The strategy aims to support people who lack essential literacy skills and to anchor awareness of the issue sustainably in society and among stakeholders.
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 national strategy for literacy and basic education for adults was followed by the Decade for literacy 2016-26, which provided EUR 180 million for the funding of related projects. A yearly monitoring report is published by AlphaDekade on behalf of the education ministry on the progress done. The first report covered the funding years 2016/17 (published in 2019).
The tasks of the AlphaDecade coordination office (BIBB) include the identification, conception and implementation 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.
Federal Ministry of Education and Research (BMBF)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
Adapting vocational education and training (VET) to the rapid progress in digitalisation, allows graduates to gain the respective qualifications needed on the labour market and counteracts the challenge of skills mismatches and shortages. These activities are of fundamental importance for ensuring the quality of dual 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.
The preliminary examination of the potential restructuring of IT occupations carried out by the Federal Institute for VET (BIBB) in 2015-16 and the subsequent research initiative 'Skills, qualifications and competences for the digitised work of tomorrow' on 14 occupations (2016-18) touched upon developing key competences. Findings from the selected screening showed that the process of 'digital penetration' into training occupations occurred at different rates, depending on the company and 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.
Federal Institute for Vocational Education and Training (BIBB)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers, especially in SMEs. This strengthens initial and continuing VET and ultimately makes 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.
The web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The facilitation of access to VET for university dropouts aims to bring together university dropouts and companies providing training places, especially SMEs to set up a central online information platform and counselling services at the main higher 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.
The Federal Ministry of Education and Research (BMBF) has been supporting countrywide pilots to ease access to VET for university dropouts to address predicted shortages of skilled workers. The funding volume of support has amounted to EUR 16 million for 2014-20. SMEs received support in hiring more young people from the target group.
The initiative focusses on:
bringing together university dropouts and companies that provide training places, especially SMEs. For example, a guide for SMEs,...
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 law on the nursing and care occupations aims to:
increase the attractiveness of care and nursing occupations and training by improving occupational conditions for nursing and care personnel;
retain staff in these fields in the long term.
A policy target of the Care and nursing training offensive is to increase the number of trainees in the nursing occupations by 10% by 2023.
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 Law to reform the care and nursing occupations (Pflegeberufsgesetz) was published on 24 July 2017. The initiative 'Concerted Action on Care' (Konzertierten Aktion Pflege - KAP) was launched on 3 July 2018, including the 'Care and nursing training offensive' (Ausbildungsoffensive Pflege) targeted at ensuring the successful implementation of the law (2019-23). Training in healthcare and nursing care occupations, which used to be separated in three areas (general, elderly and paediatrics),...
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.
Federal Ministry of Family Affairs, Senior Citizens, Women and Youth (BMFSFJ)
Federal Ministry of Health (BMG)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to inform and network all those involved in career orientation processes to enable young people to choose a career and course of study based on their individual strengths and interests, free from gender stereotypes.
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 December 2016, a dedicated website informs and supports young people in their career choice free from gender clichés; it also serves all actors involved in career guidance processes (schools, parents, companies). Support tools include fact sheets, best practice examples, guidance, working materials, event announcements and news, further links and contacts.
Responsible stakeholders for this initiative on the Federal and Federal State levels are the Ministries of Family Affairs, Senior...
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.
Federal Ministry of Family Affairs, Senior Citizens, Women and Youth (BMFSFJ)
Federal Ministry of Education and Research (BMBF)
Competence Centre Technology-Diversity-Equal Opportunities e. V. (kompetenzz)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
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 Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst...
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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
The goals of InnoVET are to increase the attractiveness, quality and equivalence of VET as well as to initiate new learning location collaborations.
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 2019, the Federal Ministry of Education and Research (BMBF) launched the project Shaping the future - innovations for excellent vocational training (InnoVET) and ran the first call. It invited projects targeted at increasing the attractiveness, quality and equivalence of VET through innovation and excellence, with a focus on higher VET.
Proposals were expected to put emphasis on:
innovative training, especially above DQR level 5, geared to the needs of companies and providing...
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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
VET 4.0 aims to contribute to the implementation of the digital agenda through continuous exchange of information between academia, policy-making and practice. The outcomes will determine the changes needed for appropriate qualification profiles, training regulations and 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.
The Federal Ministry of Education and Research (BMBF), in cooperation with the Federal Institute for VET (BIBB), started the initiative VET 4.0 for the period from February 2016 to April 2018. The initiative is based on three pillars.
Pillar 1: occupation and sector screening. The focus was on the analysis of selected training occupations, advanced training regulations and sectors, already partially or fully affected by digital transformation. The goal was to develop recommendations for 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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The amendment of the Vocational Training Act aims to modernise and strengthen vocational education and training (VET) by making it more attractive, permeable, flexible, transparent and equivalent to academic education. Another aim is to introduce minimum remuneration for apprentices and more opportunities for part-time vocational 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.
The legislative process for amending the Vocational Training Act started in November 2018. Several key changes to be introduced:
Introducing a minimum training wage for apprentices.
Apprentices starting their training in 2020 will receive a minimum wage of EUR 515 per month. This will increase by 18% in the second year of training and by 35% (based on the first year) in the third year. For apprenticeships starting in 2021, the minimum wage will be EUR 550 in the first year of training, 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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Integrating people with a migration background including refugees into the labour market and the education and VET system is a priority. Key to integration are the learning of the German language, validation of skills and competences acquired in formal, non-formal and informal settings, provision of vocational guidance, and access to pre-VET and VET programmes, apprenticeships, upskilling measures and employment.
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, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...
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.
Federal Office for Migration and Refugees (BAMF)
Federal Employment Agency (BA)
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of the Interior, Building and Community (BMI) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Association of German Chambers of Industry and Commerce (DIHK)
Federal Ministry of the Interior and Community (BMI)
Partial qualifications can be a subsequent path to a qualification for the target group of low-skilled adults (older than 25 years) and thus a perspective for qualified employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Partial qualifications (Teilqualifikationen, TQ) are educational offers, which allow learners to gain vocational qualifications through systematic, successive qualifications based on the dual training regulations. Once the total of the partial qualifications is completed, the learner can take an examination for external candidates. The work on procedures for certifications and the development of training modules is continuing. There are several current projects on TQ, including:
the employer...
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.
Chambers of industry and commerce (IHKs)
Federal Ministry of Education and Research (BMBF)
Federal Employment Agency (BA)
Confederation of German Employers' Associations (BDA)
Association of the Educational Organisations of German Business (ADBW)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
The National Skills Strategy (Nationale Weiterbildungsstrategie NWS) aims at the sustainable promotion of employability in the changing world of work, strengthening the skilled worker base and facilitating career advancement for broad sections of the population. The overall goal of the strategy is to create a new culture by understanding occupational CVET as a lifelong necessity.
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 Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...
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.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
Amended legal acts relating to continuing vocational education and training (CVET) and advanced vocational training aim to:
open access to CVET funding regardless of qualifications, age or company size, if there is need for CVET because of digital structural change or structural change in any other way;
expand funding to acquisition of advanced vocational qualifications, making VET more attractive throughout career pathways and meeting the growing need for highly qualified 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.
In 2016, the legislation promoting further training (AWStG) was amended. It improved the financial conditions, under which the low-qualified, the long-term unemployed and older workers could access CVET, in particular through allowances during training and financial incentives for passing exams.
On 18 December 2018, the Qualification Opportunities Act (Qualifizierungschancengesetz) was adopted, and came into force on 1 January 2019. The act introduced the right of people in employment 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.
Federal Ministry of Labour and Social Affairs (BMAS)
to promote the validation of non-formally and informally acquired skills for people without (recognised) vocational qualification and expand any necessary adaptation qualifications, thus increasing skills visibility and opportunities for applicants on the job market;
ultimately, to set up a nationwide uniform validation system;
to simplify and accelerate the recognition of foreign formal vocational 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.
The ValiKom project aims to promote the validation of non-formally and informally acquired skills in Germany and was initiated by the German Confederation of Skilled Crafts (DHKT) and the German Chambers of Commerce and Industry (DIHK), together with the Federal Ministry for Education and Research (BMBF). ValiKom is considered a reference project for setting up a validation system in Germany. It addresses adults who acquired skills and competences through work but lack a formal...
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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Association of German Chambers of Industry and Commerce (DIHK)
German Confederation of Skilled Crafts (ZDH)
German Confederation of Chambers of Skilled Crafts (DHKT)
West German Association of Chambers of Skilled Crafts (WHKT)
Securing the future skilled workforce by promoting 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.
Given the increasing trend towards academic education, the Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs (BMWi) have set up a joint campaign to present dual VET (apprenticeship) as an attractive option. The campaign, You + your apprenticeship - Practically unbeatable! addresses more specific target groups. Its allocated budget is EUR 6 million per year. A motivational message is broadcast through various media channels such as cinema, press,...
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.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Chambers of industry and commerce (IHKs)
German Confederation of Skilled Crafts (ZDH)
Federal Institute for Vocational Education and Training (BIBB)
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
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 Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing 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.
An online platform for CVET professionals has been put in place. It addresses staff from public administration, employment services as well as other educators, employers and NGOs. It provides an overview of CVET offers, relevant legislation, main actors and instruments as well as statistical data and analyses. It promotes networking, sharing know-how and cooperation among professionals. Completed at the end of 2015, it is the result of a project (Kooperace) developed by the Further 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.
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, changes were made to the general part of curricula. In mathematics - one of the mandatory subjects for the State part of the Maturita examination - the minimum number of lessons was increased, both in selected four-year programmes concluded with Maturita, but also in three-year programmes with vocational certificate, where students can continue in two-year follow-up and pass a Maturita exam. Suggestions have also been made for changes in areas economics and entrepreneurship (e.g....
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.
2016 has been declared the Year of crafts by the association of SMEs. The intention was to improve the image of manual work and crafts, and push for the introduction of practical education in basic education. One of the practical impacts was the creation of a platform developed in cooperation with the Association of Small and Medium-sized Companies and other professional unions. Users of the platform get unique information support for the choice of craftsmen, products and services; this 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.
Association of Small and Medium-Sized Enterprises and Crafts of the Czech Republic
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 Pre-school and School Education Act (PSEA) emphasises the important role of key competences for active citizenship and for successful integration into the labour market. It outlines an integrated approach to key competences in general education and vocational education and training (VET) curricula. The state education standards include vocational units, based on learning outcomes, for communication in a foreign language, ICT and entrepreneurship (integrated in 2017), as well as for...
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 latest amendments in the Pre-school and School Education Act (into force since January 2018) envisage financial stimulus for schools which provide VET training for qualifications needed in the labour market. The enrolment plans for VET schools for 2018/19 and 2019/20 is intentionally focused to provide more places for learners in these specialities.
All learners enrolled in programmes for the acquisition of VET qualifications in specialties with labour market shortage and State-protected...
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 address the skills required by the digital society for today and tomorrow.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:
defining digital content and resources for learning,
providing support and training to teachers and heads of school,
defining modalities of school digital equipment,
sharing, communicating and disseminating,
developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital 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.
The In-company individual vocational training programme (Formation professionnelle individuelle en entreprise, FPIE) offers jobseekers, who are registered with an employment organisation, the possibility to acquire skills in the relevant professional field and thereby facilitates their employment afterwards. The FPIE programme provides thereby a direct response to the specific needed skills of companies.
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 FPIE programme enables an employer to take on a qualified job seeker for a period of one to six months, to improve his or her skills according to the specific needs of the company. After the training period, the employer has the obligation to hire the trainee under an employment contract, at least equivalent to that of the duration of the in-company training. The training must be at least half-time. During the in-company training, the employer pays neither salary nor social security...
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.
Bruxelles Formation (Brussels Institute for Vocational Training)
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors.
Amongst the implemented measures available to the public, Cités des métiers aim to be centres of excellence in guidance, entrepreneurship, working and training. They also contribute to the promotion of technical professions, to the organisation of events linked...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several centres of excellence in guidance, entrepreneurship, working and training were set up, namely one Cité des métiers centre in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
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 Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
To promote the positive orientation of upper secondary learners in choosing adequate education pathways. In collaboration with sectors and various partners, develop recognised and technologically advanced training courses.
Improve initial training and education in French-speaking Belgium. Strengthen the links between skills and the needs of companies, by working on the quality and complementarity of the training offer and tools, innovation, the attractiveness of trades and sectors 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 Order of the Government of the French Community on work-study contracts was approved on the 17.7.2015 and introduced the single contact, which defines the roles and needs to be signed by the stakeholders involved in dual training, namely the apprentice, the training company and the VET provider. Since 2015, various guidance and promotion actions have been carried out, to communicate a positive orientation towards vocational education and training (VET). For these purposes, various offers...
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.
Social partners - Employers organisations and workers unions
To increase the attractiveness of apprenticeship, especially for professions which struggle to find enough candidates, by providing incentives addressing mainly young learners, NEETs and migrants
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To increase the attractiveness of apprenticeship, various measures have been taken in the German-speaking Community since 2015:
an online apprenticeship exchange platform was set up to help learners find apprenticeship places;
one-day tasters in companies were offered to pupils from secondary general education in the academic year 2016/17, to familiarise them with various IVET and apprenticeship programmes in different sectors (such as bank, health, transport and logistics). Different...
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.
Supporting the education and training choices of young people at the interface between secondary level I and II through target group-oriented preparation for fair attendance, attractive fair design and integration into the whole orientation process.
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 Vorarlberger education and training fair is a new exhibition in the province of Vorarlberg, which took place for the first time in November 2017. The target groups were all learners in the 7th and 8th grades. For 3 days, vocational schools and companies in the province and from neighbouring regions presented their education and training programmes in an interactive and innovative way, giving the visitors the opportunity to learn about different vocational education and training (VET)...
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.
