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The 2016 white paper, Skilled workers for the future, contained 48 measures on how to make post-secondary VET more attractive as a profession-oriented, fully equivalent alternative to higher education. Some of these measures were accepted by the Norwegian parliament in May 2017, including the right to be part of a student welfare organisation, better transitions to study programmes at universities and university colleges, a new national admissions system, new grant schemes, mapping and...

The number of hours of initial training courses can range from 1 200 to 2 900 hours (corresponding to a period from one to two and a half years). The certification depends on the training course attended. Continuing training courses have a maximum duration of 400 hours, leading to a training certificate.

In 2015 and 2016, IEFP, in cooperation with the National Agency for Qualification and Vocational Education and Training (ANQEP) and rehabilitation organisations, consolidated the available...

Reference guides developing the common employment services portfolio were approved and published in 2018. These reference guides, developed jointly with the regions, comprise protocols for:

1. career guidance;
2. qualification and training for employment;
3. self-employment and entrepreneurship;
4. guidance and labour intermediation.

The qualification and training for employment protocol aims to promote training for up-skilling and reskilling and to facilitate transition to employment, in coordination...

Vocational training for employment in the labour scope was last reformed in 2015. The reform aimed at an efficient system for monitoring and prospecting the labour market, based on coordination of all actors (administrations, social agents, experts). It also aimed at:

1. promoting the assessment of the impact of training (on accessing and maintaining employment);
2. enhancing enterprise competitiveness;
3. improving workers' skills;
4. meeting labour market needs;
5. ensuring efficient use of resources.

A...

In line with the national skills strategy, SOLAS prepared a further education and training (FET) policy framework for the skills development of employed people. It addresses provision for the skills development of the employed at levels 1-6 on the national framework of qualifications (NFQ) (levels 1-5 on the EQF). This policy framework outlines how the FET sector can ensure that employees' skills are current and relevant and thus contribute to Ireland's future growth. Drawing up the policy...

A 2016 ESF co-funded project entitled Training for employment covers several initiatives (the work placement scheme, the work exposure scheme, the traineeship scheme, the training pay scheme, and the development of an occupational handbook) to facilitate access to employment through the development of skills and competences of the working-age population.

Through the work placement, work exposure and the traineeship schemes, employers, in partnership with Jobsplus, are provided with an...

In 2017, the Directorate for Research, Lifelong Learning and Employability (DRLLE) within the education ministry secured funding to coordinate the implementation of the Council Recommendation on Upskilling pathways. DRLLE is the focal point for the implementation of the Council Recommendation on Upskilling pathways in Malta.

Aspects covered include:

1. coordination of the lifelong learning steering committee and stakeholder working groups comprising representatives of MEDE directorates and...

The national strategy to reduce early school leaving in Romania was adopted in June 2015. It is based on prevention, intervention and compensation in thematic/policy areas and addresses the following directions of action/pillars:

1. ensuring access to quality education for all children;
2. ensuring the completion of compulsory education by all children;
3. reintegration into the education system of people who left school early;
4. developing adequate institutional support.

The strategy targets children...

To familiarise VET teachers and trainers with dual VET, short credit-awarding courses were designed within the 2013-15 ESF project Development of secondary VET. The subsequent 2016-20 ESF project Dual education and increasing attractiveness and quality of VET also focuses on in-service training via three accredited programmes. The project aimed to train 600 members of pedagogical staff in curriculum issues, 200 directors of schools and other leading staff concerning the new role of schools...

In 2019, ESF-funded projects were launched aiming to improve learners' literacy, mathematics and science competences. They were also carried out in VET schools. The projects enrich school curricula, improve learning environments and offer afternoon activities aiming to improve performance in respective competences via non-formal and informal learning. Although still at their initial stage, the initiatives are already very positively assessed by practitioners including the Slovak Chamber of...

Five-year action plans were launched in 2016 to address unemployment in the most vulnerable districts. Training centres and regional education centres, i.e. secondary VET schools, in originally 12 and gradually 20 districts (out of 79), identified as underdeveloped, were partially funded by ESIF.

The training centres are meant to provide practice-oriented training for the disadvantaged unemployed or low-qualified. The regional education centres are expected to address the specific needs of...

The 2016-20 ESF project Dual education and increasing attractiveness and quality of VET provides support through its web portals. Eight contact points (officially called Dual points) have also been set up within this project. Their role is to support the implementation of the dual system and make the matching of supply and demand easier. The employer council maintains its own portal. The 2013-15 ESF project Development of secondary VET-related portal focused on matching supply and demand,...

Stimuli based on the 2015 VET Act are more comprehensive and generous than in the past, including:

1. performance-based State-funded motivation scholarships for learners trained for shortage occupations. These can equal to 25%, 45% and 65% of the national subsistence minimum;
2. company scholarships amounting up to four times the national subsistence minimum;
3. remuneration for productive work during training, between 50% and 100% of a minimum wage;
4. State scholarships for socially disadvantaged...

To encourage enterprise involvement in dual VET, the VET Act (61/2015) had introduced corporate tax reliefs for training companies:

1. tax exemption reducing training costs by 21%;
2. tax bonuses of EUR 1 600 for 200 hours of practical training and EUR 3 200 for 400 hours of practical training within a tax period;
3. remuneration for learners' productive work is exempted from levies.

These incentives did not apply to any other form of work-based learning (e.g. diverse school-company contracts on short...

In December 2016, a call was launched to invite proposals for the modernisation of the equipment and premises of school-based practical training (VET schools' workshops and specialised facilities, e.g. libraries). Additional components could relate to equipment for dormitories in support of inclusive education, reconstruction of school premises, or improving the energy performance of buildings. The call was launched within the framework of the ERDF part-funded Integrated regional operational...

The Act on VET was amended in March 2015 (61/2015). Its main objectives were to introduce a dual VET scheme and tax incentives for enterprises to provide training. The reform entered into force in September 2015 and made available upper secondary VET delivery in three forms:

1. school-based programmes with practical training (mainly) in school workshops;
2. mixed scheme, with school-based learning along with in-company training within the framework of school-company agreements (contracts) based on...

A 5-year project Reform of upper-secondary vocational education, funded by the European Social Fund (ESF), started in November 2016.

The project includes the following activities:

1. test and identify the tools and methods to create a sustainable system to match the needs of the labour market;
2. develop flexible and individualised teaching methods and learning pathways;
3. support companies to engage in work-based learning;
4. test and evaluate the apprenticeship system;
5. define learning outcomes for...

In May 2017, the parliament approved the introduction of a new financial support to stimulate low-qualified unemployed adults (aged 25 to 56) to begin, or resume, their studies. The target group comprises the unemployed registered with the employment service with low education levels and in need of education at primary or secondary levels to establish themselves in the labour market. The financial support is SEK 8 984 (about EUR 830) per month for full-time studies and lasts up to 50 weeks....

In June 2015, the government adopted an ordinance, according to which study within the so-called education contracts may be combined with work or work experience, enabling the learners to both apply for study aid and receive remuneration from work.

At the end of 2015, a National commission (Välja yrke) made proposals to the government to strengthen the involvement of social partners in providing VET. The options discussed included developing regional support structures. As a result a State grant was put in place for the development of regional support structures for WBL placements for social partners and stakeholder organisations. The total sum awarded for 2018 and for 2019 was SEK 10 million (about EUR 950 000). The grants targeted...

To enhance the cooperation at regional level between upper secondary VET providers (adult education programmes included) and companies providing work places, the State grants for companies were broadened through an amendment of the the Education Act and the Ordinance of upper secondary education in November 2015. The funding scheme covers initial VET programmes which can be followed as school-based VET and apprenticeship based pathways. Further, since 2016 enterprises that participate in...

The State grants measure (used as an incentive for education providers to offer VET as an apprenticeship path) was expanded in 2018 to also offer learners in bridging programmes (programmes for learners not eligible for national upper secondary programmes) financial support to cover their extra living costs, so they received the same economic benefits and conditions as learners in national VET programmes. The measure is part of policy initiatives to promote work-based learning and...

Swedish National Agency for Education, has been playing a key role in the development of apprenticeship. It cooperates with a wide range of stakeholders (VET providers, municipalities, social partners and enterprises); it provides advice to VET institutions and employers, trains supervisors at workplaces, and stimulates cooperation at regional level between schools and businesses. Since 2015, it has organised workshops and provided guidance and support to companies and social partners....

Since 2016, the Youth guarantee implementation plan has put emphasis on initiatives that combine employment with training of the workforce, which gives young people the opportunity to improve their skills obtained during initial education and to acquire new skills through participation in apprenticeships and traineeships. The new Youth guarantee implementation plan for 2017-20 continues all the measures of its predecessor.

The Youth guarantee implementation plan for 2017-20 focuses on...

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

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

The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...

Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...

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

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

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

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

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

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

In 2015, the Promotion of arts and crafts sector programme (Programa de Artes e Ofícios) was created to provide sectoral training, support entrepreneurship and job creation in the sector. The programme supports workplace training (for 12 months) and entrepreneurship (micro-businesses and self-employment) in the sector. This programme is promoted, developed and carried out in the mainland by the Institute for employment and vocational training (IEFP), which issued specific regulations and the...

In May 2018, the education ministry launched the first call for projects aimed at strengthening cooperation between VET schools and higher education institutions. The call covers the development and dissemination of exemplary practice of cooperation between vocational schools and higher education institutions, including:

1. exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
2. proposals for organising classes by...

In 2017/18, the education ministry developed an ESF co-funded project to support 45 schools in becoming local centres for education and knowledge (lokalne osrodki wiedzy i edukacji - LOWE).

Beneficiary groups included adults with low levels of education, unemployed or economically inactive adults, adults aged 45+, and adults receiving certain forms of social assistance and family support.

The measures include diagnosis of participants' needs, vocational courses and other forms of adult...

The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:

1. promoting dual VET, further linking school...

From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium-sized enterprises was established in Poland (and Cyprus) to build the capacity of key intermediary bodies to support SMEs offering training placements for apprentices/trainees. Among the main results of the project were:

1. the setting up of a national apprenticeship and traineeship support service for SMEs, offered by the Polish Agency for Enterprise Development;
2. training was provided to the...

The Polish Agency for Enterprise Development (PARP) implemented an ESF co-financed project to establish and support the functioning of Sector Skills Councils - SSCs (Sektorowe Rady ds. Kompetencji). The SSCs collect information from labour market stakeholders and recommend systemic solutions and changes in the area of education; stimulate cooperation between education providers and employers; and provide support in identifying and anticipating competence needs in a given sector.

The programme...

In August 2015, the Ministry of National Education amended the Regulation on practical vocational training. The amendments came into force in September 2015, bringing important changes, including:

1. vocational schools are required to ensure the provision of work-based learning in their vocational programmes; the amount of provision varies by education level (basic vocational, upper secondary, post-secondary);
2. assigning different forms of practical training to different types of schools;
3. the...

The VET teacher promotion initiative was launched nationally in October 2015, aiming to attract new teachers to ensure sufficiency and quality of VET teaching staff. It builds on previous successful pilots. The programme is based on scholarships and flexible education pathways for skilled workers. A scholarship scheme for non-qualified VET teachers who want to complete VET teacher education has been set up and is managed by the Directorate for Education and Training. Since 2016, people who...

In March 2017, the government presented a white paper: Desire to learn, early intervention and quality in schools, that foresees timely support for all learners (including VET) with difficulties in reading, maths or writing. According to the white paper early intervention will be strengthened and all learners with difficulties in reading, maths or writing will get intensive instruction in these subjects; also a lower quality threshold will be introduced for them. In 2017, a budget of about...

The economic incentives the State provides for companies that take on apprentices were strengthened during 2015-17. The basic funding for companies accepting apprenticeships increased to a total of NOK 14 000 per training contract. The total effect on the budget for this increase in funding was NOK 300 million.

The measure was introduced in 2016. Starting in 2017, companies that participate in public service contracts are required to use apprentices. Public authorities shall require the use of apprentices for contracts worth at least NOK 1.1 million (excluding VAT) that last longer than three months; counties and municipal authorities shall require the use of apprentices for contracts worth at least NOK 1.75 million (excluding VAT) that last longer than three months. The requirement applies to...

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...

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...

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);...

A range of projects for continiuing 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...

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...

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...

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...

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...

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...

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...

In 2017, government Decree 1516/2017, VIII. 14 introduced financial support for young people under 35 to acquire a foreign language certificate. Beneficiaries will receive reimbursement for the language certificate fee up to a ceiling of 25% of the national minimum wage for the year concerned.

From the school year 2019/20, students in grades nine and 11 in (general education) grammar schools and vocational grammar schools can participate in a two-week individual or group language course....

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

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

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

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

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

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

From 1 March 2015 to 31 August 2018, the Croatian Academic and Research Network - CARNET - carried out the pilot project e-Schools: Establishing a system for developing digitally mature schools. It addressed the improvement of ICT infrastructure in schools, raising digital competences of teachers and students, introducing digital educational contents in teaching and learning, and developing data management systems. During the pilot project, IT infrastructure was improved in all participating...

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

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

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

The centres were appointed in five priority sectors:

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

Two pilot projects took place, aiming at capacity building of in-company trainers:

1. a 2015-17 Erasmus+ project, in cooperation with Germany and Cyprus, resulted in a guidebook for in-company trainer training published by the Institute of Educational Policy (IEP), and a training course held in cooperation with the Manpower Employment Organisation (OAED). The guidebook was distributed to all employers that participated in the first large-scale phase of the post-secondary apprenticeship year...

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

In initial vocational education and training apprenticeship schemes, learners receive guidance and support during their in-company training by professionals in the company they work. Depending on the scheme, these professionals are called mentors (within the apprenticeship contract scheme) or tutors (within the professionalisation contract scheme).

The role of apprenticeship mentor is recognised under the Citizen's commitment account (Compte d'engagement citoyen, CEC), which is part of the...

The 2018 Law for the freedom to choose one's professional future provides for:

1. the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
2. reforming funding mechanisms to establish a...

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

The 2015 Success in apprenticeship initiative has put in place 142 projects in 20 regions, most involving the local youth employment and social integration centres (Missions locales) in partnership with apprentice training centres (Centre de formation d'apprentis, CFA). Programmes last 12 months and include guidance. The 2018 Law for the freedom to choose one's professional future sets up a mechanism to support those target group members who wish to enter an apprenticeship with a view to...

Within the framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics and...

In January 2016, the government launched a plan to create 500 000 training places for jobseekers (Plan 500 000 formations pour demandeurs d'emploi). It included the provision of VET to people in long-term unemployment and training tailored for those unemployed aiming to set up or take over a business. The final total of beneficiaries in 2016 was 945 000. Building on its success, the plan was extended in the first semester of 2017 with 200 000 additional training courses specifically targeted...

A French-German pilot project to support the mobility of young apprentices was launched in November 2015 and involved 50 young apprentices working in 11 participating large enterprises (Allianz, Michelin, Danone, Bosch, BASF, L'Oréal, Siemens, BNP Paribas, ENGIE, Airbus and Safran). The main aim was to raise awareness about apprenticeship among education and counselling staff in charge of school pupils. The initiative was supplemented by an online continuous professional development course...

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

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

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

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

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

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

The Action plan for youth employment (2019-21) includes initiatives in relation to vocational training aimed at enabling young people under 30 years of age to acquire competences or professional experience, upgrade their qualifications and increase their employability.

The Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.

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

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

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

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

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

Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements for...

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

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

The Employment programme includes a package of measures for workers at risk of unemployment. The main target groups are:

1. workers with no professional or vocational education;
2. those whose skills are outdated;
3. workers whose knowledge of Estonian is poor;
4. those who are older than 50 years of age;
5. workers who cannot continue their present work due to health issues.

The VET and training-related measures include:

1. a study allowance scheme to support participation in VET and higher education;
2. people at...

In 2015, the study allowance for VET students was increased to prevent dropout for economic reasons. The terms and conditions for travel allowances were changed to remedy previous unequal access to this benefit. In 2016, accommodation allowances (up to EUR 50 per month) were introduced, in particular for VET learners in schools with no dormitory facilities, and for learners with special educational needs. As of December 2018, the target group benefiting from compensation for purchase of a...

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

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

Following the enormous influx of refugees in 2015-16, BIBB expanded its support offer to trainers on developing intercultural competences and training refugees. Since 2016, diverse activities promoting the intercultural competences of in-company trainers were provided on the web portals Foraus.de (BIBB), Ueberaus.de (BIBB) and stark-fuer-ausbildung.de (Strong for apprenticeships, by the DIHK chambers association).

The project Qualiboxx was replaced in 2016 by the online platform Überaus...

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...

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:

1. bringing together university dropouts and companies that provide training places, especially SMEs. For example, a guide for SMEs,...

The 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.

Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...

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),...

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,...

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...

Nationwide standard support measures anchored in the Social Code (e.g. SGB III) cover the transition from school to work, for example with various forms of vocational preparation and continuous support during training. The main measures are: vocational orientation, training entry and placement support, introductory training (internship placement), vocational preparatory measures, assistance during training and vocational training grant.

In 2016, measures within the Educational chains...

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,...

The Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:

1. modernising the framework conditions of VET, particularly in view of digitalisation;
2. improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
3. modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
4. continuing professional...

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

The Amendment to the School Act, which came into force in September 2017, obliges schools to develop, with regard to the field of study, efforts to support cooperation with employers towards joint fulfilment of the objectives of secondary education. According to the amendment, schools should involve employers in the education process, particularly through:

1. consulting with employers about drafts of school curricula;
2. engaging employers in the shaping of conceptual plans for school development;
...

A memorandum on piloting elements of dual training was signed by the Ministry of Education, Moravia-Silesia Region and the Confederation of Industry in October 2017. The piloting phase started in September 2018 in cooperation with four upper secondary VET schools and three companies. The aim is to pilot how the obligatory practical training in the company work site should look like and what agreements are needed for the relationship between the student, company and school. The pilot also...

Since 24 April 2018, fast-track initial vocational training programmes for the unemployed in technical professions are in place by the Cyprus Productivity Centre (CPC). Candidates undergo an assessment of their technical skills and a personal interview. Participation is free of charge. The activity is in full-scale implementation stage. However, a major issue is the lack of funding for establishing any sort of training allowance for the participants of the programmes. As a result, the demand...

From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium sized enterprises in Cyprus (and Poland) aimed to build the capacity of key intermediary bodies to support those SMEs (small- and medium-sized enterprises) offering training places for apprentices. The need for this project derived from past experience, when the lack of support structures for enterprises deterred SMEs from offering apprenticeships. The main project goals were to:

• set up a...

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

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...

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

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