To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who 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.
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2021)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Austrian Public Employment Service (AMS)
Federal Ministry of Labour (BMA) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
InnoVET stands for innovation in vocational education and training (VET), so innovation in labour market-oriented courses.
It is a project of the Flemish government for schools offering technical secondary education (TSO) or vocational secondary education (BSO) courses, to familiarise teachers and students with the labour market of today and tomorrow. This is done by stimulating labour market-oriented schools to develop and test innovative materials and methodologies through projects, with...
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, a Flemish evidence-based research facility – commissioned by the Flemish Ministry of Education and Training – carried out a study to formulate an answer to three questions, together with teachers, directors, business leaders and networks:
What are the major technical challenges facing education?
Which training needs for teachers are related to this?
What does good professionalisation look like to meet those needs?
The resulting policy development consists of three phases:
2018-19:...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health 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 November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
The innovation programme INVITE aims at increasing participation in CVET by connecting existing learning platforms, improving the transparency and quality of digital CVET offers, and allowing a low-threshold, individual, modular approach, building on existing skills, in a secure digital environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior 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.
VET provision, curricula, examination
In December 2016, the ESF project ‘Development of sectoral qualifications system for vocational education development and quality assurance’ was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure accessibility of career education in all general and vocational education schools; and Latvia’s participation in the Euroguidance network aimed at supporting the development of the European dimension of lifelong guidance, supporting competence development of guidance practitioners, and providing information and communication on the European dimension of guidance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2015, the Government adopted regulations on career education. Within this framework, the State Education Development Agency (VIAA) launched a national ESF project Career support in general and vocational education schools (2016-20) to ensure accessibility of career education in all general and vocational education schools. New methodological materials were developed. In 2017-18, more than 20 seminars and two national conferences for schools’ career guidance teachers/specialists...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To introduce apprenticeships in formal VET and promote sustainable collaboration mechanisms for apprenticeship/ WBL implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.
The Erasmus+ project ‘National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)’ was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange 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.
The establishment of examination centres operating independently of vocational and adult training providers aims to enable the uniform and standardised assessment and evaluation of the requirements set out in the programme and outcome requirements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An important innovation of the Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult 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.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
National Accreditation Authority
Hungarian Institute for Transport Sciences and Logistics (KTI)
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system – NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer – NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial Decree...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new 'Mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A determined goal...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
To improve the education quality monitoring system based on statistical information, the results of comparative educational research, the achievement of students at the national level and other indicators characterising the results of the work of education institutions: analysis of the results of centralised examination and accreditation and licensing, as well as evaluation of the quality of teachers' work, the use and analysis of information, taking into account the medium and long-term...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To review and increase the basic funding of VET programmes.
To ensure that VET providers under the auspices of local governments and other founders are eligible to receive State budget financing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Government Programme 2019-23 states: ‘We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students’ income;
increasing opportunities for retraining, continuous professional development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Service Centre for Continuous Learning and Employment
The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the reduction of fragmentation in the field of research;
the alignment of research with development needs at school level;
making scientific knowledge retrievable and accessible to users in schools;
the improvement of education professional’s ability to assess education decisions on the basis of scientific insights;
providing more time and money for research and development (R&D) in education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, five associations representing all education sectors launched an action plan to strengthen the knowledge infrastructure in education. A working group will set up an agenda for the near future and will give substance to the aim of strengthening the knowledge infrastructure with the involvement of various parties, such as education researchers, experts and teachers. The working group will advise the sector councils and the education ministry on how to proceed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Council for upper secondary VET schools (MBO Raad)
Council for Primary Education (PO-Raad)
Council for Secondary Education (VO-raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Association of Universities (VSNU) (until 2022)
Universities of the Netherlands (UNL)
Ministry of Education, Culture and Science
Netherlands Initiative for Education Research (NRO)
respond to changes and needs of upper secondary VET and the regional labour market;
address the decline in student numbers and fragmentation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
New programmes in pre-vocational secondary education were introduced in August 2016, renovating content (in line with modern occupational practice and curriculum developments in upper secondary VET-MBO) and structure (over 30 programmes will be replaced by 10 flexible profiles).
In February 2017 and May 2018, the education ministry sent a letter to parliament on the subject of Strong VET (Sterk beroepsonderwijs). Following the advice of the Education Council in June 2015 and in response to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The system is expected to ensure transparency and predictability in funding, to eliminate inequalities in employee remuneration and to eliminate the negative effects of reducing the number of pupils. In secondary schools, the new system should also eliminate lowering their academic requirements in order to increase the number of newly admitted students. Often, even the candidates with evidently very slim chances of successful graduation used to be admitted to study programmes and schools...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 January 2020, the Czech Republic introduced long-expected changes into its system of regional education funding. The main modification the new system has brought about is that the school funding is no longer based on the number of students (per capita approach). It is based on the financing of the real volume of teaching (the number of lessons taught) and the financial resources are allocated according to the real amount of teacher salaries. This opens the option of dividing classes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 enable the students to complete the school year 2020/21, despite the COVID-19 outbreak, and provide support to distance learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 16 March 2020, all education institutions in Slovenia were temporarily closed until further notice, by government order for the purpose of the COVID-19 infection control. All students, including VET, had to stop attending classes at schools and stop living in dormitories. VET students, including apprentices, also had to interrupt their training in companies. Additionally, from 30 March 2020, government prohibition of movement outside the municipality of permanent or temporary residence...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Following the declaration of the extraordinary situation and the state of emergency, the education ministry had to act in accordance with the crisis management measures:
harmonising procedures for dealing with employment relationships with teachers and other staff who were unable to work at school;
adapting the content and forms of distance learning;
adjusting institutional procedures (especially concerning the admission procedure and the completion of studies).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the closure of schools, teachers began spontaneously to move to distance learning using communication platforms (such as Zoom); at the same time, the burden of work was transferred onto learners and households. Very soon, the need to ease the school's pressure to evaluate learners' performance from a distance became apparent, partly because it is not easy to distinguish learners' own performance from domestic support and also because the conditions for domestic performance are very...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
To improve the relevance of VET provision to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2019, the Consultative Council for VET, an advisory body to the education minister, assigned the National Agency for Vocational Education and Training (NAVET) to prepare an analysis for the optimisation of the List of professions for vocational education and training (LPVET).
The analysis of LPVET contains findings, conclusions and possible solutions related to:
providing an opportunity for upgrading the qualification acquired;
aligning VET with international classifications in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Vocational Education and Training (NAVET)
The strategy and the pilot project, Apprenticeship gives employment, aim to:
strengthen the link with the labour market by promoting greater involvement of companies in the training process;
enhance learners’ employability;
induce innovative teaching and learning techniques;
promote the creation of lasting mobility networks and the dissemination of good practice in vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:
curriculum...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The FET strategy 2020-24, by simplifying the FET structure, aims to improve access to it; support its learners consistently; and build its provision around a distinct, diverse and vibrant community-based FET college of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The FET strategy 2020–24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.
A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Education
Department of Education and Skills (until 2020)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.
In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers to,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the study was to explore the benefits and challenges associated with integrated approaches and the extent of existing practice and evidence of impact.
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 study was commissioned to support the ambitions set out in the FET strategy (2014-19) for a FET sector where ‘literacy and numeracy are being addressed effectively and are not a barrier to participation in FET or in achieving employment or education and training progression outcomes’.
Policy considerations for SOLAS
A key strength of existing ILN models is that there is a strong vocational focus and contextualisation of learning. This encourages learner participation as they recognise it is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overarching objective is to examine professional processes in inclusive education, observe existing good practices in high-achieving countries (Ireland, Austria, Portugal as partners and associated partner, and Denmark, Estonia, Italy, Sweden and UK-Scotland as possible contributors) and develop national adaptation plans in different national (Czech Republic, Croatia, Hungary and Slovenia) and contextual circumstances. By connecting professionals – bringing actors and stakeholders...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Stairs is a 2019-22 Erasmus+ project, promoting social inclusion through educational best practices. The project focuses on the adaptation of good practices in social inclusion across Europe and on the adaptation process itself. The consortium consists of seven partners. The Tempus Public Foundation in Hungary is a coordinating institution; six others, including the Institute of the Republic of Slovenia for VET (CPI) (seven institutions from six countries in total) cooperate in the project.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve adult education offer (more individualised and flexible), develop VET modular programmes for adults, provide support for employers to upskill and reskill employees, upgrade skills recognition, and improve financing (socially responsible and sustainable), quality, governance and awareness (public and employer) of 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.
Several activities support implementing the national policy for adult education:
updating the information about adult education and its policy making, linking the European Union and State priorities in adult education;
promoting the development of EU programmes in adult education and the dissemination of results in Latvia;
developing recommendations Upskilling pathways, to help those implementing adult education to implement education in a quality manner, observing the quality criteria set by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
map and evaluate current FET-HE transitions practice and data across the two sectors;
develop proposals so that education and training qualifications from the FET sector are recognised for entry into higher education in an agreed and consistent manner;
examine specific issues relating to the transition for learners from further education and training into third-level education;
consider and make recommendations on how best to position further education and training qualifications for points...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are many issues being progressed by the different stakeholders involved in the sub-group and the group has served as an excellent mechanism to discuss ideas, share data and good practice that can influence relevant actions, while also providing a platform for considering opportunities for further work and collaboration. Set out below are the key policy areas that are being progressed by individual members of the sub-group, or which are being discussed as a collaborative response, 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.
To develop a well-functioning and sustainable work-based learning (WBL) system involving employers, and to create flexible and appropriate forms of study for young people and adults for obtaining a qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning is developed under the Labour market and education cooperation programme.
In Estonia, WBL (apprenticeships) is defined as a form of study where work practice comprises at least two-thirds of the volume of the curriculum. The apprenticeship system was introduced in 2006 (updated in 2014) and the number of WBL learners, fields of study and qualification levels have gradually increased. In 2019, the share of WBL learners was, on average, 8% of all VET students and over 12% of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To increase the responsiveness of VET schools to changes in the regional labour market, and to establish better preconditions for cooperation between VET schools, employers and local governments. For learners, the amendments aim to broaden their choices and improve the regional accessibility and quality of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The financing model for VET has been renewed and amendments to the Vocational Education Institutions Act were adopted in 2018. They came into force in 2019. Financing principles were changed to increase VET institutions’ motivation and autonomy. The system of State-commissioned study places was abolished and replaced by the number of training places in areas of national importance being negotiated separately with each school and school council, based on OSKA's recommendations and regional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 national ESF project Sector-driven innovations for an efficient labour market in the Slovak Republic is to create measures for continuous improvement of employees' adaptability to new labour market requirements and more accurate identification of the skills needs of the workforce through the NSO web platform (based on employer demand).
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 budget for this 2019-23 ESF project managed by the labour ministry in cooperation with Trexima Ltd. is approximately EUR 20 million. The main activities include:
managing activities of the Alliance of sectoral councils, SC activities and working groups, in accordance with the strategic tasks of the current National employment strategy;
ensuring sector-driven adaptation of workers to changes in labour market demand and sectoral inputs for a lifelong learning system with a special focus on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This document quantifies expenditures on current social protection and inclusion policies, assesses their effectiveness and accessibility, and examines existing data collection settings. Based on the findings, it proposes measures to improve the social inclusion of vulnerable groups and to unlock the untapped potential for economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Overall, the spending review proposes a series of measures regarding social inclusion, data collection and methodology development, the management of systems not sensitive to additional funding, as well as three austerity measures. Many were related to education.
One austerity measure was linked to VET, requiring that contributions to the so-called activation work of the unemployed provided by municipalities (focusing predominantly on unskilled activities, such as street sweeping, waste...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
a new approach regarding professional development of pedagogues and other professional staff;
the obligation to complete refresher training to the extent specified by the director of the school or school establishment in accordance with the needs of the respective institution;
a new categorisation of positions of pedagogues and other professional staff in education;
the right to protect pedagogues and other professional staff from manifestations of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new act was adopted on pedagogical staff and professional staff (138/2019) in 2019 complemented by two decrees (361/2019 on education for professional development and 1/2020 on qualification requirements). The act cancelled:
the original credit system, but retained the right to a salary supplement for certain types of in-service training (especially when obtaining new qualifications), thus significantly reducing the link between salary bonuses and completion of in-service training;
the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
National Institute of Education and Youth (NIVAM)
Ministry of Education, Science, Research and Sport (until 2024)
The ambition of the strategy was to present the country’s vision regarding digital transformation, the preconditions for its implementation and the priority areas. The strategy set the basis for designing specific measures at a later stage.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the short term, three priority areas have been identified by the strategy, forming a basis for the 2019-22 action plan:
promoting digital transformation of schools, improving education environment, enhancing learners’ digital competences and improving their employment prospects;
laying the foundations for a modern data-based and digital economy and the digital transformation of the economy as a whole;
improving the capacity of public administration to make use of data and innovation for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation
Digital Coalition
Ministry of Investments, Regional Development and Informatisation
The aim of the national ESF project, System of verifying qualifications, is to set up a comprehensive system for verifying qualifications and results of non-formal and informal learning. The specific objectives are to:
establish structures and set mandatory procedures for lifelong learning with an emphasis on the validation and recognition of qualifications;
pilot in practice the system of validation of qualifications and their parts (units of learning outcomes).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project System of verifying qualifications, run by the State Institute of Vocational Education, started in 2019 and is expected to be completed on 1 February 2023. It aims to complement existing qualification standards of the National system of qualifications (NSQ) by developing assessment manuals and to suggest and pilot processes of validation of non-formal and informal learning concerning approximately 300 qualifications. 72 qualification cards placed in the national registry of NSQ...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Sector Councils Alliance
Ministry of Education, Science, Research and Sport (until 2024)
The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people’s potential, develop their ability to adapt and responsibly manage constant changes in society and the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are four main areas of development envisaged in the national education strategy 2021-27:
Highly competent educators
Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.
Availability of quality education to everyone
Quality education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As of September 2019, VET teachers are required to participate in a new form of continuing professional development: 40-hour training cycles (that must be completed within three years) at a company active in the field of the occupation they teach. This is required both for staff teaching theoretical vocational education subjects and practical vocational training teachers in VET schools, continuing education centres and vocational training centres. Teachers who are employed or operate...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Regulation modifying the VET core curricula and the Regulation establishing the new classification of occupations were adopted in March 2017. They provide the occupations and curricula for the new structure of vocational education.
The classification of occupations defined 213 vocational education occupations, which could be offered from 1 September 2017. It covered first stage sectoral programmes, vocational upper secondary programmes, and post-secondary programmes. The Regulation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Centre for Education Development
Ministry of National Education
Ministry of Education and Science (from 2021 until 2024)
The aim of this initiative was to develop curricula for additional vocational skills for selected professions in cooperation with employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The call for projects was announced in July 2019 and, up until the end of February 2020, seven rounds of the competition had been organised. It was planned to develop 174 curricula in 16 sectors of special importance for the economy.
The catalogue of additionally developed skills will be included in an Annex to the regulation specifying additional vocational skills, and will be used in vocational schools within the obligatory hours for vocational training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initiative aims to enhance the use of modernised content, tools and resources supporting the vocational training process.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.
The initiative includes two phases:
developing the concept and standards of VET e-resources;
obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).
Three calls for projects developing VET e-resources are planned for 2020 and 2021....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
Adjusting the requirements for VET schools (part of the quality assurance system) to developments in the education system; strengthening cooperation between VET schools and employers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the changes to the VET system introduced in November 2018, the Ministry of National Education amended the regulations on the requirements for schools and institutions that are an important element of the pedagogical supervision system. A significant change was introduced in relation to the requirements about cooperation with the local community – the obligation of VET schools to cooperate with employers was added. Additional minor modifications adjusting requirements to the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of this regulation is to promote niche and rare professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 11 September 2019, the education ministry announced a list of vocational education professions of particular significance for culture and national heritage. The list covers 21 occupations, most being niche and rare professions (e.g. leatherworker (kaletnik), goldsmith-jeweller (złotnik-jubiler), yacht and boat assembler (monter jachtów i łodzi), beekeeper technician (technik pszczelarz). This regulation will have an impact on VET financing. As of 2020, local governments will receive...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The key objective of the congresses was to disseminate information about the VET reforms introduced at the end of the previous year. Further, the events were aimed at promoting and showing the potential of regional VET schools, as well as supporting cooperation between schools and employers and identifying employers who successfully cooperate with schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
16 regional congresses dedicated to vocational education were organised in all regions of Poland in March and April 2019. During the meetings, VET reforms (entering into force in September 2019) were presented. The congresses also served as a forum to promote VET schools and support cooperation between schools and employers. Many employers were identified for their successful cooperation with schools and many cooperation agreements between schools and employers were signed during the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
increasing the labour market relevance of the qualification;
enhancing the attractiveness of the technical VET school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus. For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET with a technical, craft...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
regular review and update of the content of apprenticeship programmes;
transparent and binding structure for the development/revision of a training regulation, including a guideline;
task description for the actors involved in the development process;
involvement of relevant professional practitioners such as in-company apprenticeship trainers;
improved coordination between vocational training and trainers (learning place: workplace) and curriculum development (learning place: part-time...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Austrian Federal Economic Chamber (WKO)
Chamber of Labour (AK)
Austrian Trade Union Federation (ÖGB)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The aim of this measure is to bring the acquisition of competences in the area of apprenticeship training as close as possible to the qualification requirements of the companies. Therefore, as part of a development process, in which the social partner institutions are closely involved, transversal competences should be anchored in all training regulations for apprenticeships and imparted in a modular manner, depending on requirements, in the form of a step model.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
training regulations have a particularly urgent need for adaptation;
training regulations had not been adapted for at least 10 years;
of the training programmes have a critical minimum number of apprentices.
Further,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The aim of the project is to develop a concept for support structures that focuses on all actors and places of learning in apprenticeship training (company, vocational school, apprentices), quickly recognises training-related and non-apprenticeship problems and contributes to this prematurely through neutral advice and continues support during training to prevent dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the suggestion of the social partners, the Ministry of Digital and Economic Affairs (BMDW) commissioned a study in 2018 to evaluate existing support structures in apprenticeship training and develop a concept for comprehensive and consistent support for apprentices and training companies throughout the entire training period.
As part of the preliminary study – carried out by ibw and öibf between 2018 and 2019 – the training supervisors scenario was developed, which will subsequently...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high level of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.
Three strategic goals have been set to achieve the general objective:
learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and types...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education strategy applies an integrated approach to the development of the education system to make better use of Estonia’s high-quality education for the benefit of people, society and the economy.
It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers’ roles, and it focuses more on the skills policy, including a clearer division of the roles...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the definition of a qualification profile for validation experts;
the contribution to quality assurance within validation processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the validation strategy should encourage qualification providers to include validation elements in assessment procedures, the Ministry of Education took the initiative to draw up a qualification profile for validation experts. Thus, at the beginning of 2019 it commissioned two VET research institutes (ibw and öibf) with this task, assigning the responsibility for this project to wba (Weiterbildungsakademie), the validation centre for adult learning experts.
Within this project, 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.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
The objective of an AI strategy for the development of education and training is to adapt education and training offers and activities in a future-oriented way, by:
strengthening the skills required for the development of AI applications;
developing the skills necessary to operate and use AI tools;
increasing the use of AI applications and tools in education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Federal Ministry of Transport, Innovation and Technology (BMVIT) and the Federal Ministry of Digital and Economic Affairs (BMDW) jointly published the paper Artificial Intelligence Mission Austria 2030. This paper defines seven fields (including qualification and training) that need to be adapted in the future in connection with AI.
Based on this AI mission, parallel working groups were set up in these seven fields in the first half of 2019, involving around 150 experts from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Federal Ministry of Education (BMB)
Federal Ministry of Innovation, Mobility and Infrastructure (BMIMI)
The objectives of the measure are to make nursing training more attractive:
through a direct transition from compulsory schooling to nursing training;
by upgrading the qualifications, in particular by linking them to a university entrance degree (Matura) at VET colleges and thus to unrestricted eligibility to study.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Education, Science and Research (BMBWF), together with education providers from the field of socio-professional schools, developed school trials for nursing training that will follow on directly from compulsory schooling (after completion of the eighth school year).
Two types of school-based training programmes were developed for this purpose:
a five-year training course at secondary VET colleges for social care and nursing. This combines training as a nursing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Education (BMB)
Federal Ministry of Economy, Energy and Tourism (BMWET)
consolidation of the heterogeneous field of higher VET by defining connecting elements and thus creating a common understanding of what this term means;
establishing a legal basis for a common understanding of higher VET, either through a quality assurance act on higher VET or an amendment of the NQF Act;
introducing higher VET as a label with a clear message to make the qualifications more visible and better known;
indicating this area in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To realise parity of esteem and increase the visibility and public perception of higher VET qualifications, a discussion on the establishment of a defined educational field for higher VET qualifications was started in 2019 within educational policy. The Ministry of Education commissioned a paper that should form the basis for further discussion and decision-making (Grundlagenpapier). This paper, which was drawn up by ibw, was presented and discussed in a conference with national and foreign...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Education, Science and Research (BMBWF) (until 2025)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Increasing the attractiveness of apprenticeship training, through:
addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The State registry of training providers of the vocational training system for employment (Registro Estatal de Entidades de Formación del sistema de formación profesional para el empleo en el ámbito laboral) is conceived as an instrument of transparency and dissemination of the integrated information system to improve coordination and inter-administrative cooperation in the training for employment system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Order TMS/369/2019 harmonises the system of accreditation of all training providers. All vocational training providers authorised by the different competent authorities are integrated into one network through the State registry, which also ensures coherence with the Catalogue of training specialities (associated or not with professional certificates). The registry is used by the employment authorities to manage different services for different target groups. Only registered providers may...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The purpose of the new order is to regulate the structure and content of the catalogue and the procedure for its management and updating, so that it responds quickly to the training demands of emerging sectors and occupations. It aims to improve labour market transparency and unity as well as worker mobility.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A training speciality consists of ‘the grouping of professional competences, contents, and technical specifications that respond to a set of work activities framed in a phase of the production process and related functions, or to the acquisition of transversal competences necessary in a professional environment and context’. The Order TMS/283/2019 foresees mechanisms for dissemination, monitoring and evaluation to ensure compliance with the objectives set. Accreditation procedures,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To increase participation in initial vocational education and training (VET) programmes.
To offer every young person the opportunity to enjoy personal and professional development through IVET and to become self-assertive and proactive in making their own professional choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development, together with the support of the education ministry, runs annual information campaigns to raise public awareness that initial VET can be a first option for young people. This can provide them with the opportunity to acquire competences (both general and professional) and attitudes and skills leading to a qualification at EQF level 3 or 4 that is recognised on the labour market as well as offering an option to continue to higher education.
The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the regulatory framework in relation to planning and implementation of apprenticeship in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The amendments to the Crafts Act from December 2019, which entered into force as of January 2020, introduced a shift in governance that transferred more responsibility to the Croatian Chamber of Trades and Crafts (HOK), in particular, and the ministry responsible for economy (MINGO). Accordingly, MINGO and HOK now have a more prominent role in drafting curricula, while the ministry responsible for education keeps its role in adopting curricula, which are proposed by the Agency for Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to ensure that the distance to a VET facility does not prevent young people from choosing VET. On the contrary, choosing upper secondary education should be based on abilities and interests.
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 distance to general upper secondary education is shorter than the distance to a VET school in many areas in Denmark. A part of this initiative is ensuring the geographical accessibility of VET programmes, partially through general upper secondary institutions offering the first part of VET (GF1 – 20 weeks of introduction) in areas where they already operate.
Parliament earmarked EUR 3.3 million (DKK 25 million) for an application pool in the period 2020-23. This amount could be used 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.
To broaden the scope of VET so it is no longer described as education that only focuses on professional qualifications but also allows better progression of VET graduates into higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The change to the definition of the article defining the purpose of VET in the Danish Law on VET came into effect in August 2019. This article now defines VET as giving both professional and study qualifications. With this change the Ministry of Children and Education hopes to enhance VET professionals’ opportunities to enrol in higher education. Previously, the employment opportunities have been the most dominant scenario for individuals with a VET background.
Danish VET students are also...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government has established a set of goals such as promoting social inclusion, digital literacy and access to digital services for the entire population, with the following aims:
to generalise digital access to exercise active citizenship and to promote inclusion in an increasingly dematerialised society, where many social interactions happen on the internet and are increasingly mediated by electronic devices;
to promote employment, boost employability, professional training and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
INCoDe.2030 is an integrated inter-ministerial strategy bringing together and encouraging collaboration between people with different experiences and knowledge as well as multiple public and private organisations.
This initiative has five major priorities:
inclusion: to reach the entire population and promote digital skills;
education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
qualification: to promote the professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education (until April 2024)
Ministry of Economy and Digital Transition (until 2022)
Ministry of State Modernisation and Public Administration (until 2022)
Ministry of Education (until April 2024)
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Planning (until 2022)
Ministry of Territorial Cohesion (between 2022 and 2024)
Secretary of State for Digitalisation and Administrative Modernisation (until April 2024)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The objective of the initiative is to strengthen the quality of VET in Denmark and to give small VET schools better opportunities to deliver EUX 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 initiative – more money for smaller schools to ensure the quality of education - will generally enable better conditions for VET schools to provide quality teaching, particularly small VET schools in geographic areas where the population is sparse. This enables smaller VET schools to provide EUX 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 objective of the initiative is to define eight Danish VET programmes as advantage programmes aiming to improve their attractiveness.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the review is to develop a set of rules that safeguards the objectives and principles of primary and secondary education, while at the same time ensuring that the municipalities and county municipalities, as school owners, have sufficient flexibility to promote quality development in schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The committee proposed a new education act, statutes, guidelines and general principles for the governing of primary and secondary education, including VET.
The committee assessed:
what factors should be subject to regulation, what is the appropriate level of detail and what should respectively be regulated by law or regulation;
how to simplify the regulations and facilitate efficient use of resources in primary and secondary education;
how the regulations should be designed to reduce 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.
Increasing the numbers of young learners choosing VET following compulsory education, as well as the numbers of learners who finish their VET studies and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2020, the education minister, along with the Federation of Icelandic Industries and of the Association of Local Authorities, introduced a strategy and priorities on how to strengthen VET in Iceland. Among the priorities introduced there were new policy (proposals) developments such as:
transferring the responsibility for finding workplace contracts for apprentices from the learners themselves to the VET schools. When the digital logbook is in full use, schools will be responsible...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
A short-term forecasting model initiated by the labour ministry is aimed at offering an estimation of the workforce needed in the main sectors of the economy and also in respective fields of study.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A forecasting model was developed in 2015 under the supervision of the Central Office of Labour, Social Affairs and Family (COLSAF, public employment services authority). The labour ministry presents the forecast of labour market needs, structured by fields of study and regions, every year.
Sponsored by ESF and the labour ministry, two new tools ‘odborogram’ and ‘profesiometer’, focusing on human resource planning and career guidance and counselling, were developed and launched 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 Labour, Social Affairs and Family
Ministry of Education, Research, Development and Youth
Central Office of Labour, Social Affairs and Family (COLSAF)
Trexima Ltd.
Ministry of Education, Science, Research and Sport (until 2024)
The objective was to implement quality assurance procedures in Slovakia based on international experience and to set the quality indicators adjusted to the national environment and culture.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national EQAVET implementation report (2016-20), containing measures to strengthen quality assurance in IVET, has been prepared. At the end of 2016, ŠIOV, the quality assurance national reference point (QANRP), joined a European project aiming to introduce peer review in the country. Another Erasmus+ project Mobility for quality (June 2017 – November 2018), run by ŠIOV, resulted in training the staff of the institute as well as practitioners from education institutions in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The suggested maximum of 10 knowledge centres materialised in 2017 as nine centres with different foci: robotics and automation (two centres), welfare technology (two centres: assisted technologies), process technology, craftsmanship and handicrafts, craftsmanship and design, sustainable building and energy related building renovation, e-business, and data-based service development. Each centre is placed in a VET college, but the centres also have close formal cooperation with knowledge...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 VET reform has changed how key competences are promoted in VET. It set up two basic programmes of 20 weeks each: basic programme 1 (grundforløb 1 – GF1), and basic programme 2 (grundforløb 2 – GF2). Both programmes focus on key competences, but in different ways. GF1 is mainly designed to provide a basic introduction to vocational study, including workplace culture, processes and methods, society and health, Danish and various elective subjects. It is only meant for students...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This policy development aims at developing a quality assurance system based on continuous improvement in IVET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An online guide, Qualéduc, was made available to education institutions and inspectorate bodies in April 2016 to help them develop a quality assurance system based on continuous improvement.
By March 2017, 25 out of the 30 existing education districts (académies) had been involved in Qualéduc. Two national conferences were organised in 2016 to promote the use of this tool among schools and inspectorate bodies. The tool has since been complemented with sections to guide on how to adapt the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Quality requirements aim to make training provision clearer to individuals, companies and funders. The individualisation of pathways and the reduction in intermediaries – particularly via the personal training account (CPF) – support transparency and help individuals in selecting a training programme. For funders, the certification makes it possible to evaluate organisations based on common indicators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, a decree on continuous professional training defined six quality criteria for publicly funded training and introduced a quality label for providers meeting these standards. In 2017, Decree No 2017-239 (February 24, 2017) introduced the Eduform quality label for CVET providers under the education ministry. The label is valid for three years and is granted based on an audit and the recommendations of a national labelling commission.
In 2018, the Law for the freedom to choose one’s...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the elections of autumn 2017, the government announced its priorities on 14 January 2018. For upper secondary VET, they included:
flexible pathways;
continuing the process of increasing the number of apprenticeships through improved financial arrangements and closer cooperation with the county municipalities and the world of work;
public agencies and underlying establishments to have apprentices;
implementing the renewal of vocational programmes;
introducing new work-based and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The priorities of the VET system development programme 2016-20 are directed at increasing relevance, quality, excellence, attractiveness and inclusion, as well as the international dimension of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET system development programme 2016-20 provides the strategic framework for VET development and reform. The programme was adopted by the Croatian Government in September 2016 and a related action plan was adopted two months later by the ministry responsible for education. It is planned according to the following principles:
quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
partnerships, which will ensure and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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 aim of the Bequal.app initiative is to support education institutions and companies that provide work-based learning (WBL) in quality assurance of WBL.
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 policy development started within the Erasmus+ project Benchmarking for quality assurance in apprenticeships and work-based learning (BEQUAL.app). The project coordinator is the Kaunas Chamber of Industry and Crafts, Lithuania, with project partners from Belgium, Germany, Greece, Italy, Croatia and Slovenia representing public institutions responsible for VET, SMEs, consulting organisations and education institutions. Croatian partners are the Agency for Vocational Education and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The national exams provide precise feedback to students, VET providers and the education system on the level of competences attained in mandatory VET subjects, measured against the occupational standard, the qualification standard and the vocational curriculum for the qualification in question. By supporting feedback loops, national exams contribute to the quality of qualifications and VET delivery in general.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the National Centre for External Evaluation of Education started work on (re-)designing and administering national exams in vocational education. The design phase lasted from 2017 until 2019 and consisted of assessment framework development, test item development, and test items pretesting for three qualifications (IT technician, salesperson and general care nurse). In 2018, test materials were prepared and reviewed for national exams for IT technicians and salespersons. Although it...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Centre for External Evaluation of Education (NCVVO)
TPR is primarily aimed at strengthening the capacities of EQAVET national reference points (NRPs) and VET providers in quality assurance at European and national levels. It complements national quality assurance mechanisms and also drives reflection on the national quality assurance framework based on the transnational exercise.
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 Agency for VET and Adult Education (ASOO) is involved in a transnational peer review exercise in cooperation with three other EQAVET NRPs. In 2017, five quality areas along with the corresponding quality criteria were examined in one transnational peer review meeting and follow-up consultations. In 2018, four quality areas were revised (Pedagogical framework and planning the pedagogical process, Teaching and learning, Assessment and certification, and Learning results and outcomes) and 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.
Self-assessment of VET providers is a cyclical, transparent and evidence-based process, which allows providers to reflect on their performance in different areas of VET provision, identify room for improvement and introduce relevant measures. As such, self-assessment contributes to the quality of VET provision of individual 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.
The Agency for VET and Adult Education (ASOO) conducted continuous monitoring of the self-assessment of VET schools and analysing existing self-assessment mechanisms. The results were used to advance the existing self-assessment process and graduate tracking mechanisms and to provide tailored support to VET schools. ASOO is using Erasmus+ grants to analyse VET school self-assessment reports, propose improvements to the self-assessment process, and organise training seminars to increase 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 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.
To develop the system (using the principle of modularisation) that will allow for taking into account the previously learned skills of participants in retraining courses, and train the learner only for those skills that s/he needs for the final exam. Participants will be able to undertake an internship directly in a company, which is not possible in current model.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Quality of the accreditation and retraining system (Kvalita systému akrediatací a rekvalifikací, KVASAR) project was prepared during 2016-17 by the Ministry of Labour and Social Affairs and was launched in October 2017. It pilots the modularisation of retraining courses. The project also tests solutions for funding the modular system of retraining, and proposes guidelines for employers’ participation in the whole process.
In 2018, a public tender procedure was launched to contract 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.
The project aims at developing the system of master exam and master qualifications in the Czech Republic as a tool of education and training, and recognition of master craftsmanship, thus contributing to quality improvement of further education and training in the crafts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project Master craftsman examination system (Mistrovska zkouska system) was launched in November 2017 and lasts until 2021. The project defines the overall master craftsman examination model and prepares comprehensive expertise for its implementation. Elements of the master exam system are developed and reviewed. For the different master qualifications, these elements comprise both qualification and assessment standards, guidelines for the assignment of the master exams, curricula of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Industry and Trade
Ministry of Education, Youth and Sports
Czech Chamber of Commerce
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
The preparation and implementation of formal VET programmes targeting employees in small companies.
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 ‘Development of programmes for upskilling in continuing vocational education and training 2017–22’ (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The Slovenian Qualifications Framework Act defined the tasks of the national coordination point (NCP) regarding Slovenian qualifications framework (SQF) - European qualifications framework (EQF), which are intended to support various target groups (employers, employees, students and training providers):
development and implementation of the SQF
responsibility for the development of the SQF and connection with the EQF;
providing access to information on SQF, EQF and qualifications 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 July 2016, the Slovenian Qualifications Framework (SQF) Act came into force, serving as the legal basis for SQF implementation and full operationalisation. The SQF register describes qualifications in accordance with SQF and EQF levels and contains 1 684 qualifications (1 358 educational qualifications, 312 national vocational qualifications and 13 supplementary qualifications). The adoption of the SQF Act in 2016 opened up the system to supplementary qualifications awarded on the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2014-17 Erasmus+ project, Cross-sectoral cooperation-focused solutions for preventing early school leaving (CroCooS), addressed the prevention of early leaving of education and training (ELET). Since 2017, the Institute of the Republic of Slovenia for VET (CPI), a partner in the project, disseminated the project results through the in-service training of VET teachers. CPI also, in cooperation with the National Education Institute, proposed in its 2019 publication, 'Methodology 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.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:
the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills’ demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project focuses on strategic planning and implementation of a comprehensive set of activities for the promotion of lifelong learning and adult education in Croatia.
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 Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences. In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This policy development aims to develop a system of recognition and validation of non-formal and informal learning in Croatia.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Adopted in 2024, the Regulation on the application and procedure for the validation of prior learning governs the validation of prior learning for qualifications at NQF/EQF levels 2–5 (excluding higher education qualifications), which involves the recognition of units of learning outcomes based on the assessment of competences acquired through non-formal and informal learning. Validation is conducted in accordance with validation programmes defined as formal adult education programmes for...
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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 promotion of ECVET focuses on expanding its uptake by VET providers in Croatia and thus supports learner mobility, recognition of learning outcomes and quality of mobility arrangements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national ECVET portal was developed in 2016. A growing number of Croatian institutions are recognising the benefits of ECVET. Amendments to the VET Act from 2018 stipulated that VET students can acquire learning outcomes during periods of international mobility. This is intended to support VET schools in setting up longer periods of VET student mobility. Six workshops were organised in 2018 for around 230 teachers and school directors. The participants were introduced to different aspects...
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The main objectives of the partnership-based approach of CISOK are to:
balance labour market needs and competence development
offer tailored guidance to different target groups at the local and regional levels
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, Lifelong career guidance centres have been continuously signing cooperation agreements with local-level partners so as to identify the needs of specific groups and offer tailored career guidance services. Local partners involve schools, colleges and universities, volunteer centres, Roma associations, public health and social welfare centres, youth associations, local stakeholders in trades, crafts and the economy, as well as development agencies. By the end of 2018, 337...
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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 main objectives of the e-Guidance portal are to:
facilitate access to information on education, training, employment and other career-related topics;
offer user-friendly career guidance services for independent use;
increase the number of users of guidance services.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The e-Guidance portal, established in 2015, takes account of labour market analysis and skill needs anticipation and addresses a wide range of users, from pupils to the unemployed. It aims to provide easy access to information necessary to choose an education and training programme, look for a job, and achieve career objectives. It offers a Career compass (Kompas karijere), a tool that enables different user groups to find targeted information.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategy aims to establish a coherent and structured system of lifelong career guidance based on a multidisciplinary partner approach and clear definition of institutional responsibilities. The strategic priorities include:
establishment of lifelong career guidance system;
alignment of career guidance services to the labour market needs;
quality assurance of career guidance services;
raising awareness of career guidance and development of career management skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy was adopted in 2015. It was developed by the Lifelong Career Guidance Forum (LLCG forum), a national body for stakeholder cooperation, with the aim to establish a systemic approach to lifelong career guidance and career development and its integration in education and training. The approach is that of a coherent institutional system based on a multidisciplinary partnership that supports employability and inclusion. It is seen as a framework gathering all key stakeholders for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
