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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...

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...

Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:

Five-year technological programmes (Technicums)

The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...

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...

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...

According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...

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.

Self-regulation is a tradition in the VET sector, but the Act on macro-efficiency in VET gives the Minister for Education the right to deprive a VET college of its rights in case of non-compliance with one of the following obligations:

1. to allocate learners to courses with a sufficient labour market perspective;
2. to achieve an efficient regional distribution of VET programmes.

The Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for vocational education,...

Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.

On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.

Through the Subsidy scheme for flexible vocational education third pathway...

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:

1. providing an opportunity for upgrading the qualification acquired;
2. aligning VET with international classifications in...

Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.

The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in...

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:

1. curriculum...

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...

The Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at the...

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...

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:

1. developing the concept and standards of VET e-resources;
2. 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....

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...

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:

1. training regulations have a particularly urgent need for adaptation;
2. training regulations had not been adapted for at least 10 years;
3. of the training programmes have a critical minimum number of apprentices.

Further,...

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...

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...

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:

1. inclusion: to reach the entire population and promote digital skills;
2. education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
3. qualification: to promote the professional...

The 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...

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.

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...

On 22 November 2018, parties in the Danish Parliament concluded an agreement to increase the attractiveness of VET.

The main initiatives under the agreement were:

1. more professionalism in primary schools: students must also meet practical, creative and artisanal challenges in primary school;
2. a stronger foundation for choosing youth education: students must be challenged in their choice of youth education;
3. municipalities must have greater responsibility for young people's search for VET, which...

The Central Office of Labour, Social Affairs and Family (public employment service) coordinates the national project Prognosis of labour market development, which is carried out under the supervision of the Ministry of Labour, Social Affairs and Family. The complex electronic system developed by Trexima based on the interlinking of administrative data sources along with surveys tracks graduates from the time they graduate. It is thus possible to identify various aspects for specific groups...

The Law of 22 November 2018 initiated an annual forecast of the demand for employees in VET occupations as a new tool to help shape the vocational education and training offer at local and regional level. Annual forecasts will start in 2019 and will be published in the form of an announcement by the education ministry. The forecast indicates which vocational education occupations are in demand in the labour market and national economy.

The forecast has an impact on VET financing. From 2020,...

In 2016, the education ministry commissioned the Educational Research Institute to implement an ESF co-financed project aimed at developing a system to trace the educational and professional trajectories of VET graduates. Three rounds of qualitative and quantitative surveys are planned until 2022, collecting data unavailable in public registers about, for example, learner needs and expectations, as well as information on the determinants of graduates' decisions.

In 2016/17, interviews were...

In 2015, SANQ was set up under a coordination council that includes ANQEP, the Institute for Employment and Vocational Training (IEFP), the Cohesion and Development Agency (AD&C) and social partners. It assesses the dynamics of the economy and the labour market, which influence the demand for skills in the short and medium term. It also gathers key information for lifelong guidance. The use of SANQ has been strengthened through the diversity of data analysed and the involvement of a...

The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...

During the fourth quarter of 2018, the National Institute of Qualifications (INCUAL) carried out a review of the entire national catalogue of occupational standards. It aimed to set up a 2019 work plan that would accommodate the need for updating occupational standards and (where appropriate) designing new ones which could have greater significance or impact on employment.

The INCUAL is responsible for defining, updating and adapting the Spanish national catalogue of occupational standards...

In 2018, the government launched an enquiry with a mission to propose a regionalised model of upper secondary provision (IVET and CVET) to ensure that a variety of programmes are made available to learners. The objective is to better align the supply of IVET to regional labour market needs.

In 2013-16, the training standards for IVET (131 initial VET qualifications at EQF level 3 and 69 qualifications at level 4) were revised and, in 2016, were approved by ministerial order.

The professional training standards have been adapted to new technological developments and labour market needs; they include learning outcomes. They were developed/updated for improved articulation between the stages of schooling and to support mobility in education and vocational training from the...

The government supports the implementation of initial VET programmes by offering financial support in various forms.

1. High school scholarship is a national social protection programme that offers approximately RON 250 (EUR 50 since 2018/19) of monthly financial support for upper secondary education learners in grades 9 to 12, including those in VET (technological and vocational programmes). The scholarship is linked to family income and is not available for all learners enrolled in any of...

In December 2016, tax incentives (deductions) for businesses involved in dual IVET were introduced (government Emergency Ordinance No 84/2016):

1. companies can deduct from taxable income the expenses they incur when carrying out practical training with initial VET students, based on the partnership agreements concluded with schools;
2. companies can recover, by deducting the depreciation, the expenses related to the fixed assets and the investments made for the organisation and development of...

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

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

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

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

The PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.

While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...

In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetnosci - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...

The Count on Skills (Tel mee met Taal) action plans for 2016-2019 and 2020-2024 both aimed to combat low literacy in the Netherlands. However, the 2020-2024 plan introduced several key enhancements, such as increased funding, broadened target groups, enhanced local collaboration and focus on quality and monitoring.

Part of the new approach is to reach out to illiterate people who have Dutch as their native language. The new joint action plan to tackle illiteracy also includes more emphasis on...

In a September 2015 policy letter (Kamerbrief met visie op mbo), the education ministry drew attention to 21st century skills, their relevance for VET and ways to develop them. The letter announced an evaluation of the implementation process of the renewed qualifications framework and its effect on VET courses in the years ahead, and to assess whether further steps were needed to adapt VET qualifications for the future. Qualifications already included key competences such as the Dutch and...

The Making room for the region initiative, approved in 2018, will allow VET colleges (MBO schools) to draw up regional elements in national qualifications in cooperation with the (regional) business community. The new qualifications would be based on national qualifications (60% of the teaching time should be based on the national qualification) providing substantial room for addressing regional needs. A secondary aim of the initiative is to strengthen teacher ownership of programme...

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

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

From 2014 to 2017, the education...

In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:

1. the Ministry for Education and Employment;
2. University of Malta;
3. the Malta College for Arts, Science and Technology (MCAST);
4. Jobsplus (PES);
5. the Institute for Tourism Studies;
6. the Malta Chamber of Commerce, Enterprise and Industry;
7. Malta Enterprise;
8. lifelong learning entities and the civil society.

One of...

Social partners (employer and employee organisations) have been actively involved in the design of the implementing regulations of apprenticeship through participation in the sectoral expert councils. The 2017 amendments of the VET law strengthen the role of the councils in their various roles: promote cooperation between companies and schools; evaluate and collect information about the companies involved in apprenticeship; consult companies on issues related to apprenticeship; evaluate the...

In spring 2015, the Ministry of Education, Science and Sport decided that formal IVET and CVET programmes would consist of mandatory (85%) and elective (15%) modules grouped into introductory, professional and final categories. These would be competence-based and in line with sectoral qualifications standards, while a credit system would be introduced, with one academic year corresponding to 60 credits. More than 60 modular programmes were finalised by 2016, prepared by expert groups...

In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training...

A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...

The 2015 reform ( Law No 107/2015- Buona Scuola) aimed to increase specific skills: foreign language (English) and communication skills, through the development of content and language integrated learning, literacy and the Italian language for foreign learners; mathematical-logical and scientific skills; digital skills, ICT, computational thinking; critical and conscious use of social networks and media; musical and artistic skills; entrepreneurial skills; citizenship skills; legal and...

On 13 July 2015, the Italian government adopted a reform of the national education system emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.

The two policies work closely...

On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...

Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with the...

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...

Incentives are given to companies that provide practical training. These include the reduction of contributions to the State based on the number of training placements they provide, as well as receiving extra funding for making investments, recruiting instructors and maintaining apprentice workshops.

As a general rule, enterprises that fulfil specific requirements and are registered by the chamber of commerce and industry, may conclude 12 apprenticeship contracts simultaneously (or, depending...

In September 2016, specific scholarships were introduced for apprenticeship programmes that provide qualifications in high demand on the labour market. Twenty qualifications are covered. In addition, since 2016 financial remuneration and other benefits provided to apprentices have also been available in adult education (monthly payments in evening and correspondence courses have been reduced to 60% and 20% of those provided in full-time education).

From the academic year 2020/21, the Szabóky...

The 2017 Act CXCII amending the 2 011 Act on VET and adult training opened up the way for establishing sector skills councils (SSCs) from July 2018. The 2017 ACT CXCII and the governmental Decree No 213/2018 (XI.22.) reinforced the role of employers in education and training.

Sector skills councils are platforms of cooperation between all VET actors to align VET curricula to the needs of the economy. To be representative, at least 51% of their members are economic stakeholders from the same...

Government Decree 120/2015 classified VET institutions into categories and allowed for the reorganisation of VET schools into 44 VET centres in the counties. A maximum of three centres can be set up in each county with a minimum number of 2 000 learners in each.

The centres serve as an intermediate level of administration between the schools and the National Office of VET and Adult Learning (NOVETAL), which exercises the governing body's powers and ensures the coordination and implementation...

In 2015, the VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:

1. assisting students in concluding practical training contracts with employers;
2. reforming qualifications to meet labour market conditions;
3. setting up the chamber guarantee to assist learners who could not find a practical training...

The curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.

In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.

Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...

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

The Dual education experimental programme was launched in 2018/19 by the ministry responsible for education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...

In July 2018, following a public call procedure, the ministry responsible for education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:

1. the quality of VET provision;
2. the number of students in sectors;
3. regional distribution of schools;
4. balanced geographic representation of the future centres.

The centres were appointed in five priority sectors:

1. tourism and hospitality;
2. mechanical engineering;
3. electrical engineering and ICT;
4. health...

The key element of the 2016 strategic framework was the design and implementation of the post-secondary apprenticeship year, which is offered by vocational upper secondary schools (EPAL). For the establishment of its regulatory basis, a demanding legislative process was needed (for example, through regulating the EPAL apprenticeship year, setting the quality framework for apprenticeships, introducing pilot apprenticeship programmes). Law 4610/2019 integrated all the amendments related to...

In 2015, the social partners through the national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) created the CléA certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning.

The Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...

Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...

Within the framework of the 2016 State-Regions partnership agreement, 500 new training courses are offered in VET upper secondary schools (lycées professionnels) since September 2017. Almost 70% of these courses lead to national diplomas, with more than 20% of them being offered in apprenticeships or combined school-based / apprenticeship pathways. On completing an initial VET programme, graduates my continue with a second training programme leading to additional qualification, either to...

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

...

In July 2018, a report was published detailing the results of a pilot initiative launched in 2015 that explored new approaches for work-based learning through scheduled and guided on-the-job training. This pilot involved collaboration between the Ministry of Labour and stakeholders such as social partners, the National Employment, Training and Vocational Guidance Council (CNEFOP), the National Agency for the Improvement of Working Conditions (ANACT), and training funds (OPCAs). The...

In the reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...

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

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

Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...

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

Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.

1. The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...

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

There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.

Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:

Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...

The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...

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

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

Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.

The initial draft was presented to social partners in May 2018, but the new government...

The Federal Ministry of Education and Research (BMBF) initiated the programme of promoting digitalisation in competence centres and inter-company training centres in 2016. The Federal Institute for Vocational Education and Training (BIBB) has the task of supporting the planning, establishment and further development of inter-company vocational training centres (ÜBS). Inter-company training centres are meant to be learning places to include digital innovation for skilled workers. For this,...

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

In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst...

In January 2019, the Federal Ministry of Education and Research (BMBF) launched the project Shaping the future - innovations for excellent vocational training (InnoVET) and ran the first call. It invited projects targeted at increasing the attractiveness, quality and equivalence of VET through innovation and excellence, with a focus on higher VET.

Proposals were expected to put emphasis on:

1. innovative training, especially above DQR level 5, geared to the needs of companies and providing...

In November 2018, the Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...

The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating...

The 2015-20 strategic plan for technical and vocational education and training aims to set up a national monitoring system of initial vocational education and training (IVET) and continuing vocational education and training (CVET) graduates, to inform the upgrading of the VET system. The Department of Secondary Technical and Vocational Education and Training (DoSTVET) purchased services for the design and development of the platform. The platform is operational as of April 2019. It is called...

In December 2015, after consultation with employer organisations (the Cyprus Chamber of Commerce and Industry and the Cyprus Employers and Industrialists Federation), the government decided to increase the work-based learning component (increased duration of industrial placements) of secondary technical vocational education and training (STVE) programmes. Further increasing cooperation between secondary technical vocational education and training and industry, enabling access to suitable...

To stimulate the acquisition of competences in STEM and languages, the education ministry and/or affiliated bodies [e.g. the Bulgarian Centre for Training Firms (BCTF)] organise many competitions for learners in secondary education, including VET, and for young people. These competitions are organised at local, national and international level in subjects such as maths, information technology, foreign languages and science (physics, chemistry, biology, environmental protection).

In 2018, updated curricula were adopted for upper secondary education (grades 11 and 12). The learning objectives are set for both general education and VET learners, including a learning module on 'civil education' aimed at the acquisition of social and civic competences. A strong focus on the development of political culture seeks to support young people in taking self-dependent and responsible decisions. The implementation of the new curricula starts in school year 2020/21 for grade 11...

The 2015 Pre-school and School Education Act (PSEA) emphasises the important role of key competences for active citizenship and for successful integration into the labour market. It outlines an integrated approach to key competences in general education and vocational education and training (VET) curricula. The state education standards include vocational units, based on learning outcomes, for communication in a foreign language, ICT and entrepreneurship (integrated in 2017), as well as for...

The 2015 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.

VET programmes are designed based on framework programmes approved by the education minister. New framework programmes were adopted in March 2017, including:

1. general provisions in relation to the regulatory basis and aims;
2. requirements: entry (age, medical condition, previous education and qualification level), career and education pathways, form(s) of training (day, full-time, evening, part-time, individual, distance, dual, self-learning);
3. curriculum;
4. training module content (theoretical...

The VET Directorate of the education ministry developed at the end of 2017 a (pilot) forecast model, in cooperation with the nationally representative employers' organisations, to inform admission plans in line with labour market needs. The model is based on the expected replacement needs within the next five years in each economic sector (according to the national classifier of occupations and professions). It uses anonymised data from the national social security institute, based mainly on...

The latest amendments in the Pre-school and School Education Act (into force since January 2018) envisage financial stimulus for schools which provide VET training for qualifications needed in the labour market. The enrolment plans for VET schools for 2018/19 and 2019/20 is intentionally focused to provide more places for learners in these specialities.

All learners enrolled in programmes for the acquisition of VET qualifications in specialties with labour market shortage and State-protected...

In 2018, a consultative council for vocational education and training (VET) was established by the education ministry with the participation of other ministries, the National Agency for Vocational Education and Training (NAVET), organisations of employers and trade unions and other bodies and civil society representatives. The council aims to support the education minister in implementing the reform of secondary VET, including the development of dual VET. It is intended to work as:

1. a space...

The VET Act of 1999 was amended in August 2016 (entered into force in August 2017), confirming that apprenticeships should offer the possibility to acquire professional qualifications through practical training, organised in cooperation with enterprises. The amendment also intended to improve the quality of VET by increasing the practical training part offered in VET programmes.

Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. The...

An Ordinance that regulates dual vocational education and training (DVET) came into force at the beginning of September 2015. Learning through work (DVET or dual training) applies to two groups of people: learners, aged 16, in class XI and XII, and people aged 16 and over who have entered the labour market. Learning through work for people in the labour market is related to acquisition of a vocational qualification. Learning through work is implemented in a partnership between an educational...

The FPIE programme enables an employer to take on a qualified job seeker for a period of one to six months, to improve his or her skills according to the specific needs of the company. After the training period, the employer has the obligation to hire the trainee under an employment contract, at least equivalent to that of the duration of the in-company training. The training must be at least half-time. During the in-company training, the employer pays neither salary nor social security...

In August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.

1. Coup de poing pénuries (Shortages punch) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least eight...