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The VET & LLL Strategy 2025–2027 was developed through a comprehensive process that combined legal reform, labour-market intelligence, stakeholder consultation, and system-level analysis. The new framework operationalises the strategic objectives through a series of targeted actions designed to modernise the system, enhance quality, strengthen inclusion, and align VET pathways with emerging economic and social needs.

To support Strategic Objective 1 (Holistic upgrading of VET & LLL and...

Learn with NALA (LWN)

The LWN programme is offered on a national scale and is free to learners. It offers learners the chance to learn at their own pace, with additional supports such as telephone learning with an individual tutor.

In addition to direct delivery to individual learners, the LWN programme is also designed to complement face to face teaching and learning with registered VET centres to enhance the digital offering and to support face to face learning with additional digital...

IVET modules are delivered in partnership between schools and Education and Training Boards, FET centres and institutions (as the regional VET statutory provider). The IVET modules are also designed to increase progression opportunities between secondary education and vocational pathways, to promote a diverse range of future career options and address skills gaps in the labour market.

The NCCA has set out the parameters for the implementation of the IVET module for schools, and resource and...

The policy introduces a package of measures to renew teaching and assessment methodologies in VET and adult education by embedding project-based learning and examinations into everyday practice.

According to the implementation decree of the 2019 VET Act, the professional programme of a VET institution must include its specific pedagogical methods, including project-based learning.

During project-based learning, topics and tasks are addressed through activities that rely on students’...

According to the VET Act of 2019, the Minister for VET, through the IKK Innovative Training Support Centre, is responsible for operating the VET information centre.

Pursuant to the VET Act and the Government Decree on its implementation, the website operated within the framework of the VET Information and Communication Centre shall publish the following:

1. the programme and outcome requirements;
2. the registered programme requirements and decisions on their deletion;
3. the titles, dates, and...

Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.

Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...

From 2023 onwards, most development projects implemented under the ANDI 2021–2027 framework have been co-financed by the Ministry of Education and funded through the National Recovery and Resilience Plan. These projects have primarily focused on strengthening digital competences and basic computer science knowledge, as well as promoting digital citizenship and computational thinking.

Several new Erasmus+ projects have been initiated between 2021 and 2025, including:

1. Digital well-being...

The National approach to teacher professionalisation (NAPL) consists of four pillars. The four pillars are:

1. creation of career development pathways for teachers: the NAPL programme outlines how teachers can progress from entry-level to fully qualified status and further specialise. These pathways offer opportunities for teachers to deepen their knowledge and specialise further, while continuing to teach. At least five specialisations are foreseen per education sector (primary, secondary, and...

Systematic evaluation plans are essential elements in ensuring quality in the design of public policies.

Royal Decree 659/2023 established the Technical committee for quality and evaluation of vocational training and enabled creating the Spanish framework for quality assurance of the VET system and the state system of indicators for evaluating VET.

The Technical committee for quality and evaluation of vocational training (Comité Técnico de Calidad y Evaluación de Formación Profesional) is a...

The Programme Document for Development Planning until 2033 (RPVI) has been prepared. Its content is based entirely on the draft document National Programme for Education and Training 2024–2033 (NPVI). NPVI is a result of an in-depth and multifaceted process that began in response to the clearly expressed needs of experts and the general public for a strategic overhaul of the Slovenian education system.

The RPVI is divided into six key priority areas and includes 302 specific measures aimed...

The TeachXR 2024-2026 project supports the research, piloting and deployment of XR technologies—covering virtual, augmented and mixed reality—in primary and upper secondary schools. It provides structured professional development for teachers through training programmes, workshops and mentoring activities focused on developing XR-based learning content and applying immersive technologies in classroom practice.

As part of the implementation, learning laboratories are established to offer...

In the 'Generative AI in Education project 2024–2026’, the purpose is to study, plan, and apply guidelines for the meaningful use of GenAI in learning and teaching to support achieving the learning objectives.

The project is based on two well-established pedagogical models. The TPACK model helps teachers choose and use technology in a way that supports teaching goals and fits well with subject content and pedagogy. The SAMR model is used to assess how technology, in this case artificial...

In 2018, the German Federal Government adopted and launched it’s AI Strategy, which provides the overarching policy framework, ans also launched its AI action plan. These include investments in AI research, digital infrastructure, teacher and workforce development, and ethical governance. The strategy also supports international cooperation and monitoring through milestones and performance indicators.

One of the flagship projects is KI B³ – 'Integrating AI into VET', which was launched end...

To make sure that equity and non-discriminatory practices are implemented at all levels of education, the Ministry of Education and Culture launched a programme for equity and non-discrimination in education and training for 2025-2027. The programme is part of the larger Government Statement 2023 (valtioneuvoston tiedonanto) on promoting equality, gender equality and non-discrimination in the Finnish society.

The programme covers the entire Finnish education system and takes into account the...

The agreement contains 31 initiatives that have the purpose of improving Danish VET. Many of the initiatives included in the agreement are linked to other agreements within the VET area. For example, the agreement forms part of a broader series of reforms in the education sector (Prepared for the Future I–VII). In addition, several initiatives build on or interact with earlier and related initiatives, such as the agreement on increasing the number of skilled workers for the green transition...

Together with experts and practitioners from the field of education, the National Agency for Teaching and Quality (STUK) has developed a list of recommendations for the use of generative AI in youth education (both in school and for homework). The specific recommendations for VET relate to the core subjects, such as mathematics, Danish etc. In the recommendations, the agency emphasises that school management should set a framework for the use of digital tools, so that students and teachers...

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

The Taskforce is implementing innovative approaches in prison...

A review was conducted in partnership with the OECD. The review concentrated on four areas:

• balance in skills;
• lifelong learning;
• innovation;
• governance.

The report identified four priorities:

Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.

Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.

Priority 3: Leveraging skills to drive innovation and strengthen firm performance.

Priority 4: Strengthening skills...

The legislation was developed as a matter of urgency following targeted consultation with key construction industry stakeholders in 2022. The draft legislation was published in 2023 and is progressing through the Irish Parliament to pass into law.

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

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

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

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

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

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

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

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

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

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

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

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

• older adults...

The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...

The project 'Development of Lifelong Career Guidance and Counselling in Higher Vocational Education' aims to enhance career counselling and support for students and graduates of higher vocational schools in Slovenia. Key activities include:

For students:

1. raising awareness of lifelong career guidance through workshops to develop skills for entering the job market;
2. establishing an e-learning platform for career counselling;
3. creating an online information hub, planning my career, aiming...

Within the framework of the Recovery and Resilience Plan of the Republic of Slovenia, the project Establishment of a system for monitoring the employability of graduates of vocational and technical education is underway, which will significantly contribute to a better integration of education with the needs of the labour market and to the digitalisation of the operations of higher education institutions.

The goal is the establishment of a system for monitoring the employability of vocational...

Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.

Artificial Intelligence for Teachers (AI4T) (2021-2024)

The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...

According to the project plan, a fully functional online labour market platform is set to be developed in three phases. Initially, a prototype and the first working version will provide users with labour market needs forecast data. The next phase will introduce data on labour market trends and the alignment between supply and demand. By 2028, the platform is expected to offer comprehensive insights into occupational and skills gaps, proposals for mapping competences in education programmes,...

The amendment to the Act on employment services established the Sector Councils Alliance (SCA) as the interest association of legal entities. Membership is stipulated by law containing labour and education ministry representatives, representative associations of employers and representative associations of trade unions. Admission of other members is possible based on the statute of the SCA agreed with the government.

According to law, the SCA ‘establishes sectoral councils covering relevant...

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 (approximately EUR 6.2 million) covering a maximum of 85% of the total eligible...

Internationalisation of VET involves supporting international mobility for educational staff and learners, as well as transnational cooperation among VET providers, particularly through the Erasmus+ programme. Through mobility and transnational cooperation, learners will strengthen their language, digital, and other skills while gaining the opportunity to undertake work-based learning abroad, and teachers will enhance their teaching skills. This measure will also support transnational...

The most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...

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

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

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

The Policy for the digital transformation of education describes the actions necessary in the face of the digital revolution and sets the framework for state policy in the area of​ ​the digitalisation of education in the following time perspectives: short-term (until 2027), medium-term (until 2030) and long-term (until 2035 ).

It comprises two complementary perspectives: developing digital competences of students and teachers, using digital technologies to strengthen...

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

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

Law 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by: expanding collaboration between vocational education and training institutions, and strengthening synergies between different levels of the...

The pilot implementation started in the construction sector. It involved an analysis of existing ILA schemes in Europe and national feasibility study, simulations, an online portal (linked to the existing training provider authorisation platform), promotional campaigns, and a study on the use of ILA.

ESF+ and other funds are to support the implementation as of 2025. The implementation will initially last until 2027.

Main beneficiaries of ILA are the construction sector employees and jobseekers...

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

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

1. intensification of regional networking...

The implementation of new programme curricula is a three-step process:

1. creation of an implementation plan, including the formation of a project team, establishment of project management, and information of stakeholders;
2. realisation of the implementation plan, which involves the formation of a steering group and working groups, the gathering of information (e.g. labour market developments, research results), the development of the curriculum content with the involvement of...

The 8-Point Plan represents a strategic shift from the initial ‘School 4.0’ approach, which focused primarily on developing digital competencies among teachers and learners. The new plan, launched in response to the pandemic’s challenges, aimed to provide a more integrated digital learning environment. Key measures included the rollout of a centralised digital school web portal and the distribution of digital devices to students in lower secondary schools, beginning in 2020.

A significant...

The Ministry of Education and Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO) and the EU policy initiative Digital education action plan.

The final guidelines are to be published on the website of the Finnish National Agency for Education’s to be freely...

The reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...

The Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:

1. supporting educators with resources and training,
2. providing evidence-based learning materials,
3. strengthening school-community links,
4. implementing monitoring systems,
5. and establishing clear curriculum guidelines.

Immediate actions include creating support teams for schools and launching subsidies for targeted interventions. The plan aims for long-term integration with national programmes like the NPO...

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

The Teaching career law for pre-school, basic and secondary education has been reviewed. The organisation of initial teacher training courses is based, among other things, on the students' profile at the end of compulsory education and essential learning (knowledge, skills and attitudes to be developed by all students in each subject). Training now includes education for citizenship, inclusive education and the use of digital technologies.

Specific rules shall be laid down for the acquisition...

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

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

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

A procedure for the improvement of infrastructure and equipment and/or renovation of a range of vocational high schools (BG-RRP-1.014 - construction of centres for excellence in vocational education and training (VET)) was developed under the National Recovery and Resilience Plan (NRRP) with financing under the Recovery and Resilience Facility of the EU.

The education ministry elaborated a methodology for determining the range of vocational high schools to receive the status of Centres of VET...

The Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.

As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students and...

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

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

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

Making VET more...

To address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...

The working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training in...

Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET and...

The National FET Strategy defined that CotFs should have the following characteristics:

1. consolidation: CotFs are single integrated colleges;
2. dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, exploring opportunities for co-delivery with HE institutions;
3. access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
4. consistent learner...

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

The policy roadmap ‘Green Skills for FET 2021-30’ sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Ireland (2019) and the Action plan for apprenticeships...

The external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.

The external review examines the following aspects:

Governance and management of quality

The review evaluates the comprehensive oversight...

The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.

Competences and qualifications for the digital and green transitions

The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...

The key activities of the project Climate goals and contents in education are:

1. preparation of a model for identifying occupational competences for sustainability;
2. work with 15 schools and guide them to become ‘sustainable schools’ on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).

An important factor contributing to...

The SkillsPoland competition consists of:

1. development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
2. conducting study visits as part of professional competitions in other countries;
3. implementation of a promotional campaign for SkillsPoland competitions;
4. conducting regional eliminators for competitions in 30 sectors;
5. organising of three nationwide SkillsPoland competitions in 30 sectors;
6. participation of representatives from...

The main objective of the combined National Europass and Euroguidance Centre (NEEC) is to implement Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018, which establishes a common framework for providing better quality services in skills and qualifications (Europass). The National Europass Centre coordinates the issuance of Europass documents and promotes the Europass initiative, particularly for career counselling and information institutions. The National...

In Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the education ministry.

The European EPALE platform has been operational since October 2014. From the beginning, it has been available in Polish. The EPALE national office's new contract for implementing the project covered January 2025 to the end of 2026, while the previous contract ran from April 2022 to the end of 2024.

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

Sectoral skills centres (branżowe centra umiejętności) are to be technologically advanced education, training and examination centres in a given industry.

This initiative comprises the following main activities:

1. announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
2. construction of a new...

The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.

Winners and featured participants receive the title...

As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued several regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.

The regulations allowed:

1. the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...

The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.

The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...

The action plan includes the following five specific measures:

1. implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
2. provision and professional development of staff for the VET system;
3. the development of career guidance and promotion of VET;
4. implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...

The contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:

1. a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
2. an evaluation report on the adequacy of the curriculum (and the overall teaching design)...

To address skills mismatches between education and the labour market, the Ministry of Education, Sport and Youth decided to establish a project management committee comprising various stakeholders (e.g. representatives from the ministry, employer and employee organisations and SMEs, representatives from schools and universities), with a mandate to develop, implement and monitor a comprehensive strategy to address skills mismatches, based on evidence from reports, studies and policy...

Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.

The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...

In addition to the activities of schools and the Public Employment Service, the Chamber of Labour (AK) and the Austrian Economic Chamber (WKO) are important providers of services and tools for the vocational orientation of young people.

The Vienna Chamber of Labour (AK) has included the continuous development of its guidance services in the national implementation plan (NIP) 2022.

This includes the following measures.

Expansion and partial shifting of educational and career orientation offers...

Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.

Specifically, the following measures will be pursued within the framework of the initiative, starting in...

In 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a ‘semester-based upper secondary education’ (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship...

The Erasmus+ VET team Austria, located at OeAD, the Agency for Education and Internationalisation, plays an essential role in pursuing these goals. This is a network of professionals with expertise in European VET topics and Erasmus+. OeAD, in cooperation with BMBWF, has defined the following procedure in connection with the above objectives.

Activity 1: Status quo survey and feedback from practitioners

In the course of this activity, interviews with practitioners from Boards of Education and...

Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):

1. centres of excellence in VET;
2. in-company training centres;
3. higher VET transformation;
4. quality assurance in IVET and CVET;
5. prevention of early school leaving;
6. basic skills;
7. individual learning accounts;
8. a new system of lifelong learning introduced...

Developing WBL and practical training includes the following measures:

1. VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
2. quality assurance of WBL and practical training.

In order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:

1. building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
2. pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
3. field-related training for vocational teachers,...

This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training, lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.

Development of a digital platform for VET

The digital platform for VET is expected gradually to become...

Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.

The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...

Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders. Mobility of educational staff should also...

The XR action plan was concretised into four closely-intertwined actions:

Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme, constantly...

That the Digital education action plan (Digisprong) will have important consequences for many schools is beyond dispute. Strategic objectives and concrete actions were formulated for each challenge. Those include:

ICT infrastructure

1. provide every learner in secondary education with a device;
2. provide ICT equipment for teachers through the school:
3. bolster the ICT infrastructure within the school;
4. facilitate the use of connectivity and telecom services with special attention to security and speed...

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

The lifelong...

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

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

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

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

Centres of vocational excellence have...

The government is investing in the development of a skills-oriented labour market. This entails describing the required knowledge, skills and behaviours for the performance of activities in terms of skills: a common skills language, called CompetentNL, is being developed for this purpose. CompetentNL is an online skills dictionary in which all possible skills are categorised and described and which is linked to the complete and continuously updated VET qualification structure. CompetentNL...

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

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

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

Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights and...

The ESF project Support for reducing early school leaving (PUMPURS) aims at reducing the number of learners leaving education and training early. The project promotes the creation of a sustainable cooperation system between the municipality, educational institutions, educators, support staff and parents or representatives of the learners, in order to identify learners at risk of interrupting their studies and provide them with personalised support.

Educators are given the opportunity to...

This development consists of an eight-year programme in which all 113 education institutions in upper secondary vocational education (MBO, HBO and WO) and higher education (post-secondary and higher education) cooperate. They are joining forces to enable system transformation in education. The programme is led by the education ministry and is funded by the National Growth Fund. It has a budget of EUR 560 million. In the programme four action areas are created.

Transformation hubs

A...

At the end of 2020, the Education Development and Quality Office (URKI) with the Ministry of Education, prepared the document Overview of the challenges of the education system in Slovenia. The purpose of the activities during the preparation of the document was to identify the key challenges in the education system. These challenges were identified through content analysis, contributions from the ministry's internal organisational units, and proposals from public institutions and the school...

Between 2017 and 2024, Poland implemented the Active Blackboard programme to enhance digital infrastructure in schools, beginning with Resolution 108/2017. The initial phase (2017–2019) showed positive outcomes for pupils and teachers, though schools still lacked modern ICT equipment. Recommendations led to the expansion of the programme to secondary and VET schools, allowing for software purchases and teacher training. The second phase (2020–2024), launched during the COVID-19...

If they meet specific conditions, the changes enable vocational HEIs with a vocational higher education institution (uczelnia zawodowa) status, to:

1. offer courses preparing future teachers for the teaching profession without entering a cooperation agreement with a university, which has scientific achievements in the respective course discipline;
2. use the words practical academy (akademia praktyczna) in its title.

Changes to the pedagogical supervision and control of schools, including VET, have been introduced by the draft Act amending the Education Law, the Act on the Education System and other acts, and the regulation of the Minister for Education and Science of 1 September 2021 amending the regulation on pedagogical supervision.

The draft Act introduces changes in the following areas by:

1. strengthening the role of pedagogical supervision (regional education authorities);
2. strengthening the...

The Accessibility Plus programme indicates the following actions for vocational education:

1. developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
2. creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.

The Strategy for persons with disabilities 2021-30 involves the following education measures including...

Adopted in 2020 (Resolution No 196 of the Council of Ministers of 28 December 2020), the Polish Policy for the Development of Artificial Intelligence outlined a comprehensive national strategy for fostering AI across society, the economy, science, education, international cooperation, and the public sector. It describes actions and goals in the short, mid and long-term perspective in the area of artificial intelligence (AI). It is organised into six policy areas, one of which is education,...