What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 strategic plan for technical and vocational education and training aims to set up a national monitoring system of initial vocational education and training (IVET) and continuing vocational education and training (CVET) graduates, to inform the upgrading of the VET system. The Department of Secondary Technical and Vocational Education and Training (DoSTVET) purchased services for the design and development of the platform. The platform is operational as of April 2019. It is called...
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
The project aims to develop a tracking system for initial vocational education and training (IVET) graduates.
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 2018, the National Agency for Vocational Education and Training (NAVET) launched the Erasmus+ project Tracking learning and career paths of VET graduates, to improve quality of VET provision (On track), in cooperation with seven countries. The project aims to develop a tracking system for IVET graduates. The tracking system will gather graduates' qualitative and quantitative data related to further education, employment, career paths, and skills and competences required 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.
National Agency for Vocational Education and Training (NAVET)
To support national labour market policy by providing analysis and data on the skills needed in five sectors of the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Bulgarian Industrial Association (BIA) started the project Development of national competences assessment system - MyCompetence. The project is funded by the Operational programme Human resource development 2014-20, with the financial support of the European Social Fund (ESF). For the period from December 2017 to October 2019, BIA committed to extending the capacity and scope of the MyCompetence initiative and the supporting infrastructure. More specifically:
the sector...
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.
During 2017-19, Cedefop has provided technical advice to Bulgaria to improve its governance of skills anticipation and matching.
The aim was:
to improve the management and coordination of skills anticipation efforts;
make existing skills anticipation initiatives more useful for policy;
better linking skills intelligence to education and training.
The review is part of Cedefop's skills governance project, which aims at strengthening skills anticipation and matching in EU Member States.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the conditions for organising and conducting vocational education and training;
to maintain good quality vocational education and training;
to provide a set of adequate skills for the professions of the future;
to train specialists for whom there is demand in the labour market but who are not willing enough to train in these professions and specialties, and to secure staff for areas of priority for regional economic development;
to address the shortage of specialists in the 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.
The VET Directorate of the education ministry developed at the end of 2017 a (pilot) forecast model, in cooperation with the nationally representative employers' organisations, to inform admission plans in line with labour market needs. The model is based on the expected replacement needs within the next five years in each economic sector (according to the national classifier of occupations and professions). It uses anonymised data from the national social security institute, based mainly on...
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.
set up occupational profiles and training profiles in line with the reality of trades;
ensure the labour market relevance of training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2015, a new decree confirmed the renewal of the cooperation agreement of the Francophone Service for Trades and Qualification (service francophone des métiers et des qualifications, SFMQ) by all relevant Francophone parliaments (Gouvernement de la Communauté française de Belgique, Gouvernement de Wallonie, Collège de la Commission communautaire française (COCOF)).
The SFMQ agency consists of representatives of the public employment services, social partners, all VET providers from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Positive orientation towards VET (nationally called qualification education) so that it becomes as often as possible a first choice.
The upgrading of technical professions and the sectors that lead to them.
The fight against premature dropping out of school which leaves too many young people without secondary school leaving certification and feeds the hard core of unemployment.
Mobility between the various training providers in Belgium and abroad.
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 certification by learning-outcomes units (CPU) divides upper-secondary VET tracks into different CPU. Learners receive the qualification certificate when all the learning-outcomes units are validated. Those who fail get a second chance in a complementary year with a personalised support from teachers.
The Minister of Education decides which training will be implemented in CPU; hence this certification approach is being gradually implemented.
In 2017, certification by learning-outcomes...
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.
Analyse the offer of vocational education, anticipate future needs and contribute to educational policy on vocational education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Observatory on Vocational and Qualifying Education, Trades and Technologies was created on 6 June 2018. As provided by the Pact for excellence in education, the observatory is part of the new governance framework for vocational education (nationally referred to as qualifying education). It is expected to contribute to the new governance framework through:
developing - with the support of the 10 local VET committees (Bassins), tools and indicators for analysing the supply of 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.
Observatory on Vocational and Qualifying Education, Trades and Technology
To ensure quality of VET provisions and labour market relevance of VET skills and 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 2017, the Brussels Observatory for Employment changed its name and modified its missions to become view.brussels, the Brussels Observatory for Employment and Training. In response to the 2020 Training plan, which deepens the objectives of the 2025 strategy, it was decided to integrate and develop a number of specific missions in terms of the transition from employment to training.
View.brussels is in charge of:
observing and analysing the job market in the Brussels Region and defining...
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.
view.brussels (Brussels Observatory for Employment and Training)
To link data on learning pathways with information on labour market participation more easily.
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, progress was made towards more easily linking administrative data on learning pathways with information on labour market participation. Based on an agreement between the Flemish public employment service (VDAB) and the Flemish Ministry of Education and Training, schools will, in the future, receive data not only on the progression of their graduates towards higher education (as was the case so far) but also on the transition of their IVET graduates to the labour market. VDAB and 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 dual learning system, which includes a large proportion of work-based learning, aims to close the gap between education and the labour market, and reduce early school leaving and youth 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.
In April 2015, the Flemish government approved the resolution for implementing pilot projects on dual learning. Between 2015 and 2019, a series of pilot projects experimented with the concept of dual learning.
Dual learning is an integrated secondary education pathway that consists of general education, vocational training, and work experience at the workplace, leading to a secondary education qualification. The number of days spent on the job depends on the field of study. In dual 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.
identify and forecast of labour market needs and shortages of skilled workers;
establish a continuous scientific observation and analysis of the demand for skilled workers.
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 Austrian Economic Chamber published the Skilled labour radar, a research report prepared on its behalf presenting key indicators on unemployment, employment trends and the job market, as well as the results of a survey amongst 4 500 enterprises on the need for, and shortage of, skilled workers. The report assesses the demand for skilled labour, the reasons for it, and the effects of the shortage. It also provides forecasts of skilled labour demand and shortages.
As part of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
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 We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as new...
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.
