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The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.

The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with...

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...

In September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.

The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...

According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...

Technological specialisation courses (CET) are a modality of education and training at post-secondary non-tertiary levels that enables specialised training paths in different technological areas, developing professional skills. These courses, leading to an EQF level 5, are referenced to the national qualifications catalogue. The qualification is obtained through the combination of a general or professional secondary education with a post-secondary technical education.

CET are designed for...

Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.

This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...

Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).

EFA courses are addressed to adults, employed or unemployed, with low and very low...

This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...

In 2020, the HVE-flex pilot programme was launched, aiming to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6. It targets professionals, who already have skills in a working field but, due to new demands in current profession and position, need upskilling and reskilling. The Swedish National Agency for Higher Vocational Education (MYH) is in charge of the HVE-flex programme, which consists of:

1. exploring and developing models for validating and...

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...

Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...

Through the education lift scheme, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lift scheme.

Education lift (80% unemployment benefits).

Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate...

The Training abroad scheme(OPU) is a Danish mobility programme that allows students in Danish VET to gain international experience by completing training periods abroad after finishing their basic course. The trainee/apprentice can spend all or part of their training abroad. The scheme is funded by AUB, the Employers’ Reimbursement System (Arbejdsgivernes Uddannelsesbidrag). Depending on whether the trainee has a Danish apprenticeship or not either the Danish employer or the...

Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark’s largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...

The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.

1. The creation of a ‘conversion fund’: around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a ‘conversion fund’, which will enable unskilled and skilled workers to undertake further training on their own...

The project Development of a quality assurance system in adult education is financed under ESF Operational programme Effective human resources 2014-20. The implementation period of the project is 40 months beginning from January 2019. The project has a total value of EUR 2 368 780 (HRK 17 838 099). The body responsible for the implementation is the Agency for VET and Adult Education (ASOO). The project is aimed at improving the quality of the adult education system through the development of...

The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The 2021 law also introduced micro credentials as units of learning outcomes designed to help individuals acquire specific sets of skills aligned...

According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.

Priority target groups of the...

The INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.

The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...

The Council Recommendation of 24 November 2020 on VET for sustainable competitiveness, social fairness and resilience calls to develop a culture of quality assurance in national systems, the French-speaking part of Belgium has designated for the first time a National Quality Assurance Reference Point (NRP). A partnership agreement has been signed to formalise the commitment of the project partners to the NRP and to allow the hiring of a project coordinator.

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,...

The National strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:

1. establishing mechanisms to encourage universities to cooperate with entrepreneurs;
2. increasing entrepreneurs’...

The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.

The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.

To...

The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.

More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:

1. increasing the attractiveness of VET through the creation of new opportunities;
2. design of VET and LLL programmes and their quality assurance;
3. investment in...

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

1. second chance education and ‘F-type programmes’ (ISCED 253) for low achievers in lower secondary general...

The Institute for VET in small and medium-sized enterprises (IAWM) reacted to labour market demand for higher VET and implemented a new VET bachelor programme in 'public and business administration'. This higher VET programme was built on the basis of the VET bachelor education for accountants; graduates receive a bachelor diploma (180 ECTS).

This higher VET programme started in the school year 2019/20.

The new integrated information technology system includes various subsystems such as an electronic archive, an accounting and human resource system, an internal portal, as well as the digital platform Ermis, covering the operational needs and all services provided by the HRDA using modern information communication technologies (ICT). The system significantly enhances the utilisation of new information technologies by HRDA and at the same time contributes to promoting the use of ICT and...

The platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.

The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities. Higher...

The proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...

Strengthening cooperation between companies, especially SMEs and schools, will be implemented by means of promoting and organising joint events. The strategy also promotes organising of students’ work placements and internships in businesses. There will be shared workshops, shared classrooms and training centres established for the teaching of technical subjects and youth education in respect of Industry 4.0. The strategy supports instructor training by practical training providers...

Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:

Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:

The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...

Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.

The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...

The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.

Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions and...

The training programme is based on a set of specialised training sessions in management, finance, leadership, innovation and digital areas. According to accurately identified needs this training targets the members of the social board, heads of department, workers of social sector institutions and also unemployed people.

The Valorizar social programme is composed of short training units with a maximum of 350 hours.

In order to implement this reform, the higher education law was amended. The so-called higher education legislation package came into force on 1 October 2021.

The central actor in this reform is the Federal Ministry of Education, Science and Research (BMBWF). The four types of HE institutions (universities and university colleges of teacher education, universities of applied sciences and private universities) are also involved. Those interested in continuing education at HE institutions...

The creation of CoVEs is determined by the Lifelong learning and counselling strategy for 2021-30 adopted by the government on 24 November 2021. According to the strategy‘s action plan, a pilot phase to transform some of the existing centres of VET into CoVES was scheduled to start in 2022, co-funded by ESIF (specific objective 1.4 ‘Developing skills for smart specialisation, industrial transition and entrepreneurship’ under Operational programme Slovakia 2021-27). About 20 CoVEs...

The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, addresses early school leaving in the section ‘Second chance education and F-type programmes’. It suggests four measures aimed at:

1. transformation of former F-type programmes into ‘combined’ programmes that allow learners to complete lower secondary general education and earn at least an EQF level 2 VET qualification, enabling progression in initial VET;
2. allowing exceptional extension...

The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:

1. embedding the term ‘basic skills’ in the Lifelong Learning Act;
2. piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
3. improving the digital skills of citizens in line with Reform 6 of Component 17 ‘Digital Slovakia’ of the National recovery and resilience plan;
4. piloting a financing scheme for supporting non-formal learning for low-skilled adults in...

The strategy is intended to increase access to flexible and decentralised services throughout the country for vocational schools, colleges and universities.

This is intended to be done through:

1. strengthening cooperation between the actors in education and work through strengthening connections between supply and demand;
2. working to ensure that flexible offers are of high quality and are adapted to the needs of the individual and working life.

The Ministry of Education and Research is responsible...

The strategy is focused on strengthening and improving Norwegian participation in Erasmus+ and the European Education Area, in order to provide more learners, youths and students, teachers and staff with opportunities for intercultural learning and exchange in Europe. The quality of education and training is to be further developed through international cooperation.

The government also wants more Norwegian interests to be able to cooperate with the best environments in Europe in order to...

The government has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.

These priorities are nationally important and affect several areas in the society, as well as vocational education and training.

Norway...

The strategy was proposed by the Ministry of Education and Research for further improving and strengthening higher vocational education. It is aimed at higher vocational education and all actors in the field. The beneficiaries are both individual students and society, mainly by improving quality and increasing autonomy.

The priorities focus on the following four areas:

Growth in the tertiary vocational college sector

The government is to take steps to ensure continued growth in higher...

The Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around six strategic priorities:

1. investing in youth and Walloon talent (priority 1)
2. ensuring environmental sustainability (priority 2)
3. boosting economic development (priority 3)
4. supporting well-being, solidarity and social inclusion (priority 4)
5. guaranteeing innovative and participative governance (priority 5)
6. supporting the rebuilding and resilience of disaster-affected areas...

The platform for education on the environment and sustainable development, created following the 2007 National Nature Conservation Plan and launched online in 2012 as part of the Luxembourg Education for Sustainable Development (ESD) strategy of 2010, enables networking among professionals, NGOs, local administrations, institutions, teachers, and trainers involved in Education for Sustainable Development (ESD), who now cooperate in line with the objectives of the 2030 Agenda. It provides...

The agreement responds to the sector's training needs and emerging challenges, which require continuous knowledge and skill updating, an increase in specific training offers, and the development of tailor-made continuing training.

The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:

1. regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
2. further development of the system’s instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives...

With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.

The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of 2020....

The following measures are foreseen:

1. promoting learning mobility in VET: supporting the internationalisation of VET, including support for the implementation of Europass, improving data collection and analytics, monitoring and analysis of learning mobility;
2. participating in Erasmus+ and other development and cooperation projects, and mobility schemes to mobilise best international experience;
3. participating in EU-level debate and development activities on the creation of key profiles for VET in...

In order to ensure flexible learning opportunities, accessibility of high-quality education and training, and supported learning with the aim of reducing drop-out and early leaving rates and exploiting every individual's potential to the fullest, the following measures are foreseen:

1. developing and implementing a common standard for secondary education to integrate general and vocational secondary education;
2. updating the Standard of vocational education and specifying the differences between...

In 2021, the Federal Ministry of Education and Research (BMBF) is funding the first prototype of a technical infrastructure for a digital education platform. As a hub, it is intended to integrate existing and new digital education platforms into a nationwide platform system, providing every user with central access to education offers. The digital education area is based on common standards, formats and interoperable structures that are compatible with the rest of Europe in the sense of a...

With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...

In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.

According to the agreement and as from 1 January 2022

1. Students must not be left on their own when searching for an apprenticeship

The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.

b.Early apprenticeship contracts

VET...

A characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...

The initiative supports:

1. competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
2. knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and the...

The initiative is a prolongation of an existing system for the use of role models in providing guidance on VET. The use of role models, i.e. using young people from VET as ‘counsellors’ in primary schools, has shown good results in this respect. The Danish organisation of VET students is responsible for activities such as campaigns and events on VET institutions.

The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).

The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...

A budget of EUR 8 million was announced as part of the 2021 budget. Its main target is supporting adult learners (in community education), especially those with the highest level of need and who are undertaking literacy and skills programmes. The fund focuses strongly on the digital infrastructure of community education providers, including providing devices and software, and increasing their capacity to deliver online learning.

Community Education providers can apply for funding across...

Euroguidance Slovenia activities include:

1. collecting information on careers, labour market, education and employment possibilities (these are available free of charge in Euroguidance Slovenia library and career centres around Slovenia);
2. establishing and maintaining careers database, video clips about careers and information on education possibilities and financial aid;
3. providing guidance tools such as the Where and How online guidance programme;
4. organising training of guidance practitioners,...

ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...

The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.

Its main areas of focus are:

1. resilience and competitiveness of the economy;
2. green energy and reducing energy intensity;
3. digital transformation;
4. availability and quality of the health care...

In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:

National and sector-level studies
In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...

Each year, several measures and initiatives support employee training and professional development within Luxembourg’s CVET system.

The Federation of Craftsmen (Fédération des Artisans) established competence centres in construction engineering and building completion work (GTB-PAR) in 2015 and founded in 2018, in collaboration with the latter and the Education and Training Institute in the Construction Sector (IFSB), the Competence Centre for Digital Craft (Centre de Compétences Digitalt...

Outgoing mobility:

1. Erasmus+: as shown in the Study on Mobility (NA at BIBB, 2018), Erasmus+ funds about half of all outgoing mobilities of VET learners. Since 2015, Erasmus+ has also been promoting the internationalisation of VET learning venues through accreditation of vocational schools and companies for a simplified participation in the VET mobility programme.
2. VETworldwide: to expand IVET mobility outside the EU, BMBF and NA at BIBB initiated the programme VETworldwide...

The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.

Under priority 1 – facilitating entry into working life;

1. compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
2. exceptional support to recruit...

Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.

The implementation is organised in four areas defining 17 projects including 66 actions:

a. Raising awareness and destigmatising - raising citizens' awareness of digital tools and services, how to use them and on the support or training...

In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.

This plan is made up of one structural axis and six distinct operational axes aimed at...

The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:

a. measures related to the financial benefits of trainees and to well-being in training:

• extension of the training allowance (EUR 1/hour) and the...

On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi) in the Brussels Region. Since then, the governments of the Brussels Region and the French Community Commission COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.

Established on a sectoral basis, these centres are the result of a...

Under the Decree of 20/02/2014 and the Decree of the Walloon Government of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.

The Forem annually convenes the providers who practically organise the stay of the...

The Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).

The project broadly targets jobseekers or learners over 25...

The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...

Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration abroad. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved ...

The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:

1. Capacity building and digital inclusion of people
   1. digital education,
   2. professional training and reskilling,
   3. digital inclusion and literacy,
2. Digital transformation of enterprises
   1. entrepreneurship and investment attraction,
   2. existing companies (with a focus on SMEs),
   3. scientific and technological knowledge transfer to the economy,
3. Digitalisation of the public sector
   1. digital...

The Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).

The plan determines the framework of long-term plans...

The SP2021+ formulates a general vision for higher education and its significance for society.

Six priority objectives have been set:

1. develop competences directly relevant to life and practice in the 21st century;
2. improve the availability and relevance of flexible forms of education;
3. improve the efficiency and quality of doctoral studies;
4. strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
5. build capacity for the...

Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.

The pilot will...

Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:

Stimulating individuals and companies to invest in education and training through:

1. making it attractive to invest time and money in education and training;
2. flexible loans and scholarships;
3. flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...

The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...

The suggested changes relate not only to formal education but also include a comprehensive review of what people can do when it is being considered whether they can practice their profession in Norway. Additionally, some of the principles in the act and associated regulations shall also apply to individuals with professional qualifications from third countries.

A set of principles were suggested:

1. the approval principle: when processing applications, emphasis must be on the overall...

The basis for this concept was the most comprehensive possible survey of the status quo of the career guidance offers and needs of young people and adults in the province of Salzburg, taking into account all subgroups and regions. Short-term and long-term proposals for measures were also included in the project.

First, the existing orientation and guidance offers in the province of Salzburg were surveyed and categorised with regard to their content, formats, target groups and regional...

A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...

In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).

The agreement outlined several points:

1. from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course is...

Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...

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...

In December 2015, the Government adopted regulations on career education. Within this framework, the State Education Development Agency (VIAA) launched a national ESF project Career support in general and vocational education schools (2016-20) to ensure accessibility of career education in all general and vocational education schools. New methodological materials were developed. In 2017-18, more than 20 seminars and two national conferences for schools’ career guidance teachers/specialists...

The MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college’s contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college’s strategic horizon for the forthcoming years is informed, aligned and directed by...

The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.

The QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are...

Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.

To work towards that goal, the ministry organised a discussion on the subject involving representatives of Lithuanian industry, business and employer associations. Participants were selected with a broad mandate to represent business associations and individual companies, uniting the vast majority of Lithuanian organisations and having knowledge across a wide range of business needs.

Participants in the discussion acknowledged that the assessment and recognition of high-level competences...

This report details further analysis of the Cedefop’s European Skills for Jobs Survey data for Ireland to give a more in-depth picture of the situation for workers in Ireland. This analysis informs policy decisions to address the ICT skill gaps in the Irish economy and identify emerging skills requirements in the shift towards digitalisation.

International mobility programmes have been suspended and, as of 16 March 2020, the education process continued digitally (remote learning, homework and assessment).

According to the Ministerial Decision of the Minister responsible for VET No SZFHÁT/100762/2020-ITM, published on 10 November 2020, general education (non-vocational) classes and vocational theoretical classes in VET institutions were organised online, as well as those parts of practical training that do not require a physical...

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 provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system – NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer – NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial Decree...

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...

The government has accepted, by government Decision No 1168/2019. (III.28.), the new 'Mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.

The VET 4.0 strategy is based on three pillars.

1. Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A determined goal...

The Swedish Government has increased the funding to the National Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The agency has been able to approve an increase of more than 56% in the number of available study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.

The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019–30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.

The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...

As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.