The OCED report reviewed Ireland's existing National Skills Strategy to 2025 and how it may need to be adapted, identifying priorities and recommendations specifically for the Irish context. The report itself was not intended as an implementation plan, and further work was required by Irish stakeholders to progress the recommendations in the OECD report.
The National Skills Council (NSC) was established following the recommendations of the OECD Skills Review for Ireland, with the objective of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A review was conducted in partnership with the OECD. The review concentrated on four areas:
balance in skills;
lifelong learning;
innovation;
governance.
The report identified four priorities:
Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.
Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.
Priority 3: Leveraging skills to drive innovation and strengthen firm performance.
Priority 4: Strengthening skills...
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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)
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
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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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Enhancing quality and standardisation: develop scientifically robust, high-quality training guides for 130 approved specialisations and future ones and establish a standardised methodology for creating and updating training guides, educational materials, and exam topics banks.
Alignment with Job profiles: use certified occupational profiles, ESCO skills databases, and international vocational education practices to ensure relevance and applicability,...
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The project is a comprehensive initiative to update and develop educational materials for SAEK (Former IEK) programmes. It is expected to include three distinct actions:
Conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education.
Developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...
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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.
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The project aims to develop a national tool, to help forecast the VET related labour market needs. They intend to have two applications operational by the end of 2025: one for monitoring graduate employability and one for higher VET schools , containing enrolment data, grades, call deadlines, and exchanges.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The tool will support the students making career decisions, provide the VET schools for the basis to adjust the open curriculum, and enable the entire VET system to modernise vocational standards and VET programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Labour Market Platform is one of the strategically significant operations within the European Cohesion Policy Programme (EKP) in the period 2021-27, which is co-financed by the Republic of Slovenia and the European Union from the European Social Fund Plus (ESF+). Its primary objective is to establish a labour market and competence forecasting platform that effectively connects employers, jobseekers, and public employment service advisers. Additionally, it aims to provide decision-makers...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the project plan, a fully functional online labour market platform is set to be developed in three phases. Initially, a prototype and the first working version will provide users with labour market needs forecast data. The next phase will introduce data on labour market trends and the alignment between supply and demand. By 2028, the platform is expected to offer comprehensive insights into occupational and skills gaps, proposals for mapping competences in education programmes,...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
The National Plan for Labour, Occupational Safety and Employment 2021-27 outlines the strategic priorities and measures for labour market policy up to 2027, including specific actions for upskilling, guidance, and aligning education with labour market needs. The National Recovery and Resilience Plan 2021-26 acts complementary to the National Plan for Labour, Occupational Safety and Employment 2021-27, allocating additional targeted support for employment and upskilling.
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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 Plan for Labour, Occupational Safety and Employment 2021-2027, under the objective Strengthening workforce competences, defines the following measures relevant for VET:
mapping skills relevant to the labour market as a basis for developing educational programmes and awarding vouchers;
identifying workforce skills to support lifelong guidance and career development;
developing occupational standards in line with the Croatian Qualifications Framework to align education with labour...
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Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The National Education System Development Plan defines the strategic priorities and measures for education at all levels for the period up to 2027, including specific measures for IVET and adult education, based on the analysis of development needs and challenges for each priority.
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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...
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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 key goals and objectives for introducing ILAs in Bulgaria are:
to increase adult participation in learning;
to reduce skills shortages;
to establish a sustainable funding mechanism supporting lifelong learning;
to pilot sector-specific programmes as small-scale pilots, initially targeting specific sectors, with the goal of expanding to other sectors and occupations;
to establish a governance structure with the participation from ministries, social partners, and sectoral skills councils...
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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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
According to the 2020 VET recommendation, peer reviews are aimed at improving mutual learning, increasing the transparency and consistency of quality assurance arrangements in the provision of VET and reinforcing mutual trust between EU Member States.
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In the 2020 VET recommendation peer reviews are described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are not aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national...
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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.
Based on the online job advertisements analysis, the report was to capture the jobs and skills most in demand by employers and to identify career pathways, particularly for those whose employment has been impacted by COVID-19.
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The research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable or...
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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 Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
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The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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Ministry of Education and Science (from 2021 until 2024)
The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
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The action plan includes the following five specific measures:
implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...
Bodies responsible
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Ministry of Education and Science (from 2021 until 2024)
The Vocational education pathway (Parcours d'Enseignement Qualifiant, PEQ) has been set up based on the strength of the CPU system, and is gradually to be implemented for all learners of qualification education (technical and artistic) and vocational education.
The objectives are:
positive orientation towards qualification education, so that it becomes as often as possible a first choice;
the upgrading of technical professions and the sectors that lead to them;
simplification of the...
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Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.
PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...
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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 bring former students together, in order to maintain links with their school and fellow graduates through an online community platform.
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 online alumni community platform is a network of graduates from all the pathways offered by the Department of Secondary Technical and Vocational Education and Training. It will give VET graduates the opportunity to stay engaged with the department. Through networking and professional development opportunities, graduates will participate in and benefit from career insights and advice from other alumni and career professionals. Alumni can benefit from continuing education opportunities,...
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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 relevance of technical and vocational education and training (VET) to the needs of the labour market;
to facilitate the transition from education to work;
to increase the attractiveness of STVET;
to modernise school facilities and provide a test bed for the development of state-of-the art programmes and promote closer links with the industry;
to improve the quality of VET by developing skills forecasting mechanisms, by updating curricula, and...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical and...
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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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
to provide access to state-of-the-art equipment and technology;
to improve citizen services;
to facilitate digital transition;
to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually to...
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 Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
Ministry of Education, Religious Affairs and Sports
The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green Deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic on...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was developed in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures to be...
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Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
The initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
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The regional education fund provides grants for municipalities to purchase short vocational training courses. The purpose of the regional education fund is to support more unemployed people being offered guidance and upskilling by the job centre in the form of short, vocational courses from the first day of unemployment. The overarching legal framework for the regional education fund is the Act on Active Labour Market Initiatives (LAB) and it is regulated by the Executive order BEK No 1974...
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The National Association of the Danish Regions (Danske Regioner)
Denmark's hosting of EuroSkills 2025 is an ambitious part of the strategy to encourage more young people to choose a vocational education pathway. EuroSkills 2025 is thereby much more than an international competition with medals at stake and ambitions for Danish success on the podium: it is also a way to focus on the more than 100 exciting vocational education programmes in Denmark and the opportunities that VET provides for young people, including ambitions to develop their talent and to...
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Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark's largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...
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The purpose of the project is to provide relevant information on real time data and short-, medium- and long-term forecasts on labour market needs to mitigate skill mismatches and skill and labour shortages.
The project aims to upgrade/further develop short-term (up to 1 year) competence and profession forecasting based on current methods and tools and to develop a methodology of medium- (3-5 years) and long-term (10 years) forecasting. The project will also help to establish institutional...
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The project is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...
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Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.
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LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:
second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...
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Ministry of Education, Research, Development and Youth
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Alliance of Sectoral Councils
Sector Councils Alliance
Ministry of Education, Science, Research and Sport (until 2024)
The main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
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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...
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To support the national labour market policy by providing analysis and data on the skills needed for key professions/occupations in all economic sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.
Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions and...
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Ministry of Labour and Social Policy(MLSP)
National employer organisations
National employee organisations
National Agency for Vocational Education and Training (NAVET)
The main goal of the Norwegian Committee on Skill Needs (KBU) is to find out what skills and competences the Norwegian labour market are needed in the future, to adapt the education system accordingly.
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Since 2017, the KBU has provided thorough professional assessments of Norway's future competence needs. Three comprehensive reports have ensured the authorities and the labour market, both regionally and nationally, a solid basis for both planning and making informed decisions. As part of the government's competence reform, the committee continues the work until 2027. The competence reforms goal is lifelong learning to ensure work.
The Committee on Skill Needs (KBU):
analyse and assesses the...
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Objectives of the new funding guideline are integrating education platforms and services nationwide based on common standards, thereby supporting access to education. The National education platform project is embedded in the Digital education initiative where learning, teaching and training are improved across the entire education pathway so that all generations can move confidently in the digital world. The National education platform as a hub will support and professionalise the...
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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...
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The objective is to promote efficient skills provision and lifelong learning in the long term and facilitate transition to the labour market. The aim of the initiatives included in the assignment is to reinforce the conditions for authorities and other actors to create and provide digital services that strengthen individuals' positions in the labour market while meeting the skills needs of the private and public sectors.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2021, the government gave several national authorities involved in education and employment the mission to develop digital services that provide data about education and the labour market, as well as to establish forms for the management of a coherent data infrastructure for the provision of skills and lifelong learning. These authorities shall jointly investigate the conditions for, and begin work on, developing common concepts or translation keys between existing conceptual...
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The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
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The Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme 'Scholarship for deficit...
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Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
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 process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care system,
...
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Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
To establish the VET graduate tracking system and make the annual data/analysis available online.
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 policy development envisages creating a coordinated approach to VET graduate tracking. It involves stakeholders, especially those dealing with statistics and taxation systems, and is based on the experience accumulated by the higher education graduate tracking and international experience.
The concept proposed by the education ministry is based on the analysis of available administrative data regarding the employment and income of VET graduates. The framework for graduate tracking...
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To invest in the anticipation and development of tomorrow's skills to match available profiles better to those required on the job 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.
In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:
National and sector-level studies In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...
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Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
implementation of actions in the national context related to Council recommendation on graduate tracking;
ensuring quality of VET provisions and labour market relevance of VET skills and qualifications;
development of pilot model for VET graduate tracking, which combines analysis of administrative data in education and the labour market with sociological survey among VET graduates;
testing the model in three regions (NUTS III): Burgas, Stara Zagora and Vratsa;
elaboration of a prototype for...
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The VET graduate pilot tracking project (No 609397-EPP-1-2019-1-BG-EPPKA3-EQAVET-NRP) is funded by the Erasmus+ programme. It is implemented by the education ministry in the period April 2019 to March 2021.
A graduate tracking mechanism (prototype) has been developed under the project to monitor the career development of VET graduates. The prototype was presented and adopted by the Consultative Council for VET and the education minister on 29 September 2020. The prototype includes a sequence...
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.
This report details further analysis of the Cedefop's European Skills for Jobs Survey data for Ireland to give a more in-depth picture of the situation for workers in Ireland. This analysis informs policy decisions to address the ICT skill gaps in the Irish economy and identify emerging skills requirements in the shift towards digitalisation.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to supplement elements enabling the deepening competences of adult in further 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 project is aimed at creating and coordinating a network of further education entities. Within the project, reorganisation of the National register of qualifications (NSK) should take place, consisting of adapting the offer of authorisations to the needs of the labour market and optimising the network of authorised entities that award qualifications, among which are also VET schools. An emphasis will be put on the development of digital competences: educational programmes for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Affairs
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
To improve the relevance of VET provision to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2019, the Consultative Council for VET, an advisory body to the education minister, assigned the National Agency for Vocational Education and Training (NAVET) to prepare an analysis for the optimisation of the List of professions for vocational education and training (LPVET).
The analysis of LPVET contains findings, conclusions and possible solutions related to:
providing an opportunity for upgrading the qualification acquired;
aligning VET with international classifications in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Vocational Education and Training (NAVET)
To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to support small and medium-sized enterprises (SMEs) in filling open training places with suitable young people.
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 Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at 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.
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to set out Law 30/2015, with the change of government in 2018, a new approach started to develop, which seeks all major stakeholders to work together:
setting up a national network, including social partners and VET representatives, based on identified sectors;
conducting innovative experimental approaches to vocational training;
cooperating with qualifications and pedagogic institutes;
establishing links with relevant external bodies and doing research.
The analysis of economic...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
Autonomous Communities (CC.AA.)
State Foundation for Training in Employment (Fundae) until 2022
The PIAAC survey aims to assess the level of basic skills - literacy, numeracy and adaptive problem solving - of the adult population aged 16 to 65 years. This will offer Croatian policymakers, key stakeholders in education and experts better insight in the skills acquired through formal education and adult learning. The survey results would serve as a valuable tool for evidence-based policy-making and comparison of adult skills in the international perspective. The results would also be...
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, Croatia committed to participate in the OECD Programme for the International Assessment of Adult Competencies (PIAAC) for the first time. In 2018, ASOO implemented preparatory activities for participation in PIAAC, including a proposal for financing the implementation in Croatia from the European Social Fund.
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.
Its findings were to be used as a basis for national and regional planning and for the strategic competence decisions of individuals and 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 committee had a broad methodological approach and developed a new knowledge base. The committee also facilitated an open dialogue and discussion about society's competence needs with various interest groups.
The committee has issued two annual reports:
NOW 2018: 2. Future competence needs I - the knowledge base;
NOU 2019: 2. Future competence needs II - challenges for the competence policy.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase upper secondary school completion and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.
In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, the expert...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Monitoring VET graduates aims at fostering the development of training that enables professional outcomes (in terms of access to employment) and at transforming the training courses with the lowest outcome levels. It is a task that requires fine-grained knowledge of course participant job integration rates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A strategic plan for technical and vocational education and training was approved in April 2015 (2015-20). It aims to reform the public VET system. The plan was set up by the Department of Secondary Technical and Vocational Education and Training (STVET) of the Ministry of Education, Culture, Sport and Youth (MoECSY). It sets the further development of the quality and competences of VET teachers as a priority. Practical workshops were planned on modern teaching methods aimed at updating VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
The mapping system supports policy design for early intervention and activation within the Youth guarantee in Croatia, such as innovative interventions for the activation of NEETs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the ministry in charge of labour (MROSP) launched an initiative to develop a mapping system for young people neither in employment nor in education and training (NEETs). The mapping system involves compiling a database, which cross-references information on student enrolment in secondary and higher education with databases of the Croatian Pension Insurance Institute (HZMO) and the Croatian Employment Service (HZZ) to establish whether, upon graduation or early leaving, they were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The main objective was to develop methodology and occupational standards which serve as the basis for aligning learning outcomes and qualifications to the labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.
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 employment service (HZZ)
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
The portal for advanced labour market monitoring serves as the central tool for labour market monitoring and the main evidence base for the development of sector profiles and occupational standards. It supports preparation of the analytical and sector justification for entry of occupational standards in the CROQF register, as well as analysis of development trends by sector.
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 in charge of labour (MROSP) produced the CROQF web portal (currently: portal for advanced labour market monitoring), the central portal of labour market and education indicators. The portal offers insights into current labour market trends, rather than forecasts for the future. It integrates data on employment from the Croatian Pension Insurance Institute (HZMO), data on unemployment from the Croatian Employment Service (HZZ), enrolment in secondary and higher education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
This policy development aims to develop and test instruments for graduate tracking at the VET provider level. It also aims to increase VET provider awareness of the relevance of VET graduate tracking and feedback loops, strengthen their capacities for graduate tracking, and encourage measuring indicators 5 and 6 of the EQAVET framework.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the framework of the Erasmus+ grant Support to European quality assurance in vocational education and training: national reference points (2017-19), the Agency for VET and Adult Education (ASOO) developed a model for school-based VET student tracking upon completion of formal education. In 2017, ASOO conducted one peer learning activity which brought together 14 institutions from six countries, discussing models for monitoring VET graduates. In 2018, the agency (ASOO) started piloting...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The committee is expected to exploit existing reports and analysis, contribute to research, and provide new knowledge and relevant information. It has a three-year mandate. Its goal is to strengthen the education of skilled workers based on the county municipality's need for more skilled workers. To ensure the best possible education it is important to know to what extent graduates remain in the county municipality in which they complete their 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.
Its first report was published on 31 January 2018. Findings suggested that: competence levels in Norway were good, but can be improved; some vocations faced recruitment challenges; learners were confronted with bottlenecks in accessing relevant competences. The report also confirmed the central role of the workplace in lifelong learning, and the impact of digitalisation and automation on competence needs.
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 2016 white paper, Skilled workers for the future, contained 48 measures on how to make post-secondary VET more attractive as a profession-oriented, fully equivalent alternative to higher education. Some of these measures were accepted by the Norwegian parliament in May 2017, including the right to be part of a student welfare organisation, better transitions to study programmes at universities and university colleges, a new national admissions system, new grant schemes, mapping 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 organise consultations with stakeholders, including national and regional authorities, relevant public agencies, research organisations, employer representatives and trade union representatives;
to prepare a comprehensive overview of what policy-makers and practitioners in Slovakia think about the current situation;
to offer inputs to the discussion concerning ensuring effective links between the education and training system and the needs of the 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.
Slovakia participates in Cedefop's country reviews on Governance of EU skills anticipation and matching systems. The aim of the project is to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and better linking skills intelligence to education and training. Within this cooperation, an initial country report was commissioned and offered for comment to the education ministry in February 2018; it was...
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)
Offering data to reduce the supply-demand mismatch.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Central Office of Labour, Social Affairs and Family (public employment service) coordinates the national project Prognosis of labour market development, which is carried out under the supervision of the Ministry of Labour, Social Affairs and Family. The complex electronic system developed by Trexima based on the interlinking of administrative data sources along with surveys tracks graduates from the time they graduate. It is thus possible to identify various aspects for specific groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Central Office of Labour, Social Affairs and Family (COLSAF)
According to the rationale of the act, VET has to address the socio-economic challenges in Poland:
demographic changes and the decreasing number of young people joining the labour market;
changes in economic indicators, including the lowest unemployment rate in recent years, the deficit of employees with appropriate qualifications and the development of an 'employees' market';
persistent high unemployment rates among graduates of VET programmes.
The main aim of the act is to restore the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new act:
makes it mandatory for VET learners to take a State vocational examination or a journeyman's examination as a condition of school graduation; it also changes the form of exams, the process of preparing examination tasks and the requirements set for examiners;
introduces, in cooperation with employers, apprenticeship as a new form of vocational learning for learners in upper secondary VET and first stage sectoral programmes, who are not juvenile workers;
introduces new options...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Forecasting the demand for employees in VET occupations is a new tool aimed to help shape the vocational education and training offer and provide additional data in defining the VET offer at local and regional level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Law of 22 November 2018 initiated an annual forecast of the demand for employees in VET occupations as a new tool to help shape the vocational education and training offer at local and regional level. Annual forecasts will start in 2019 and will be published in the form of an announcement by the education ministry. The forecast indicates which vocational education occupations are in demand in the labour market and national economy.
The forecast has an impact on VET financing. From 2020,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The main objective of this policy development is to introduce a VET graduate tracking system providing reliable data on the professional careers of graduates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry commissioned the Educational Research Institute to implement an ESF co-financed project aimed at developing a system to trace the educational and professional trajectories of VET graduates. Three rounds of qualitative and quantitative surveys are planned until 2022, collecting data unavailable in public registers about, for example, learner needs and expectations, as well as information on the determinants of graduates' decisions.
In 2016/17, interviews were...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
SANQ is a diagnostic tool aiming to identify qualification needs at national and regional level and to set priority levels for qualifications, which are taken into consideration when planning education and training provision and in the updating of the National catalogue of qualifications (CNQ).
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, SANQ was set up under a coordination council that includes ANQEP, the Institute for Employment and Vocational Training (IEFP), the Cohesion and Development Agency (AD&C) and social partners. It assesses the dynamics of the economy and the labour market, which influence the demand for skills in the short and medium term. It also gathers key information for lifelong guidance. The use of SANQ has been strengthened through the diversity of data analysed and the involvement of 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.
Institute for Employment and Vocational Training (IEFP)
Cohesion and Development Agency (ADC)
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 National Office of Vocational Education and Training and Adult Learning (NOVETAL), which is also the quality assurance national reference point (QANRP), used Erasmus+ funding to set up a national EQAVET expert network to strengthen the culture of quality assurance in VET and to cooperate with QANRPs from other countries to share experiences in workshops and peer learning activities. The national EQAVET expert network consists of four to six members, including representatives of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The aim of the project is to improve the quality and content of 21st century vocational training and adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The State Foundation for Training in Employment (Fundación Estatal para la Formación en el Empleo, Fundae) is testing big data techniques to improve skills anticipation and use them to design public training programmes in the short, medium and long term for the entire labour force.
A software tool is being developed to classify automatically the training actions (TTAA) that companies offer to their employees. To do this, automatic classification algorithms based on text mining are used 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.
State Foundation for Training in Employment (Fundae) until 2022
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since September 2017, several collaboration agreements between the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE), the education ministry, and 11 Autonomous Regions have been approved. The agreements allow for implementing work plans of 25 national reference centres (Centros de Referencia Nacional, CRNs), of the 52 planned. CRNs are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
It provides a strategic opportunity for an outlook on possible goals for the furthering and widening VET in Malta. Policy recommendations are two-pronged: addressing quality and attractiveness as well as ensuring labour market relevance. These notions are interlinked in providing and sustaining stronger vocational education in Malta.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National vocational and training policy mapped the VET sector in Malta and identified areas for future actions.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
To make the PES a modern, efficient and effective organisation, capable of successfully fulfilling its mission and to implement the Government's programme, while meeting labour market needs falling within its remit.
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 board of directors restructured the executive management team of the PES under the direction of the chief executive officer. Six divisions replaced the existing three, so that Jobsplus operations and support services would be better managed.
The corporate planning division was re-dimensioned and became responsible for business planning and development, performance management, involvement of Jobsplus in activities of the European network of public employment services, people management 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.
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)
To describe measures addressing identified weaknesses or suggested improvements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport (until 2024)
The objectives of the measure are anticipating labour-market needs and prioritising training offers for the unemployed according to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the public employment service of Slovenia completed a pilot project, Occupational barometer, to predict future changes in the labour market and determine training of the unemployed according to labour-market needs. The qualitative research was conducted for seven (out of 12) regional offices, classifying occupations in three groups: shortage, balance, and surplus. For the shortage occupations, several main reasons were identified: lack of candidates for the occupation; lack 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.
Improving regional cooperation in an effort to solve the mismatch between the labour market needs and the choices learners make, due to the limited offer of education and training providers.
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 government launched an enquiry with a mission to propose a regionalised model of upper secondary provision (IVET and CVET) to ensure that a variety of programmes are made available to learners. The objective is to better align the supply of IVET to regional labour market needs.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to evaluate and follow up relevant policy initiatives.
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 Institute for Evaluation of Labour Market and Education Policy (IFAU) undertook a major study to follow up the transition from CVET by:
graduates;
learners who completed their education but did not receive a diploma;
drop-outs.
IFAU surveyed the extent to which CVET learners were in employment and how their income developed and made a comparison with higher education students. In 2016, the research institute Ratio conducted a study on productivity development in technology...
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 Evaluation of Labour Market and Education Policy (IFAU)
The objective is to evaluate and follow up the transition of VET graduates to 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 National Agency for Education developed an extensive graduate tracking system to follow up what VET learners and apprentices do after completion of a VET programme, providing in-depth analyses of transition from school to working life. The knowledge gained feeds into planning at both national and local level. Data were collected two years after graduation and were processed during the reporting period. In November 2017, the first statistical data and a report were made available 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.
The Integrated skills strategy aims to provide a strategic approach to building, maintaining and using human capital to increase employment and economic growth, and to promote social inclusion and participation.
The main goals of the strategy are:
designing a coherent policy for shaping and developing skills;
coordinating the actions of stakeholders involved in supporting skills development;
ensuring equal access to information on the demand for, and supply of, skills, career counselling and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetnosci - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The main objective of the strategy is to increase income and social, economic, environmental and territorial cohesion.
This would be achieved through:
sustainable economic growth increasingly driven by knowledge data and organisational excellence;
socially sensitive and territorially sustainable development;
effective State and economic institutions contributing to growth as well as social and economic inclusion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:
promoting dual VET, further linking school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The development of the econometric model by Jobsplus is expected to inform policy-makers of future skill requirements. At the same time, the model can be utilised as a tool for creating different scenarios based on changes in the underlying assumptions. The comparison of results between scenarios can support impact assessments of policies and in fields such as education systems policies and migration policies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During 2018, work started on the design of an econometric model to forecast labour market demand and supply in Malta. The development of this model was contracted to the Institute of Economic Studies at the Slovak academy of sciences, whose expertise lies expressly in this area. Jobsplus constantly kept in touch with experts from this institute to oversee various tasks, such as the transmission of data from domestic sources, and to delineate specific preferences about the intended model's...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
to minimise the skill gaps that exist in some of the in-demand sectors such as the digital, technical and financial sectors (main aim);
to recommend policy changes to the government that would reduce these gaps and equip the labour force with the right skills, to meet the future challenges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:
the Ministry for Education and Employment;
University of Malta;
the Malta College for Arts, Science and Technology (MCAST);
Jobsplus (PES);
the Institute for Tourism Studies;
the Malta Chamber of Commerce, Enterprise and Industry;
Malta Enterprise;
lifelong learning entities and the civil society.
One of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Ministry for Education, Sport, Youth, Research & Innovation (MEYR)
The project objective was to collect evidence on the demands faced by employers in different sectors of the Maltese economy and undertake a skills forecast in terms of skills, qualifications and experience required, as well as the number of staff required/not required in the medium and long term.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The NCFHE, together with Jobsplus (the successor to the Employment and Training Corporation (ETC)) and Malta Enterprise, embarked on a 2014-16 research project funded by Erasmus+ on skill needs and supply and the demand for workers in the labour market in Malta. The results of the research study were presented in a conference held in July 2016 and report was finalised and printed in 2017. The project objective was to collect evidence on the demands faced by employers in different sectors 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.
Malta Further and Higher Education Authority (MFHEA)
To provide guidance to education institutions that adopt internal and external quality assurance (QA) in order to enhance the learning outcomes provided through their educational programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National quality assurance framework for further and higher education was launched in 2015, covering upper secondary and higher VET (IVET) including work-based learning (WBL), CVET as well as other types of further, higher and adult formal education offered by State and private providers. The framework implements legal provisions on internal quality assurance and periodic external quality audits (every five years) and provides the conceptual context for this work. It is based 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.
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
Strengthening the competitiveness of enterprises and contributing to economic growth and reducing unemployment.
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 Public Employment Service (ADEM, Agence pour le développement de l'emploi), the Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS) and the Luxembourg Employers' Association (UEL) launched in 2015 the programme, Companies, partners for employment (Entreprises, partenaires pour l'emploi). The programme was extended from 2018 to 2020 and its main objectives were to increase the recruitment of jobseekers, bridge the gap between vacancy requirements and jobseeker...
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 employment service (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
The aim of the TEVA Barometer is to support the provision of guidance and to inform partners involved in initial VET (IVET) governance.
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 Training Observatory of the National Institute for the Development of Continuing Vocational Training (INFPC) set up the TEVA Barometer. This uses data from the TEVA study (Transition école- vie active - transition from school to working life), which has been monitoring more than 7 000 VET learners since 2009, and was a new tool to follow the early career stages of recent secondary education graduates in 74 VET trades and occupations. The Barometer provides 20 annually updated...
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.
Training Observatory of the National Institute for the Development of Continuing Vocational Training
The main goal of policy in this area is to make entry into VET programmes as accessible, understandable and transparent as possible in the age of digital technology and the internet. The aim is to create preconditions: make data on accession to programmes systematically organised, properly accounted for and easily comparable; ensure the transparency of the accession process; and facilitate and make the process of planning admission to VET programmes more effective.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2017, the electronic system used for admission to higher-education establishments was extended to VET institutions, which had previously organised the admissions process on their own. Since then, the system has covered 19 universities, 21 colleges and more than 70 VET institutions. As in the past with traditional education, admission to VET institutions in the early years of the centralised system was organised only once, in the summer. However, as early as 2018 the decision was made...
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 system is to ensure interoperability between public information tools and databases, to allow the evaluation of public funds in VET, and to feed the 'electronic worker folder' on issues concerning the assessment of competences acquired in formal, non-formal and informal learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amongst the main reforms of the labour market outlined in the Jobs Act, the legislative Decree No 150/2015 provided the management of a unique information system on active policies whose one main branch is represented by the National statistical system for VET (SIU Formazione). It represents the unique informative source of data for monitoring VET funding schemes and programmes which are carried out and managed by the Regions and autonomous provinces. According to the constitutional...
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 country's skills anticipating and matching strategy.
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, Cedefop provided technical advice to Iceland to improve its 'governance of skills anticipation and matching'. The aim was to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and to improve the linking of skills intelligence to education and training. In 2018, a report on Iceland's skill foresight needs was published, stating the need for a strategy for skills anticipation and matching 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 Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
The Prime Minister's Office
Ministry of Higher Education, Science and Innovation
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 for growth initiative was launched by Enterprise Ireland and the Department of Education and Skills to all regions. The inclusion of other government agencies ensures that a comprehensive and coherent picture of skills needs can be gained at the government level. The initiative guides small and medium enterprise (SME) representatives to think strategically about their current and future skills needs. It also introduces them to tools and questionnaires, which help them identify...
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 Social Protection
Enterprise Ireland
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of Employment Affairs and Social Protection (DEASP) (until 2020)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As stipulated in the National skills strategy 2025, a National Skills Council (NSC) was launched in April 2017 and is chaired by the education minister. It oversees and advises on identified skills needs and how to ensure delivery of the corresponding skills. The NSC includes representatives from senior levels in the public and private sector. It is an advisory, non-statutory body under the remit of the Department of Education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Department of Education
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.
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...
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 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 2017 Act CXCII amending the 2 011 Act on VET and adult training opened up the way for establishing sector skills councils (SSCs) from July 2018. The 2017 ACT CXCII and the governmental Decree No 213/2018 (XI.22.) reinforced the role of employers in education and training.
Sector skills councils are platforms of cooperation between all VET actors to align VET curricula to the needs of the economy. To be representative, at least 51% of their members are economic stakeholders from the same...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new 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...
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)
National Institute of Labour and Human Resources (EIEAD)
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 Committee for VET was set up in 2017. It is responsible for the overall coordination of governance of Greek VET, monitoring the implementation of the 2016 National strategic framework for the upgrade of VET and apprenticeship and evaluating its results. The National Committee is supported in its work by a Technical Committee for VET. Both committees have become operational. In its first meeting (March 2018), the National Committee discussed the mapping of labour market 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The legal framework for a skills needs forecasting system was established in 2016. EIEAD was given the mandate to coordinate the development of the Mechanism of labour market diagnosis. A coordination committee was put in place, consisting of representatives from the ministries of labour, education and economy, EOPPEP, the regions, OAED and social partners. The Mechanism was established in 2016. In 2017, its methodological framework (data collection and processing, procedures for mapping...
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 Institute of Labour and Human Resources (EIEAD)
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
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, 30 national education and training committees were replaced by nine skills anticipation groups, each representing different vocational fields and together with the steering group formed the National forum for skills anticipation. The members of these groups are representatives of employers, employees and entrepreneurs, as well as VET providers, higher education institutions, teaching staff, researchers and education administrators. The current mandate of the anticipation groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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 labour market needs monitoring and prognosis system, OSKA, provides information for formal education provision at all levels of education. The results of OSKA analyses form the basis for establishing qualifications, career information and guidance, curriculum development in education institutions and for the financing of education institutions and studies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
OSKA analyses the developmental potential and labour requirements of different economic sectors in Estonia. Its surveys of sectoral needs for labour and skills use a combination of qualitative and quantitative research methods. Both statistical data and information collected from personal interviews with sectoral experts and from group discussions are used. Five economic sectors are examined per year. Each sector is reanalysed every five to 6 years on average. The results of these analyses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Regular overviews of labour market needs in different economic sectors, teachers´ and graduates´ satisfaction surveys and graduate tracking surveys provide input to policy development, planning of training provision and financing of VET and adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following regular surveys are conducted under the Labour market and education cooperation programme:
satisfaction surveys;
graduate tracking (including employability and income) surveys;
analyses on labour requirements of different economic sectors (OSKA reports).
A student, teacher and graduate satisfaction surveys' wave was carried out in 2017-18. The results of the graduate satisfaction survey were published in 2017. Student and teacher survey reports were published in 2019.
A survey 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.
The aim of the programme is to bring learning opportunities more in line with 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 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...
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.
Adapting vocational education and training (VET) to the rapid progress in digitalisation, allows graduates to gain the respective qualifications needed on the labour market and counteracts the challenge of skills mismatches and shortages. These activities are of fundamental importance for ensuring the quality of dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The preliminary examination of the potential restructuring of IT occupations carried out by the Federal Institute for VET (BIBB) in 2015-16 and the subsequent research initiative 'Skills, qualifications and competences for the digitised work of tomorrow' on 14 occupations (2016-18) touched upon developing key competences. Findings from the selected screening showed that the process of 'digital penetration' into training occupations occurred at different rates, depending on the company and 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.
Federal Institute for Vocational Education and Training (BIBB)
VET 4.0 aims to contribute to the implementation of the digital agenda through continuous exchange of information between academia, policy-making and practice. The outcomes will determine the changes needed for appropriate qualification profiles, training regulations and curricula.
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), in cooperation with the Federal Institute for VET (BIBB), started the initiative VET 4.0 for the period from February 2016 to April 2018. The initiative is based on three pillars.
Pillar 1: occupation and sector screening. The focus was on the analysis of selected training occupations, advanced training regulations and sectors, already partially or fully affected by digital transformation. The goal was to develop recommendations for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The BIBB Data report contributes to monitoring of the VET system by the use of indicators and the anticipation of training needs based on skills assessments, skills forecasts, and various studies and surveys among employees and employers. It´s an important tool for evidence-based VET policy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
BIBB annual Data reports supplement the VET report published each year by the Federal Ministry for Education and Research (BMBF) by providing additional in-depth information and analysis on the current situation and the newest developments in VET. The reports have a yearly special focus:
2015: Matching problems in VET and their consequences on the future labour market,
2016: University dropouts for apprenticeship,
2017: Refugees their qualification status, their present and future training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Wbmonitor seeks to contribute to a greater overview of the continuing education and training landscape and to track changes taking place.
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 online platform wbmonitor, operated by BIBB and the German Institute for Adult Education (DIE), conducts a yearly survey of public and private CVET providers. The surveys have a yearly focus and monitor labour market developments and helps identify training needs. The platform also publishes a Continuing training survey climate index.
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 Institute for Vocational Education and Training (BIBB)
The objective is to establish a system of labour market forecasting with a regional focus.
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 Kompas project was launched by the Ministry of Labour and Social Affairs in 2017, aiming at establishing by 2020 a labour market barometer, a permanent system of labour market forecasting with a strong regional focus. The system will collect the available statistical data as well as qualitative information on future regional and national developments, important changes and technology trends. The outcomes of the system are expected to inform education providers and counsellors (IVET as...
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 Human Resource Development Authority of Cyprus (HRDA) provides:
10-year employment forecasts every 2 to 3 years;
an annual study on the identification of employment and training needs. This study provides estimates for the number of persons required for specific occupations and the needs for specific skills. Based on these estimates, suggestions are put forward for the implementation of training programmes. In the study, the views of social partners, other stakeholders and enterprises...
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.
Human Resource Development Authority of Cyprus (HRDA)
