What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In a 2020 letter to parliament, the education ministry announced that a new inspection framework (2021-25) will be developed. The inspectorate will further implement the principle of proportionate supervision; supervision and its intensity will depend on the quality delivered. Schools are expected to jointly develop and commit to more ambitious benchmark values. CINOP, the EQAVET national reference point, and the Quality network of upper secondary VET schools (kwaliteitsnetwerk mbo) will...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Quality agreements centre on a (partly) performance-based funding scheme introduced in 2015. They were concluded between public upper secondary VET schools (MBO schools) and the education ministry and monitored by account managers (ministry officials). Employer organisations, the student organisation JOB, and the Professional Association of Teachers (BVMBO) have a consultative and supportive role. Based on quality agreements, public VET providers have set goals and make plans to improve...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The statutory duty of SBB and the main objective of the SBB sector chambers’ activities is to facilitate and guarantee enough work placements, either internships or apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cooperation organisation for VET and the labour market (SBB)
The pilot is intended to address the need of VET schools and companies for more flexibility between VET tracks (school-based VET/BOL and dual VET/BBL) and to stimulate cooperation between schools and companies to offer good quality training that suits labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Pilots integrating the school-based (BOL) and dual/apprenticeship track (BBL) are referred to as GLBB (Gecombineerde Leerweg BOL/BBL). They are taking place between May 2015 and July 2021 in upper secondary VET schools (middelbaar beroepsonderwijs at MBO levels 2 to 4). They are being run under the cooperation of the Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for VET and the labour market (SBB). Students start in the school-based track and switch to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cooperation organisation for VET and the labour market (SBB)
Council for upper secondary VET schools (MBO Raad)
Subsidy schemes for workplace learning are meant to encourage employers to offer apprenticeships and work placements by covering their costs for supervising apprentices and students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The existing subsidy scheme for companies to cover the costs of offering learning places to apprentices (BBL students, and also applicable to VMBO, MBO and higher professional education – HBO VET programmes) was extended in 2017/18 to cover the costs related to learners enrolled in secondary special needs education (voortgezet speciaal onderwijs), practical education (praktijkonderwijs) and upper secondary VET EQF level 1 programmes. In December 2018, it was decided to extend the duration of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
increase in continuous professional development (CPD) including the introduction of management driven community of professional educators (CoPE) sessions;
implementation of reforms, including VET and applied subjects, the learning outcomes framework and continuous formative assessment;
increase in salary and better working conditions;
attract more young people to the profession and ensure that those in the profession do not leave.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An agreement between the education ministry and the Malta Union of Teachers was signed in December 2017, covering the years 2018-22. The agreement gives greater emphasis to continuous professional development. This new agreement envisages the creation of a community of professional educators (CoPE), providing a forum of professional discussion such as school development planning sessions, CPD and links with industry and society. Several training sessions for teachers of all mainstream...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
To give the opportunity to professionals at MCAST to keep abreast with latest developments in the industry sectors which are linked to their area of expertise in which they lecture.
The main learning outcomes (LOs) are:
LO 1. analyse the professional development achievements of own knowledge and competences;
LO 2. present own experiences and development ideas to colleagues and learners;
LO 3. develop content and methods of teaching relevant for the present and future generations of learners...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Industry placements for teaching staff are presently taking place in following different forms:
a recently launched MVEAR, a CPD programme for MCAST industry;
Erasmus+ mobility programmes are offered to MCAST teaching staff, enabling them to visit industries abroad;
teaching staff voluntarily asks to carry out industry placements, particularly in the summer recess, to keep themselves abreast of developments in the industrial sector relative to their areas of teaching;
the activities of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Malta College of Arts, Science and Technology (MCAST)
to provide a structured, coherent and comprehensive professional development system by moving away from traditional methodologies and adopting a more flexible and transformative stance, which leads educators to maximise on professional learning and take responsibility for their own development;
to provide various modes of continuing professional development to inject 21st century skills and competences into educators at all levels of leadership and infuse equity and social justice within...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Institute for Education was set up to be responsible for continuing professional development (CPD) and training of educators. It was also set up to create flexible and accessible initial teacher training qualifications The Institute also acts as a platform for sharing experience and promoting education leadership. Its activities, which include developing a wide array of accredited teacher training opportunities and establishing international partnerships, are financed by the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
This policy development aims to improve the training provision within workplaces by ensuring the provision of the fundamental knowledge and skills to be able to train apprentices and contribute to the human capital development of an organisation as related to apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The in 2018 Work-based Learning and Apprenticeship Act stipulates that the VET provider is responsible for identifying and supervising the suitability of sponsors and trainers and ensuring that trainers must have sufficient technical experience, technical qualifications and personal competences. The act specifies technical qualifications as a certification recognised by the Malta qualifications framework (MQF) or by international qualification structures recognised by industry in a technical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Malta College of Arts, Science and Technology (MCAST)
The Master in teaching and learning (MTL) caters for different subject areas taught in compulsory education. The main driver behind this policy development was that of improving the quality of teachers through higher quality teacher-training programmes. The faculty of education felt that there was a need to revise its programmes such that it could provide initial teacher-training programmes which equipped teachers with competences which enable them to tackle the new challenges which teaching...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Due to the requirement that teachers need to have completed a master degree to enter the teaching profession, several master degrees in teaching and learning (MTL) were introduced: in October 2016 the Faculty of Education at the University of Malta started a two-year Master in teaching and learning (MTL) for first-cycle degree graduates. From September 2017, the Faculty of Education introduced MTL initial teacher training courses in 11 vocational subjects. In order to ensure that it provides...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
University of Malta
Institute for Education (IfE)
Institute of Tourism Studies (ITS)
Malta College of Arts, Science and Technology (MCAST)
To help young children (six-year-olds) with literacy problems reach the level expected of them in reading and writing.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to improve basic skills in IVET, the National Literacy Agency (NLA) launched in September 2018 the Reading recovery (RR) training programme in collaboration with the university college London. The programme consists of 100 hours of individual sessions over 20 weeks. The sessions are provided by teachers trained specifically in the methodology of RR. The programme lends itself to adaptations to meet the individual needs of each student.
The programme includes the training of teachers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The development of the econometric model by Jobsplus is expected to inform policy-makers of future skill requirements. At the same time, the model can be utilised as a tool for creating different scenarios based on changes in the underlying assumptions. The comparison of results between scenarios can support impact assessments of policies and in fields such as education systems policies and migration policies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During 2018, work started on the design of an econometric model to forecast labour market demand and supply in Malta. The development of this model was contracted to the Institute of Economic Studies at the Slovak academy of sciences, whose expertise lies expressly in this area. Jobsplus constantly kept in touch with experts from this institute to oversee various tasks, such as the transmission of data from domestic sources, and to delineate specific preferences about the intended model’s...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Jobsplus (Public Employment Service)
Ministry for Finance and Employment (MFE) (until 2024)
to minimise the skill gaps that exist in some of the in-demand sectors such as the digital, technical and financial sectors (main aim);
to recommend policy changes to the government that would reduce these gaps and equip the labour force with the right skills, to meet the future challenges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, a National Skills Council (NSC) was set up to establish the institutional framework for the anticipation of skills needs in Malta. The NSC is made up of representatives from:
the Ministry for Education and Employment;
University of Malta;
the Malta College for Arts, Science and Technology (MCAST);
Jobsplus (PES);
the Institute for Tourism Studies;
the Malta Chamber of Commerce, Enterprise and Industry;
Malta Enterprise;
lifelong learning entities and the civil society.
One of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Ministry for Education, Sport, Youth, Research & Innovation (MEYR)
The project objective was to collect evidence on the demands faced by employers in different sectors of the Maltese economy and undertake a skills forecast in terms of skills, qualifications and experience required, as well as the number of staff required/not required in the medium and long term.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The NCFHE, together with Jobsplus (the successor to the Employment and Training Corporation (ETC)) and Malta Enterprise, embarked on a 2014-16 research project funded by Erasmus+ on skill needs and supply and the demand for workers in the labour market in Malta. The results of the research study were presented in a conference held in July 2016 and report was finalised and printed in 2017. The project objective was to collect evidence on the demands faced by employers in different sectors of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Malta Further and Higher Education Authority (MFHEA)
To develop processes, operating procedures and tools that impact the quality of service delivered to MCAST clients, the students, and lecturer appraisal and are in line with National QA framework requirements;
to comply with the various academic and administrative national and European legislative and regulatory requirements;
to develop and disseminate a manual of administrative procedures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
MCAST internal quality reviews follow NCFHE’s internal QA standards and the National qualifications framework (NQF). MCAST also participates in all data collection processes carried out by NFCHE.
The main inputs contributing to the creation, maintenance and responsiveness of the college’s QA system are the NCFHE National QA framework-internal QA standards: these are influenced by the European standards and guidelines and the 2009 recommendation on the establishment of European quality...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Malta College of Arts, Science and Technology (MCAST)
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
To provide guidance to education institutions that adopt internal and external quality assurance (QA) in order to enhance the learning outcomes provided through their educational programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National quality assurance framework for further and higher education was launched in 2015, covering upper secondary and higher VET (IVET) including work-based learning (WBL), CVET as well as other types of further, higher and adult formal education offered by State and private providers. The framework implements legal provisions on internal quality assurance and periodic external quality audits (every five years) and provides the conceptual context for this work. It is based on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
pathways for learners are clear, and endorsed by industry;
VET study programmes are in line with the needs of industry and up to date with technological developments;
skills and competences are relevant and responsive to the requirements of the economy;
work-based learning and apprenticeship placements are supported;
collaboration, professional exchange and reflective practice between lecturing staff and work-place mentors is promoted.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Measures have also been taken to strengthen the involvement of social partners and companies:
companies that participate in apprenticeship are awarded a testimonial in recognition of their contribution to the apprenticeship scheme. This third-party endorsement can be used by the companies as a logo to promote themselves and to trigger conformity bias by other companies;
social partners, particularly employers, participate in the governing board of the two state VET providers (MCAST and ITS)....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Malta College of Arts, Science and Technology (MCAST)
Institute of Tourism Studies (ITS)
Ministry for Education, Sport, Youth, Research and Innovation (MEYR)
setting definitions and operational parameters for work placements, apprenticeships and internships;
outlining responsibilities and governance structures (such as National Skills Council, sector skills units);
defining rights and obligations for VET providers, employers and learners;
highlighting the role of employers as responsible learning partners;
setting a compulsory minimum number of hours for all forms of work-based learning and linking remuneration to the minimum wage;
using...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following consultation in 2016, a draft act was proposed by the education ministry on a framework for developing quality work placements, apprenticeships and internships. It was enacted as a law on 6 March 2018, providing regulations, governance and administration of accredited training programmes for work placements, apprenticeships and internships in VET. The governance of the apprenticeship system was changed as a result of the reform. Subsequently, the system has since been governed at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
Malta College of Arts, Science and Technology (MCAST)
The national education strategy (guidelines) 2021-27, sets highly qualified, competent and excellence-oriented teachers a priority. The strategic aim is to revise approaches to teacher training and improve status and prestige of the teaching profession.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening strategic approaches to the training of teachers:
annual identification of training needs for teachers based on evidence and using advanced teacher skills’ assessment tools and methods;
targeted and needs-based planning of teacher training at municipal level, providing equivalent support facilities for all educators;
developing unified, coordinated and monitored VET by ensuring effective cooperation between stakeholders in teacher professional development;
support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, legislation has allowed secondary education students to choose between nationally organised centralised state exams in foreign languages and recognised international foreign language exams.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
19 vocational and higher education institutions have developed e-career platforms where employers can advertise practice placements and job offers for students. Career e-platforms are websites where the employer can easily register and post practice placements or jobs to students. Students can view, save and apply for these ads. It is no longer necessary for the employer to send word or pdf advertisements to the school, and contact the school administration if any corrections or changes are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To integrate the long-term unemployed into society by engaging them in permanent employment or relevant training, thus reducing a risk of social exclusion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the State Employment Agency (NVA) started the ESF 2016-21 project Support for the long-term unemployed. The target group of the project is those who have been unemployed for 12 months or more, or who have addiction problems that impede finding a job.
Professional rehabilitation for people with disabilities is provided by the Social Integration State Agency. In February 2017, the Cabinet of Ministers approved new procedures by which a person receives State-funded professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.
In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To promote a clear structure of qualifications and standards.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Latvian qualifications framework (LQF) is a comprehensive eight-level framework covering formal education and training, including VET. It is a framework for developing standards and qualifications, and promoting quality in education and training.
All VET diplomas include a reference to LQF.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The implementation plan adopted in June 2015 provides directions for improving the access to education and preventing early school leaving from general and vocational education, especially for young people subjected to social exclusion. Measures include scholarships in initial vocational education; a Youth guarantee scheme providing opportunity for young people to acquire a professional qualification in a short time (one to one-and-a-half year initial vocational education programmes);...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the role of advisory bodies supporting the development of quality IVET programmes in line with the needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall aim of the activity is to raise the overall competitiveness of Latvian VET system and VET providers, with a particular emphasis on Baltic collaboration. Internationalisation has been set as a priority in individual development strategies 2021-27 of VET institutions. BAfA aims to share experience in implementing vocational education reforms in the Baltics, with the focus on introducing work-based learning and apprenticeships, and to promote examples of good practice.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)’ was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers’ Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
The Association of Mechanical Engineering and Metalworking Industries of Latvia
Setting the legal framework for practising as adult trainer .
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 amendment of the 2011 adult trainer regulation, which sets the conditions for:
admission to the initial training programme,
the organisation of the programme and
the examination giving access to the function of adult trainers.
The amendment requests candidates to have passed tests in all three official languages, instead of only two, before being allowed to take the entrance exam (concours) for the induction phase. It also confirmed the change in responsibility for adult trainer...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Establishing a legal framework and implementing provisions for the organisation of teacher CPD, while introducing teachers to emerging economic sectors to keep their knowledge up to date and improve the guidance they provide to students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 legislation establishing the Training Institute for National Education (IFEN) stipulates that IFEN offers mandatory teacher CPD schemes to develop and refresh teaching staff competences. These include training leading to certification, coaching, supervision, job shadowing, and exchange networks. With IFEN’s support, schools may also develop optional internal CPD plans (Schulinterne Lehrer/innen-Weiterbildung) to align training activities with their objectives.
Teacher CPD is defined...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide teachers with a general framework for education on the subject of media and also on how to use media for educational purposes. Media skills are transversal skills to be acquired to take part fully in the digital society, at professional and personal level. Learners are enabled to respond, in a reflexive, responsible and creative way, to the requirements of the 21st century media.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Education IT Management Centre (Centre de gestion informatique de l’éducation, CGIE) published a mobile learning guide to help school leaders and teaching staff in secondary education and training, use ICT in a targeted and systematic way. The guide drew on extensive research and consultation as well as national and international experience and practices.
The CGIE also organised in 2017, in cooperation with the Department for Coordination of Educational and Technological Research...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Centre de Gestion Informatique de l'Education (Centre for Computerised Administration of Education, CGIE)
Definition and implementation of the initial teacher training, in which the basic knowledge and skills of the profession are integrated.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the 2015 reform, a candidate for the teaching profession first has to take preliminary tests in the three national languages (German, French and Luxembourgish) followed by a competitive examination (concours) organised by the Ministry of National Education. Then an induction phase is obligatory; by law amendment of July 2019, the duration of the initial induction phase has been reduced from three to two years. During this phase, which combines theory and practice, participants...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Settling-up of a national organisation whose missions are to elaborate, organise, implement and evaluate the initial training cycle and the continuing training programme of national education staff.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2015 established the Training Institute for National Education (Institut de Formation de l’Education Nationale, IFEN) to organise professional induction and continuing professional development (CPD) for teaching and socio-educational staff, including VET teachers. Its tasks include advising and supporting schools in developing CPD plans for their staff. This reform made initial training (and CPD) more coherent and improved the quality of teaching by harmonising the induction...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To anticipate the impacts of technological advances on jobs and to test (as a 'proof of concept') the usefulness of supporting companies and their employees in the transformation of their work, jobs and skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2018, the Ministry of Labour, Employment and the Social and Solidarity Economy, in cooperation with the Ministry of Economy and the Public Employment Service (ADEM), launched the pilot project Digital skills bridge. The project is targeted at people in work but whose positions are changing or at risk due to the digital transformation. The project is open to all companies, regardless of sector of activity or size, and offers them technical assistance to plan the company’s future jobs...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Provide teachers and learners with a set of tools allowing the development of cultural and historical knowledge.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education, Children and Youth encourages and accompanies many projects and initiatives of educational interest through its Department for Coordination of Educational and Technological Research and Innovation (SCRIPT). Several websites providing digital teaching material for school teachers have been created: the portal Multi-script provides access to online and printed educational material and online applications for both primary and secondary education. It grants access to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Culture
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Encourage the emergence of secondary schools that not only foster links with the economic and social world, but also lead learners to develop cross-curricular skills that enable them to engage with the future through entrepreneurial challenges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Jonk Entrepreneuren Luxembourg asbl (created in 2005) brings together representatives from the school and business worlds, to perpetuate and boost the 'entrepreneurial spirit' movement in Luxembourg’s education system. It has two major objectives: explaining to and teaching young people throughout their school curriculum that self-employment is an alternative to hired employment, and giving a taste for entrepreneurship, innovation, creation and leadership.
They implement several projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
The Ministry of Education digital education strategy aims to focus first on IT infrastructure and security and, second, on the introduction of coding and computational thinking in school curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Digital Education strategy was developed, including five dimensions broken down into specific projects; the strategy’s major focus is on IT infrastructure and equipment.
In 2015, the National Youth Service and Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) developed the Bee Creative project. This contributes to developing digital literacy and creativity (programming, security, design, communication) and entrepreneurship, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Reintegrating vulnerable groups into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The employment reintegration contract, which alternates practical and theoretical training, was implemented in 2016. It allows:
employers to pass on their experience and to give a real employment perspective to older jobseekers, people with reduced working capacities or disabled persons;
jobseekers to illustrate their specific capacities while at the same time acquiring new competences.
The duration of the employment reintegration contract is 12 months. To benefit from an employment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate the recognition of diplomas from third countries and their integration into education or onto the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A regulation adopted in 2016 amends the recognition of diplomas or certificates acquired in third countries under certain conditions (which are not covered by the European convention on the equivalence of diplomas leading to admission to universities or the convention on the recognition of qualifications concerning higher education in the European region) as equivalent to national diplomas. The diploma must be delivered by a higher education institution recognised by the third country and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Diversification of the landscape of secondary schools into ‘different schools for different pupils’ (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), allowing schools to exploit their pedagogical autonomy to open up prospects for the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Government approved the draft legislation that set the outlines of a modernised secondary school. The aim was to promote different schools for different pupils (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), and schools that exploit their pedagogical autonomy to open up prospects for the future. The main priorities of the reform are diversification, the promotion of talent, as well as fostering e-skills. Within this framework, schools are allowed to set up projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate the integration of migrants and asylum seekers into the education and labour market system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Ministry of National Education, Children and Youth, in collaboration with Caritas, set up six integration courses of grade 5 level (classes de 5e intégration pour adultes) for adult newcomers, applicants and beneficiaries of international protection who did not complete primary education, did not have a recognised education level or did not have the language skills required to enter the Luxembourgish education or training system.
The two-semester track is offered as day or...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour
National School for Adults (ENAD)
National Centre for Continuing Vocational Training (CNFPC)
The objectives of the guidance-related policy were to first and foremost support schools, learners and their parents in the guidance process, providing the most appropriate guidance system. Guidance-related projects also seek to strengthen services for at-risk young people, supporting their social inclusion, active participation in lifelong learning, and smooth transition into working life, thereby helping to prevent school dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2016, the Ministry of National Education, Children and Youth announced changes in the guidance process. To ease 5th Grade (third year of lower secondary school) learners' choice between the many vocational programmes offered, a new guidance procedure was introduced in 2016/17. In the new approach, decisions about possible career paths are only made after extensive discussions between teachers, learners and parents throughout the cycle and the analysis of a series of documents. A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reintegrating vulnerable groups into the labour market
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Ministry of Labour
Ministry of Family Affairs, Integration and the Greater Region
Upskilling and reskilling measures for jobseekers and vulnerable groups aim to increase their employability and facilitate their reintegration into the labour market, simultaneously responding to the labour market need for skilled labour.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ADEM, in cooperation with different stakeholders, developed the following main upskilling and reskilling measures for jobseekers.
Skill you up
Since 2018, ADEM and the Chamber of Commerce have offered an ESF-part-funded Skill you up initiative, targeting jobseekers aged 30+ who have completed five years of secondary education and wish to enter a new occupation and/or a new sector of activity. Developed to help employees in the financial sector, affected by redundancy, to redirect their career...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Giving parents their place in the education strategies implemented for the best possible future of children and young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Act of 1 August 2018 created a national representation of parents for minor learners in primary, secondary and differentiated education (éducation différenciée). The representation comprises four parents of learners from primary education, six parents of learners from secondary education (general and technical) and two parents of learners in differentiated education. The mission of the representation – either on its own initiative or on request of the Ministry – is to express an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Strengthening the competitiveness of enterprises and contributing to economic growth and reducing unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Public Employment Service (ADEM, Agence pour le développement de l’emploi), the Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS) and the Luxembourg Employers' Association (UEL) launched in 2015 the programme, Companies, partners for employment (Entreprises, partenaires pour l’emploi). The programme was extended from 2018 to 2020 and its main objectives were to increase the recruitment of jobseekers, bridge the gap between vacancy requirements and jobseeker...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This platform of discussion and reflection is meant to allow for a larger, continuous debate, independent of the political changes in the country.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education, Children and Youth created in 2018 the Lëtzebuerger Bildungsdësch, a national conference on education, which includes all major stakeholders (scientific experts, civil society, etc) to shape the outlines of education priorities.
Several institutions took part in the conference.
Ministry of National Education, Children and Youth
Directors’ board of primary and secondary education
Department for Coordination of Educational and Technological Research and Innovation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Programme Council was created to allow for more exchange and debate around education matters and bridging the education and professional worlds.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Programme Council was created in 2018. It is an autonomous body and provides advice to the Minister concerning school programmes and their design. It analyses societal change (political, environmental, economic, digital, humanitarian, cultural) and their possible effects on the Luxembourgish education system and programmes. It provides advisory opinions or recommendations on curricula, on its own initiative as well as on request of the Minister.
The Council consists of eight...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the TEVA Barometer is to support the provision of guidance and to inform partners involved in initial VET (IVET) governance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Training Observatory of the National Institute for the Development of Continuing Vocational Training (INFPC) set up the TEVA Barometer. This uses data from the TEVA study (Transition école- vie active – transition from school to working life), which has been monitoring more than 7 000 VET learners since 2009, and was a new tool to follow the early career stages of recent secondary education graduates in 74 VET trades and occupations. The Barometer provides 20 annually updated...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Training Observatory of the National Institute for the Development of Continuing Vocational Training
Creating and deploying tools to support secondary schools on the ground in their development efforts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The School development plan (Plan de développement de l’établissement scolaire – PDS) was introduced by the law of 15 December 2016. Within this framework, schools are requested to describe their curricular and extracurricular activities in the PDS to outline their profile and analyse their general situation. The plans are to be set by a school development committee (Cellule de développement scolaire, CDS). The CDS is coordinated by the school directorate and involves school staff appointed...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Providing a neutral view and to contribute to an objective debate on the situation of the school system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Observatory of School Quality was created by the law of 13 March 2018 at the Ministry of National Education, Children and Youth. Its role is to examine the organisation and functioning of schools, at all levels of education. The Observatory is composed of eight observers who work in complete independence and produce, every three years, a national report on the school system with findings based on research and recommendations. These reports inform the debate on education policies...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main aims were to promote the skilled craft and trades, create a positive and competitive image of vocational training while encouraging young people to believe in their talents and to develop them, motivate more young people to participate in national and international competitions of trades and talents, recruit new tutors from the school and professional environment and provide incentives to partners (schools, companies) to make the necessary resources for participation available.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Chamber of Commerce launched several initiatives to promote apprenticeship. In 2016, the Winwin promotion campaign was introduced, aiming to encourage companies to offer more training places for apprenticeship and uses apprentices and training companies as testimonials. In parallel, in 2016, the campaign TalentCheck was launched, and targeted potential apprenticeship candidates. It offered a self-evaluation tool to learners to help them prepare their future professional projects. It can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Developing VET programmes and extending apprenticeship programmes to respond to labour market changes through offering new programme pathways in collaboration with professional chambers: the Chamber of Employees, the Chamber of Commerce, the Chamber of Skilled Trades and Crafts, and the Chamber of Agriculture.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015-16, the following technician programmes have been offered in the form of apprenticeships:
Technician in administration and business (three initial years at school and during the last year three days per week in a company);
Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
Technician in logistic services: the first year at school and during the last...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The revised VET Act of August 2016 introduced the concept of the final integrated project in initial VET in the CCP programmes (Certificat de capacité professionnelle, Certificate of professional competence). Integrated projects combine theoretical knowledge and on-the-job practical training. The revised act abolished the intermediate integrated project for some VET programmes, including those on full-time attendance, as it proved to be an organisational burden for technical secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to develop optimal approaches for ensuring high-quality VET teachers and trainers in compliance with modern labour market requirements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A training programme for trainers in companies has been in progress since 2015 within the Erasmus+ project Developing apprenticeship: in-company trainer training and apprenticeship promotion. The programme is dedicated to the professional development of trainers in companies. Knowledge and skills have been listed for each of the 11-course modules. Online training material has been prepared to support their training during and beyond the project. The programme was piloted with a limited...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Lithuanian Association of VET institutions (LPMIA)
The aim is to increase the quality of vocational and adult education by developing a system for in-service training of teachers in vocational education and adult education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the education ministry approved and prioritised the organisation of VET for teacher-related CPD within the framework of sectoral practical training centres and innovative companies. In the 2015-16 period, traineeships in companies were funded for 100 VET teachers from the engineering, construction, trade, transport and services sectors.
In October 2016, a national-level project was launched aiming to create a CPD system for vocational teachers and adult educators. The project is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase the quality of VET and adult education by developing a system for in-service training of teachers in such institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of this policy is to ensure that VET and adult education include modern content in line with the Lithuanian qualifications framework. Tasks in this area include:
developing and / or updating modular VET programmes and related learning tools;
introducing interactive e-learning tools in VET and non-formal adult education programmes;
improving the processes involved and quality with regard to the development of key competences for entrepreneurship and learning to learn.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Qualifications and VET Development Centre (KPMPC) launched a national project entitled 'Development of the Lithuanian qualifications system' (Phase 1) (No 09.4.1-ESFA-V-734-01-0001). In November 2017, the design began with an interactive e-learning tool to aid with learning to learn and entrepreneurship competences. The tool was tested in 18 VET and non-formal adult education programmes in 2018.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to ensure that training content corresponds to the needs of the economy;
to ensure the training of specialists needed in the labour market;
to provide opportunities for employees to update their qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, an amendment to the procedure on how formal VET (IVET and CVET) programmes should be designed was approved by the Ministry of Education, Science and Sport. It set new principles for VET curricula and underlined that key competences should be integrated into learning, together with competences needed to acquire qualifications. The EU’s framework for key competences was used as a basis in this area. In 2017, the Ministry of Education, Science and Sport initiated changes to VET that...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A range of projects for continuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
to develop the assessment of general competences acquired by a person;
to develop a system for the recognition of foreign qualifications;
to monitor the assessment of a person’s acquired competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
implementing the recommendations of the European Parliament and Council on the establishment of a European credit system for vocational education and training (ECVET);
promoting the development and use of ECVET as a principle of lifelong learning as part of the Europe 2020 strategy for smart, sustainable and inclusive growth;
promoting and developing the applicability and use of ECVET in Lithuania by adapting the relevant conditions and tools;
promoting the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, national ECVET experts participated in public information activities and discussions with stakeholders in Lithuania, presented reports at events of the Education Exchanges Support Foundation, events at national VET institutions and at different events in Europe, and prepared information articles on ECVET. Experts also conducted ECVET-related training and guidance activities for representatives of VET providers, companies and other interested institutions, and began to advise...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to ensure the quality of non-formal VET programmes and processes;
to establish a reliable and effective mechanism for the recognition of competences acquired through non-formal VET;
to create preconditions to provide the State with reliable knowledge about the scope of non-formal VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Until 2018, only formal VET programmes were registered in the State register of studies, training programmes and qualifications (SRSTPQ). On 22 November 2018, the Ministry of Education, Science and Sport issued a Description of the procedure for the preparation and registration of VET programmes and their modules. From then on, all VET programmes had to be registered, whether formal or non-formal, including CVET ones. Under this policy, formal VET schemes, prepared in accordance with the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main goal of policy in this area is to make entry into VET programmes as accessible, understandable and transparent as possible in the age of digital technology and the internet. The aim is to create preconditions: make data on accession to programmes systematically organised, properly accounted for and easily comparable; ensure the transparency of the accession process; and facilitate and make the process of planning admission to VET programmes more effective.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2017, the electronic system used for admission to higher-education establishments was extended to VET institutions, which had previously organised the admissions process on their own. Since then, the system has covered 19 universities, 21 colleges and more than 70 VET institutions. As in the past with traditional education, admission to VET institutions in the early years of the centralised system was organised only once, in the summer. However, as early as 2018 the decision was made...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
A systematic review of VET programmes and a transition to modular training, alongside the setting of new qualifications standards, have been viewed as essential steps to modernising the training of professionals to make the system as flexible and up-to-date as possible, while also abandoning obsolete and unprofitable programmes. The reorganisation of this area is aimed at enabling people more quickly to acquire attractive qualifications in the labour market and employers to obtain the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategic goal of this policy is to aid the creation and development of non-formal adult education and continuing education, guaranteeing an accessible, socially just education system that meets the needs of individuals and society in the labour market. The programme’s objectives are to:
create and develop a sustainable system of adult education;
reconcile lifelong learning with the needs of the country's economy and society.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme, which was approved by the government in April 2016, relates to the country’s 2013-22 national education strategy. It aims to create a coherent adult education system and matching lifelong learning with the needs of society and the economy. Among the measures planned (and already implemented by 2018) was the creation of a network of adult education coordinators at municipality level. To support the network, the Qualifications and VET Development Centre (KPMPC) is putting in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to ensure the availability and quality of VET, that qualifications meet the country’s economic needs, and the balance between supply and demand for specialists at the national and regional levels. Tasks include reorganising the network of State VET institutions; optimising the supply of VET programmes for the acquisition of first qualifications on a territorial basis; improving the provision of educational assistance in VET institutions; and ensuring high-quality access to VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2017-20 action plan for lifelong learning was adopted by the Ministry of Education and Science in June 2017, and was later amended in December 2017. The plan replaced the former 2014-16 action plan for VET development and, in part, the 2014-16 action plan for non-formal adult education. It aimed to define objectives and measures for further development of systems for VET and lifelong learning, as well as the organisations responsible, and funds required and their sources (national budget...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
When amending the VET Law in 2017, three main goals were identified:
to change the VET system fundamentally in response to changes in the State’s economic development;
to change the management and funding of VET schools in a way that would attract more social partners and more funding;
to change the quality assurance system to increase the prestige of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...
Bodies responsible
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The goal is to allow enhanced and more intensive involvement of employers in the management of VET institutions and policy-making. A further aim is to balance the strategic development of particular VET institutions with regional and sectoral needs of local economies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The network of VET institutions was reformed, with the number of schools reduced to 67 at the start of 2019. In the same year, the model of governance for VET institutions was changed. From then on, the governance bodies included representatives from municipalities, businesses and VET schools with the aim of ensuring that the views of more stakeholders were taken on board when organising VET initiatives.
Following growth in the involvement of stakeholders at a strategic level in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport
Association of Lithuanian Chambers of Commerce, Industry and Crafts
Sectoral professional committees (SPCs) are advisory bodies formed to ensure cooperation between all VET stakeholders in a particular sector of the economy. They support the effectiveness of the sector’s qualification system and the labour market relevance of VET programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A joint Order of the Minister of Education, Science and Sport and the Minister of Economy and Innovation on the Tasks, Functions, Committee, Formation and Financing Procedures of Sectoral Professional Committees was drafted in 2018. It was approved by the ministers in the middle of that year.
Sectoral professional committees (SPCs) are funded by the Ministry of Education, Science and Sport, while their activities are supervised and coordinated by the Qualifications and VET Development Centre...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of strengthening work-based learning, with a particular focus on apprenticeships, is outlined in national VET policy documents, with the aim of expanding the scope of such schemes and involving more companies in them. For apprenticeships, on-the-job training is particularly important because learning in the specific work environment makes it easier and faster to acquire the skills needed to serve that role. This form of training is especially beneficial for those who want to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2015 introduced provisions for the implementation of apprenticeships. It stipulated that apprenticeships can be organised by a VET institution together with employers, with practice and theory to be provided in alternating periods at the company and VET provider. The measures stated that a teacher should be appointed by the VET school to manage apprenticeship training in the workplace, while company staff appointed by the employer are put in charge of organising and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Their main aim of policy in this area is to provide state-of-the art technologies and equipment in physical environments to learners engaged in VET to help them acquire skills for jobs. The idea was that specialists trained at centres would better meet the needs of the labour market and employers, as well as more quickly find a job that matches their qualifications and adapt more easily to specific workplaces. A further expectation was that use of these centres’ infrastructure would...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Erasmus+ KA3 project WBL-Balt (2014-17), led by Latvia and launched in June 2015, aimed to strengthen cooperation between Latvia, Lithuania and Estonia in implementing methods including developing work-based learning and apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region’s labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Kaunas Chamber of Commerce, Industry and Crafts
Lithuanian Association of VET institutions (LPMIA)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET teacher training is regulated by the Good school reform (Law 107/2015). According to this Law, teachers’ in-service training becomes continuing. It also provides incentives to support continuing teacher training and systematic need analysis mechanisms. Teachers’ in-service training must be in line with the school plan and with the priorities of the education ministry. As part of the Good School Law, the priority areas for teacher training in the period 2016-19 are:
organisational and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
supporting and monitoring apprentices during their training;
linking in-company with school-based training;
supporting the deployment of the knowledge during in-company training;
transferring the essential competences for the implementation of working activities;
supplying useful elements to the training institution to assess the apprentice and the effectiveness of training processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Jobs Act (legislative decree No 81/2015), on the apprenticeship system, and the inter-ministerial decree of 12 October 2015 refer to the role and tasks of trainers in companies and teaching staff.
A trainer in a company is required to (in cooperation with the school-based trainer) ensure training success for young people. The trainer is entrusted with supporting the apprentice’s integration in the company, aiding the learner-employee during the in-company training course, and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2017, the council of ministers approved several legislative decrees aiming to complete the implementation process of the Law 107/2015 The Good school reform. One of the decrees defined new criteria for the recruitment of school teachers. Applicants must be university graduates and must pass exams that take place twice a year. The number of job openings will be estimated based on the needs of each school. Successful candidates attend a three-year training course (work-based learning)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The purpose of introducing entrepreneurship education in Italy is to develop learners’ attitudes, knowledge and skills, useful not only for their eventual development in the entrepreneurial field, but in every work environment.
Strengthening entrepreneurship skills also means fostering transversal skills, to underpin a proactive mind-set and active citizenship through creativity, innovation, evaluation and risk-taking, so promoting the ability to plan and manage projects.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A non-compulsory entrepreneurship education syllabus for upper secondary school, based on the EntreComp framework, has been developed with the involvement of about 40 stakeholders (including national representatives, foundations, business and other civil society actors). The syllabus contains suggestions for topics to support curricular initiatives. Education providers, according to the topic they intend to strengthen (digital innovation, social innovation or any particular local need) can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
Particular emphasis, in line with the National plan for digital education (PNSD), is given to the following goals:
creation and development of innovative environments for teaching and learning and improvement of schools’ digital equipment;
develop and strengthen teacher, learner, school director and staff digital competences;
develop and strengthen teacher, learner confidence in applying innovative teaching and learning methodologies in order to stimulate the process of learning in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.
The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as ‛digitalisation‛;
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A National 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
According to the National strategy for lifelong learning (2012 agreement on a National strategy and the 2014 guidelines on school guidance and counselling system) Law 145/2018 has changed the objectives of the school-work transition pathways to transversal competence and guidance pathways, (PCTO, Percorsi per le Competenze Trasversali e per l'Orientamento). Personal, social and learning to learn competence, citizenship competence, entrepreneurship competence, as well as cultural awareness...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The country’s priority is the implementation of the national plan for quality of education and training, with the direct involvement of the labour and education ministries and the regions and in closer cooperation with social partners. Actions supervised by the labour ministry include the revision of the national accreditation system, the definition of an evaluation of the VET system, the definition of the informative system on vocational training in line with EQAVET indicators, and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National plan for quality of education and training was revised in 2017 and was approved by the State-regions Conference on 21 December 2017. The plan provides a framework within which territorial articulations are allowed, in compliance with the autonomy of regions. It aims to reduce and prevent training failure and dropout through the continuous improvement of the training supply as well as the promotion of a quality culture.
The plan is consistent with the EQAVET recommendation and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the system is to ensure interoperability between public information tools and databases, to allow the evaluation of public funds in VET, and to feed the ′electronic worker folder’ on issues concerning the assessment of competences acquired in formal, non-formal and informal learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amongst the main reforms of the labour market outlined in the Jobs Act, the legislative Decree No 150/2015 provided the management of a unique information system on active policies whose one main branch is represented by the National statistical system for VET (SIU Formazione). It represents the unique informative source of data for monitoring VET funding schemes and programmes which are carried out and managed by the Regions and autonomous provinces. According to the constitutional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The cooperation framework with industry has the following objectives:
to introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
to set up a specific pedagogical methodology aimed at reinforcing the school-work exchange programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
integrate training and employment of young people within a dual system by reinforcing those apprenticeships linked with the education and training system, and particularly within initial vocational education and training (IVET) pathways;
reinforce apprenticeship for higher training/education and research;
introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
set up a specific pedagogical methodology aimed at...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Children
Ministry of Education, Science and Culture (until 2021)
To turn this development around and improve reading literacy amongst Icelandic learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2018, the Directorate of Education has been leading a national campaign for literacy, where all schools at compulsory and upper secondary level are offered assistance. The main emphasis is on compulsory schools, managed by the municipalities, where many have already amended their policies. A movement to assist learners lacking competences is in progress. Many have to deal with dyslexia and get special assistance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure the same opportunities in Icelandic society for immigrants as for natives, i.e. in the education system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An action plan for the reception of immigrants was approved by the Parliament in 2016, stating that students/learners with a foreign background should have the same opportunities for education as those born in Iceland. Various steps have been taken by individual elementary and upper secondary schools to facilitate better integration, such as by cooperation with NGOs, but specific funding for the actions listed in this action plan has not yet been provided. The Directorate of Education also...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Children
Ministry of Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
Ministry of Transport and Local Government (until 2021)
To streamline and equalise the professional support given to the councils and thereby increase their productiveness and better coordinate their work.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The occupational councils provide the education minister with guidance on vocational education at the upper secondary school level. The councils are responsible for defining job descriptions and competence requirements and provide reviews of upper secondary qualifications. The councils also keep a record of companies and workplaces that meet requirements for workplace learning. The coordination role was moved to the Directorate of Education instead of SA-Business Iceland. The Directorate of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Increase oversight of all parties involved, make the logbook more easily accessible – digitally – for learners, schools and workplace trainers alike and simultaneously make VET more attractive for learners. The system will also function as a venue for schools to assist learners in finding apprenticeship work placements and for the workplaces to advertise their apprenticeships. Further, the system will increase the overall quality of workplace learning and ensure that apprentices do get...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Directorate of Education hired a special project manager to develop and coordinate the digital logbook for VET learners, which would serve as an important quality management tool for apprenticeships and increase the attractiveness of VET. The education ministry had planned for a major industry organisation, SA-Business Iceland, to coordinate the work with the occupational councils but by early 2020 the Directorate of Education was also entrusted with that task. The new digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
To improve the country's skills anticipating and matching strategy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, Cedefop provided technical advice to Iceland to improve its ‘governance of skills anticipation and matching’. The aim was to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and to improve the linking of skills intelligence to education and training. In 2018, a report on Iceland’s skill foresight needs was published, stating the need for a strategy for skills anticipation and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
The Prime Minister's Office
Ministry of Higher Education, Science and Innovation
To improve and strengthen VET and make it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
For 2015-17, the main emphasis in the education ministry was the elaboration of proposals that a specific working group delivered in 2015. The main ideas of the working group were:
the school should be responsible for the training of learners throughout their studies, including the workplace training;
the basic education at the commencement of VET needs to be broader and more subjects need to be offered for those who have not yet decided what they would like to study;
to develop further the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, the 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Department of Education and Skills launched, in June 2018, the EXPLORE programme to address the lack of digital skills among older workers and to increase Ireland’s rate of participation in lifelong learning. In each of the nine regions in the regional skills forums network, managers approached Education and Training Boards (ETBs) to provide basic digital skills to workers in the manufacturing sector. Programmes are delivered, to small groups of learners, in flexible formats to suit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, SOLAS commissioned a report on best practices in entrepreneurship education and training in the FET sector. The report outlined a number of key findings, including the need to augment entrepreneurship education in the sector, the need for an action plan on entrepreneurship education, and the need for enhanced resources and more flexible service in terms of entrepreneurship education teaching/training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Skills for growth initiative was launched by Enterprise Ireland and the Department of Education and Skills to all regions. The inclusion of other government agencies ensures that a comprehensive and coherent picture of skills needs can be gained at the government level. The initiative guides small and medium enterprise (SME) representatives to think strategically about their current and future skills needs. It also introduces them to tools and questionnaires, which help them identify...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Social Protection
Enterprise Ireland
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of Employment Affairs and Social Protection (DEASP) (until 2020)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As stipulated in the National skills strategy 2025, a National Skills Council (NSC) was launched in April 2017 and is chaired by the education minister. It oversees and advises on identified skills needs and how to ensure delivery of the corresponding skills. The NSC includes representatives from senior levels in the public and private sector. It is an advisory, non-statutory body under the remit of the Department of Education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To take on board skills needs at regional level, the Department of Education and Skills set up and funded nine regional skills forums in May 2016. The forums are part of the National skills strategy. Their main purpose is to facilitate cooperation and engagement between employers and education and training providers to make sure that the content of programmes is aligned to labour market needs. They also promote digital skills amongst older workers. Each forum is guided by a steering group...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.
The PLSS consists of three elements:
national programme database (NDP) – a depository of all programmes/courses designed to be run by FET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland’s Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:
the readjustment of the balance between PLC...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
