks for newly arrived migrants, to reduce the time from arrival to entry in occupations that face skills shortages.
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, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme 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.
Since there are no nationally determined VET programmes in municipal adult education, the objective has been to propose a cluster of courses that meet the competence requirements for different vocational areas.
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 October 2016, the government commissioned the National Agency for Education to recommend vocational packages for adults. These packages are clusters of courses agreed with industry as entry points into the labour market. They will not only consist of partial qualifications, but also include building blocks that may be transferred and accumulated towards a full qualification. In April 2017, the mission was amended to include bridging programmes aimed at young people, mostly recently...
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 determine whether competence tests may strengthen upper secondary vocational education for young people, adults and newly arrived migrants by increasing their labour market relevance and cooperation between the world of work and education, and by easing validation.
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 Agency for Education was commissioned in December 2016 to investigate if competence tests at the end of the programme may strengthen upper secondary vocational education by increasing their labour market relevance and by increasing cooperation between the world of work and VET.
In December 2017, the mandate of the National Agency for Education was amended to include a pilot phase to determine whether competence tests may also ease validation of adults’ and newly arrived...
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.
Allowing people who have gained their professional experience abroad to recognise their experience so that their educational or professional integration can be facilitated.
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 Agency for Education launched, in March 2018, a skills mapping web-based tool for persons who have experience in professional work, or equivalent experience, from other countries. The tool assists individuals to become aware of their skills, which in turn can shorten their study time and contribute to improved integration through access to the labour market. It provides information of core content and knowledge requirements for courses in the upper secondary education system 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.
Opening up municipal adult education as a second chance education and as an opportunity for career changes; inclusion of adults with intellectual disabilities into municipal 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 government, through the ministry of education and research, set up an enquiry: A second chance and another chance – an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult...
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 Action plan for adult education addresses four strands:
higher vocational education;
liberal adult education through folk high schools;
adult IVET and adult apprenticeship in IVET;
adults’ right to general 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 Action plan for adult education (Kunskapslyftet, the knowledge boost) was introduced in 2015. It is aimed at supporting the Swedish government’s goal of lowering unemployment rates. Relevant legislation/regulation and funding arrangements have been changed/adopted. The plan aims, at the same time, to address skilled labour shortages and enable people to (re)train.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1 qualifications...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To reduce unemployment among young people, and especially young people not in education, employment or training (NEETs): all young people under the age of 25 who lose their job or who do not find a job after finishing their studies receive, within 4 months from registering with employment agencies or at youth guarantee centres, an offer of good quality employment, continuation of education, apprenticeship or internship.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, the Youth guarantee implementation plan has put emphasis on initiatives that combine employment with training of the workforce, which gives young people the opportunity to improve their skills obtained during initial education and to acquire new skills through participation in apprenticeships and traineeships. The new Youth guarantee implementation plan for 2017-20 continues all the measures of its predecessor.
The Youth guarantee implementation plan for 2017-20 focuses on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Agency for Employment (ANOFM)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Qualifications Authority (ANC)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
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 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification (’awarding bodies’), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.
Also, new rules on the recognition 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 Education and Science (from 2021 until 2024)
The main objective of this policy is to combat the problem of high youth unemployment among migrants confronted with difficulties in finding an internship.
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, within the City deals programme, the labour ministry concluded agreements with the Netherlands’ five main cities: Amsterdam, The Hague, Eindhoven, Leeuwarden, Zaanstad (including: their municipalities, schools, the Employee Insurance Agency (UWV), employers and intermediate organisations). Measures already developed include awareness-raising meetings in schools and training courses for internship coordinators, teachers and students. A toolbox with methods to tackle the problem has...
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 Social Affairs and Employment
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Council for upper secondary VET schools (MBO Raad)
support MBO graduates to successfully complete their first year of higher professional education;
develop networks for experience sharing;
strengthen parental involvement;
invest in cultural education in pre-vocational education;
fund initiatives to involve role models (senior students) from higher professional education or universities in supporting young people who, given their socio-economic background, are not familiar with 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.
In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget 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, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Ministry of Social Affairs and Employment
Council for upper secondary VET schools (MBO Raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
To facilitate the recognition of diplomas from third countries and their integration into education or onto the labour market.
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 adopted in 2016 amends the recognition of diplomas or certificates acquired in third countries under certain conditions (which are not covered by the European convention on the equivalence of diplomas leading to admission to universities or the convention on the recognition of qualifications concerning higher education in the European region) as equivalent to national diplomas. The diploma must be delivered by a higher education institution recognised by the third country 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 facilitate the integration of migrants and asylum seekers into the education and labour market system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Ministry of National Education, Children and Youth, in collaboration with Caritas, set up six integration courses of grade 5 level (classes de 5e intégration pour adultes) for adult newcomers, applicants and beneficiaries of international protection who did not complete primary education, did not have a recognised education level or did not have the language skills required to enter the Luxembourgish education or training system.
The two-semester track is offered as day or...
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, Children and Youth
Ministry of Labour
National School for Adults (ENAD)
National Centre for Continuing Vocational Training (CNFPC)
to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
to develop the assessment of general competences acquired by a person;
to develop a system for the recognition of foreign qualifications;
to monitor the assessment of a person’s acquired 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 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages 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.
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as ‛digitalisation‛;
to...
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 strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
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 ensure the same opportunities in Icelandic society for immigrants as for natives, i.e. in the education system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An action plan for the reception of immigrants was approved by the Parliament in 2016, stating that students/learners with a foreign background should have the same opportunities for education as those born in Iceland. Various steps have been taken by individual elementary and upper secondary schools to facilitate better integration, such as by cooperation with NGOs, but specific funding for the actions listed in this action plan has not yet been provided. The Directorate of Education also...
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 Children
Ministry of Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
Ministry of Transport and Local Government (until 2021)
The development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).
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 PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.
The PLSS consists of three elements:
national programme database (NDP) – a depository of all programmes/courses designed to be run by FET...
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 SPAs define how ETBs contribute to achieving national performance targets for FET success in ‘generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery’ (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB’s contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
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.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers – especially small and medium enterprises (SMEs) – to provide work placement opportunities for learners.
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.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland’s growth as a society and 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.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on 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.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The HQF was referenced to the EQF in 2015 but self-certification against the qualifications framework for the European higher education area (EHEA) remains a challenge.
In 2017, a ministerial decision on a quality framework for VET curricula was adopted. The content of the decision included the definition of learning outcomes, the connection with occupational profiles and issues regarding the design of VET curricula.
Moreover, as a consequence of Law 4485/2017 (Official Gazette...
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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The aim is to combat illiteracy and promote proficiency in the French language in three ways: partnerships between the State and local authorities, social partners, public institutions and the voluntary sector; preventative actions for those not subject to compulsory schooling and specific actions within the remit of vocational training policies; State assistance for the pooling of teaching resources and best practice.
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, social partners created a professional certificate which recognises basic knowledge and skills needed for the workplace (Certificat de connaissances et de compétences professionnelles). To enhance training for illiterate individuals seeking to earn this certificate, nationally referred to as Cléa, the national agency for literacy (Agence nationale de lutte contre l’illettrisme, ANLCI) created a correspondence chart. This chart effectively links the competences from the ANLCI...
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 investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges 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 Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...
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, Employment and Professional Integration (until 2022)
Regional councils for employment, training and vocational guidance
The aim of the initiatives is to ensure the success of young people seeking apprenticeship training.
The 2015 Success in apprenticeship initiative supports apprenticeship programmes for young people from prioritised disadvantaged urban areas underrepresented among apprentices. The Prépa apprentissageprogramme, established by the 2018 law, aims to meet the needs of young people wishing to move into apprenticeship training and needing support to prepare and strengthen their basic skills to...
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 Success in apprenticeship initiative has put in place 142 projects in 20 regions, most involving the local youth employment and social integration centres (Missions locales) in partnership with apprentice training centres (Centre de formation d’apprentis, CFA). Programmes last 12 months and include guidance. The 2018 Law for the freedom to choose one’s professional future sets up a mechanism to support those target group members who wish to enter an apprenticeship with a view 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.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to support NEETS and low-qualified young people in access to training and to acquire a qualification at EQF levels 3 and 4 and contribute to equality of opportunity.
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 framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
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.
In May 2016, the Finnish government launched an action plan for the better integration of immigrants in all types and levels of education, including vocational training. The plan, which is targeted at supporting immigrants, foresees an increase in the preparatory training for initial vocational qualifications (IVET) and competence-based qualifications (CVET). The general language proficiency requirement should no longer be an admission criterion for VET, but the education provider still...
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 competence-based qualifications in Finland embed validation of non-formal and informal learning as an integral part of the entire CVET qualifications system. The system has been in place since 1994 and was further strengthened in 2007 and in 2015 by the Decree on individualisation. The Decree defines principles of validation more precisely than before. The CBQ system is very popular among the adult population in Finland with 100 000 learners involved each year. In IVET, validation 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.
create a top-quality framework for employment and dignified work;
be the main actors of their own qualification and labour market insertion process;
increase their qualifications and employability by acquiring more professional skills;
be part of a new economic model based on social sustainability, productivity and added value;
provide adequate and individualised assistance from the public employment services;
avoid horizontal segregation and the gender wage...
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 Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.
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 Economy
State Public Employment Service (SEPE)
Autonomous Public Employment Services
Ministry of Health, Consumption and Social Welfare
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 education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. 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 and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective 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.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio).
The agenda...
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
The 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements 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.
The aim of the programme was to create high-quality, flexible and diverse vocational training opportunities for the Estonian population that meet their needs and abilities and the development needs of the labour market.
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 programme was adopted in 2015. It is implemented through a single measure (Correspondence between lifelong learning opportunities and the needs of the labour market and increased participation in learning). Its main activities are:
developing the quality and organisation of vocational education;
planning of volumes of studies, provision of study places and students´ support measures;
regional distribution of curriculum groups in vocational education institutions and modernisation of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research
Information Technology Foundation for Education (HITSA) (until 2020)
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out 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.
In April 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
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 support people who lack essential literacy skills and to anchor awareness of the issue sustainably in society and among stakeholders.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the national strategy for literacy and basic education for adults was followed by the Decade for literacy 2016-26, which provided EUR 180 million for the funding of related projects. A yearly monitoring report is published by AlphaDekade on behalf of the education ministry on the progress done. The first report covered the funding years 2016/17 (published in 2019).
The tasks of the AlphaDecade coordination office (BIBB) include the identification, conception and implementation 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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
The aim of these measures is to provide guidance for adults throughout their working life.
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 Federal Ministry of Education and Research (BMBF) offers a telephone information and guidance service supporting individuals who are considering their further education and qualification options. The telephone guidance service started as a pilot project in 2015-16 to analyse demand for such a service and explore potential success factors in contextual situations in the different Federal States. It became a permanent service in 2017 with an annual funding of EUR 500 000. Since May 2018,...
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 and Research (BMBF) (until 2025)
Integrating people with a migration background including refugees into the labour market and the education and VET system is a priority. Key to integration are the learning of the German language, validation of skills and competences acquired in formal, non-formal and informal settings, provision of vocational guidance, and access to pre-VET and VET programmes, apprenticeships, upskilling measures 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.
Since 2015, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...
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 Office for Migration and Refugees (BAMF)
Federal Employment Agency (BA)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of the Interior (BMI) (since 2025)
Federal Ministry of the Interior and Community (BMI) (until 2025)
Federal Ministry of the Interior, Building and Community (BMI) (until 2021)
German Confederation of Skilled Crafts (ZDH)
Association of German Chambers of Industry and Commerce (DIHK)
The final goal of standard support instruments (Social Code, SGB III) in the transition from school to work and of the policy programme Educational chains is the completion of a qualification by all young people by supporting them in the following fields:
obtaining a general school leaving certificate;
making the transition from school to training;
completing a full VET 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.
Nationwide standard support measures anchored in the Social Code (e.g. SGB III) cover the transition from school to work, for example with various forms of vocational preparation and continuous support during training. The main measures are: vocational orientation, training entry and placement support, introductory training (internship placement), vocational preparatory measures, assistance during training and vocational training grant.
In 2016, measures within the Educational chains...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
Federal Employment Agency (BA)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry for Research, Technology and Space (BMFTR) (since 2025)
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
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 Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
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 2015-20 VET development strategy adopted in October 2014 (and the updated VET strategy in Bulgaria for the period 2019-21), the VET Act was amended, introducing the legislative basis for validation of prior learning in VET. Validation, using the State education standards (SES), can be carried out by VET providers for professions included in the national list of VET professions (LPVET), and could lead to qualifications at EQF levels 2 to 5. The procedures for partial validation...
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)
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors.
Amongst the implemented measures available to the public, Cités des métiers aim to be centres of excellence in guidance, entrepreneurship, working and training. They also contribute to the promotion of technical professions, to the organisation of events linked...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several centres of excellence in guidance, entrepreneurship, working and training were set up, namely one Cité des métiers centre in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
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.
Public Service of Wallonia (SPW) for Economy, Employment, Research – Department of Employment and Vocational Training
The aim of this project is to support citizens in shaping their career paths by offering opportunities for validating and recognising their vocational 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 2015, a strategy for the introduction of a validation system was developed and a public launch event on the recognition of competences took place in October 2016. Sixty key actors from the German-speaking Community were invited to participate in a debate. Subsequently, a steering group was established with the participation of stakeholders from formal and non-formal education, as well as employment and social partners. Between February and November 2017, the steering group developed a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
BIDA’s goal is to support young people facing difficulties in entering apprenticeship programmes as well as apprentices who are at risk of breaking their training contract or who have already dropped out of training. The aim is getting them back into the dual vocational education and training (VET) system. The target group also includes migrants (including refugees) and learners with disabilities.
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 1 January 2016, the Centre for Education and Training (ZAWM) in Eupen set up the 2-year ESF project Vocational integration through training guidance in dual education (BIDA) for the German-speaking community. BIDA’s goal is to support apprentices who are at risk of breaking their training contract or who have already dropped out of training, with the aim of getting them back into the dual vocational education and training (VET) system.
The BIDA project offers custom-made services to young...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To increase the attractiveness of apprenticeship, especially for professions which struggle to find enough candidates, by providing incentives addressing mainly young learners, NEETs and migrants.
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 increase the attractiveness of apprenticeship, various measures have been taken in the German-speaking Community since 2015:
an online apprenticeship exchange platform was set up to help learners find apprenticeship places;
one-day tasters in companies were offered to pupils from secondary general education in the academic year 2016/17, to familiarise them with various IVET and apprenticeship programmes in different sectors (such as bank, health, transport and logistics). Different...
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 federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications is to:
simplify the procedures for the recognition of foreign educational or professional qualifications obtained in a third country;
introduce procedural provisions for the assessment of foreign educational and professional qualifications;
achieve more transparency in recognition 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.
The federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications came into force in July 2016. It was introduced by the Federal Ministry for Europe, Integration and Foreign Affairs, which was the main responsible body for integration issues until 2020 when the integration agenda was transferred to the Federal Chancellery. A federal recognition portal was established by the Integration Fund (ÖIF), along with information centres,...
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 Chancellery of Austria
Federal Ministry for Europe, Integration and Foreign Affairs (until 2020)
The objectives vary from measure to measure, but can be summarised as follows:
to obtain more detailed knowledge of the level of education and skills of refugees to better adapt the placement and qualification activities of the Public Employment Service (AMS) to the needs and opportunities of refugees;
to support the integration of immigrants;
to make a contribution to meeting the demand for skilled labour.
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 following three programmes started to facilitate the integration of refugees in the education and labour market system:
The 2016-18 project, You can do it (Du kannst was)– the knowledge of refugees is valuable, supports young refugees in identifying their competences as the basis for making their choice of occupation and gaining an apprenticeship diploma. The project was initiated and developed as joint responsibility of the Chamber of Labour Upper Austria, the Economic Chamber...
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.
support participants in integrating into society and work;
raise the employability and integration of refugees into the labour market and society by fostering language skills and labour market orientation.
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 compulsory year of integration for refugees was decided in May 2017 by the Austrian parliament. It is mainly targeted at unemployed refugees, for whom it is mandatory. Since 2018, asylum seekers from Syria have also been allowed to participate in the integration year if there is a high probability that they will be recognised as entitled to asylum. The opportunity to register for work training during the integration year was extended until the end of March 2019. The year of integration...
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 funding programme is to ensure the quality of training and thus increase its attractiveness and to enable young people to have equal access to training, irrespective of gender, origin or personal disadvantages.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, the Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:
the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
the gender equality strand addresses...
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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
Chamber of Labour (AK)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The aim is to support training progress and to avoid 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.
Coaching and counselling for apprentices and companies (in particular the apprenticeship trainers) has been mainstreamed across Austria since October 2015. These services were evaluated in a 2018-19 pilot project. In particular, guidance and counselling can be divided as follows:
youth coaching: this is an assistance programme for young people at the end of their mandatory schooling or after they drop out of school. Within the coaching process they should get to know their personal skills,...
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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
providing a professional perspective for young refugees;
enhancing the domestic mobility of young people so they can find a job;
filling the vacant apprenticeship places of training companies (local 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 Austrian Economic Chamber initiated the Supraregional apprenticeship placement project with a particular focus on young refugees, though Austrian nationals also have access to all supporting measures. The project's procedure is as follows.
At the beginning, young refugees run through an online test (available in German, Arabic, English, French and Farsi) to identify their strengths and interests. The results of these tests form the basis for finding suitable apprenticeship places 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.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
Austrian Public Employment Service (AMS)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
