To increase the digital skills of learners in response to labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2017, the government approved new curricula to address the ICT strategy objectives. Programming skills are now embedded in primary and lower secondary education, especially through technology and mathematics. Amendments include qualification-tailored digital skills. For example, the Child and recreation programme stresses the responsible use of digital technology to support children. The new curricula were implemented, including all VET programmes, in 2017/18.
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 Education
Swedish Association of Local Authorities and Regions (SKR/ SALAR)
Since there are no nationally determined VET programmes in municipal adult education, the objective has been to propose a cluster of courses that meet the competence requirements for different vocational areas.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, the government commissioned the National Agency for Education to recommend vocational packages for adults. These packages are clusters of courses agreed with industry as entry points into the labour market. They will not only consist of partial qualifications, but also include building blocks that may be transferred and accumulated towards a full qualification. In April 2017, the mission was amended to include bridging programmes aimed at young people, mostly recently...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the national strategy for validation is to ensure that significantly more individuals are able to have their knowledge and skills validated throughout the country at all levels of the education system and to have a broader range of qualifications in working life. Further, as a pathway to a qualification, validation should have the same high level of legitimacy as formal 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.
In 2015, a National Delegation for Validation was appointed by the Swedish Government to follow up, support and promote coordinated development work in the area of validation at the regional and national level and to propose a national strategy for validation. The Delegation proposed a strategy in March 2017, expressing its view of the significance and function of validation, and of the development areas that need to be prioritised. A formal consultation on validation was launched 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.
The national qualifications framework aims to increase employability and mobility in the labour market as it facilitates comparison of qualifications gained through studies and/or work experience.
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 legal basis supporting the Swedish national qualifications framework (SeQF) came into force on 1 October 2015. The SeQF was referenced to the European qualifications framework (EQF) in June 2016 and can be considered to have reached (an early) operational status. It is operated by the National Agency for Higher Vocational Education (MYH) assisted by a council comprising representatives from social partners, national education and employment agencies and student organisations. A register...
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.
Introducing a vocational profile in higher education preparatory 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.
In September 2018, the government asked the National Agency for Education to develop a vocational orientation for the Business management and economics programme which is a higher education preparatory programme. The National Agency for Education will propose a vocational outcome that will serve as a hybrid between higher education preparatory programmes and vocational upper secondary programmes. The new orientation will serve as a pilot for introducing a vocational profile in higher...
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.
Improving regional cooperation in an effort to solve the mismatch between the labour market needs and the choices learners make, due to the limited offer of education and training providers.
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 government launched an enquiry with a mission to propose a regionalised model of upper secondary provision (IVET and CVET) to ensure that a variety of programmes are made available to learners. The objective is to better align the supply of IVET to regional labour market needs.
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 counteract skilled labour shortages by attracting both genders to VET tracks which are normally dominated by only one gender.
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 government commissioned the National Agency for Education in December 2017 to propose curricular changes to modify traditional gender patterns (including VET programmes). The proposal was presented to the government in December 2018 and explicitly stated that the curricular requirements concerning gender equality are also pertinent in work-based learning. Once curricular changes to impede traditional gender patterns will be approved, teachers, school leaders, adult educators and 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.
Easing progression from upper secondary VET to higher education for all adults, regardless of place of residence.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the 2010 Education Act came into effect in January 2017, granting adults the access right to study courses needed for progression to higher general or vocational education to all upper secondary VET learners. This included not only the right to access courses needed to comply with general eligibility for tertiary education, but also the right to access courses needed for meeting specific entry requirements for any tertiary programme for which the learner has applied.
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 determine whether competence tests may strengthen upper secondary vocational education for young people, adults and newly arrived migrants by increasing their labour market relevance and cooperation between the world of work and education, and by easing validation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education was commissioned in December 2016 to investigate if competence tests at the end of the programme may strengthen upper secondary vocational education by increasing their labour market relevance and by increasing cooperation between the world of work and VET.
In December 2017, the mandate of the National Agency for Education was amended to include a pilot phase to determine whether competence tests may also ease validation of adults’ and newly arrived...
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.
Allowing people who have gained their professional experience abroad to recognise their experience so that their educational or professional integration can be facilitated.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education launched, in March 2018, a skills mapping web-based tool for persons who have experience in professional work, or equivalent experience, from other countries. The tool assists individuals to become aware of their skills, which in turn can shorten their study time and contribute to improved integration through access to the labour market. It provides information of core content and knowledge requirements for courses in the upper secondary education system in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Opening up municipal adult education as a second chance education and as an opportunity for career changes; inclusion of adults with intellectual disabilities into municipal adult 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 government, through the ministry of education and research, set up an enquiry: A second chance and another chance – an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult...
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 provide low-qualified unemployed adults the possibility to continue their education and so aid their later integration on the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 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....
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.
Encouraging the unemployed aged 20 to 24 without upper secondary qualifications to start or return to education and 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 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.
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 Action plan for adult education addresses four strands:
higher vocational education;
liberal adult education through folk high schools;
adult IVET and adult apprenticeship in IVET;
adults’ right to general 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 Action plan for adult education (Kunskapslyftet, the knowledge boost) was introduced in 2015. It is aimed at supporting the Swedish government’s goal of lowering unemployment rates. Relevant legislation/regulation and funding arrangements have been changed/adopted. The plan aims, at the same time, to address skilled labour shortages and enable people to (re)train.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to evaluate and follow up relevant policy initiatives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Institute for Evaluation of Labour Market and Education Policy (IFAU) undertook a major study to follow up the transition from CVET by:
graduates;
learners who completed their education but did not receive a diploma;
drop-outs.
IFAU surveyed the extent to which CVET learners were in employment and how their income developed and made a comparison with higher education students. In 2016, the research institute Ratio conducted a study on productivity development in technology...
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.
Institute for Evaluation of Labour Market and Education Policy (IFAU)
The objective is to evaluate and follow up the transition of VET graduates to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education developed an extensive graduate tracking system to follow up what VET learners and apprentices do after completion of a VET programme, providing in-depth analyses of transition from school to working life. The knowledge gained feeds into planning at both national and local level. Data were collected two years after graduation and were processed during the reporting period. In November 2017, the first statistical data and a report were made available on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the work-based learning (WBL) component of VET programmes and links between education and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Increase companies’ involvement in training provision.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the measure is to promote training programmes deemed to be difficult to offer in VET schools by providing the specialised parts of the VET education in a trade school. Trade schools are intended to gather learners from over the whole country to fill classes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of inquiry (Yrkesprogramsutredningen) in 2015 had already suggested establishing trade schools/industry schools for the provision of school-based training for upper secondary VET programmes in trades and industries that are too small, and have too few applicants, for VET institutions to have the required infrastructure to provide the related school-based training. A government proposal to parliament was approved in 2017. A total of 10 trade schools have been selected 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.
To further strengthen the work-based learning component of VET programmes at all levels and to strengthen links between education and businesses.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the work-based learning component of VET programmes at all levels and to strengthen links between education and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure high-standard and regularly updated teacher competences supporting quality teaching and learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development implemented several projects through which continuing teacher and trainer-in-companies training was offered.
One of the projects aimed to improve the skills and competences of teachers and trainers involved in work-based learning, through an Erasmus+ pilot training programme (DALIVET 2014-16). An accredited training course was introduced to increase the competences of 23 vocational education and training (VET) school teachers and 22 trainers. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Directorate for Continuous Teacher Training
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
To guarantee that teachers and trainers have the necessary competences for the teaching profession and can progress in their careers.
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 Ministry of National Education changed the procedure for awarding the teacher confirmation certificate (Definitivat certificate). After completing a 1-year period of teaching, prospective teachers take a simplified teacher confirmation examination.
The written test consists of two parts instead of three: one part is focused on the subject in which the candidate specialises (60% of the total grade); the other is focused on the teaching methodology (30% of the total grade), while...
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 raise teaching quality standards and implement a master programme for the teaching profession as part of initial teacher 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.
A master degree has been legally required as a condition for entering the teaching profession since 2011 (Education Law), but the implementation of this provision did not start in 2015-16 as planned, leaving it as an option.
The law was revised in May 2015, focusing on the organisation and implementation of a master of arts (MA) for the teaching profession: a 2-year programme including academic studies, practical training (throughout three semesters) and research (linked to the MA...
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 level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1 qualifications...
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
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop entrepreneurial spirit and competences of learners and teachers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development registers new training firms and corresponding activities annually.
The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.
The competition takes place based on the approval of the education ministry at local, regional and national levels.
The number...
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 reduce unemployment among young people, and especially young people not in education, employment or training (NEETs): all young people under the age of 25 who lose their job or who do not find a job after finishing their studies receive, within 4 months from registering with employment agencies or at youth guarantee centres, an offer of good quality employment, continuation of education, apprenticeship or internship.
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 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...
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
Ministry of National Education (until 2021)
National Agency for Employment (ANOFM)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To allow comparing the qualification levels of different countries using the EQF grid description based on learning outcomes.
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 Romanian national qualifications framework was referenced to the EQF in April 2018 and the next revision of the referencing report is foreseen to take place in 2023.
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 Qualifications Authority (ANC)
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
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 regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Qualifications Authority (ANC)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
The main objective of the initiative is to develop and implement a national quality assurance system in continuing vocational training, using an approach compatible with the European reference framework for quality assurance in vocational education and training.
Improving the quality of vocational training is also one of the objectives of the Education and training strategy for 2015-20.
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 2017, the labour ministry has taken over the coordination of authorising vocational training providers and started drafting the legislation on quality assurance in adult learning. Relevant stakeholders have been invited to take part in the process: the Romanian Agency of Quality Assurance in Pre-university Education; the National Qualifications Authority; the National Accreditation Centre; the National Centre for TVET Development; and institutions responsible for regulated professions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
Romanian Agency for Quality Assurance in Pre-university Education
To improve the relevance of initial vocational education and training (IVET) to the labour market needs and to update curricula in line with the needs of priority sectors and the green 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 2013-16, the training standards for IVET (131 initial VET qualifications at EQF level 3 and 69 qualifications at level 4) were revised and, in 2016, were approved by ministerial order.
The professional training standards have been adapted to new technological developments and labour market needs; they include learning outcomes. They were developed/updated for improved articulation between the stages of schooling and to support mobility in education and vocational training from 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.
To offer financial incentives for learners to study in 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 government supports the implementation of initial VET programmes by offering financial support in various forms.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
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 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...
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
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To increase participation in lifelong learning and improve the relevance of VET to the labour market needs. To have at least 10% of the adult population (ages 25-64) participating in lifelong learning activities by 2020.
The objectives are centred on three main strategic pillars: access and incentives for participation, quality and relevance, and partnerships for better information.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To support companies involved in the implementation of initial VET programmes (tax exemptions and student scholarships are not subject to taxes).
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 December 2016, tax incentives (deductions) for businesses involved in dual IVET were introduced (government Emergency Ordinance No 84/2016):
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;
companies can recover, by deducting the depreciation, the expenses related to the fixed assets and the investments made for the organisation and development 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.
To improve relevance of VET to the labour market needs, increase participation, facilitate access to VET programmes, and improve their quality.
To develop innovation and cooperation in IVET at national and international level.
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 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...
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 national qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers’ initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.
In recent years, the country has developed and put in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
To introduce necessary measures for the selection and recruitment of teachers, trainers, specialised technicians and other education professionals by the Ministry of 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 Teaching career law for pre-school, basic and secondary education has been reviewed. Since 2016, the skills and knowledge examination (Prova de avaliação de conhecimentos e capacidades) has no longer been in force. The entry requirements for teacher training courses have been increased and the system for employing temporary teachers has been reformed, allowing an annual renewal of fixed term contracts for up to five years.
In 2017, legislation modified the selection, recruitment and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until April 2024)
Ministry of Education, Science and Innovation (MECI), since April 2024
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Portuguese confederation of tourism (CTP) commissioned the project Competence-based qualifications for the tourism sector. It aimed to develop qualification standards based on a diagnosis of skills needs in the tourism sector.
In 2015, the Commerce and Services Confederation of Portugal (CCP) launched the study Strategic training programme on trade and services 2014-20. This analysed qualifications and skills dynamics and trends in the sector of commerce and services.
In 2018, 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.
Portuguese Confederation of Tourism (CTP)
Commerce and Services Confederation of Portugal (CCP)
Confederation of Portuguese Farmers (CAP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To promote active citizenship and participation in democratic decision-making in a multicultural environment through the introduction of the subject Citizenship and development in education and training programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a new law introduced the subject Citizenship and development to implement the National strategy for citizenship education. This subject is included in the curricula of primary, lower and upper secondary education, including VET. A range of stakeholders were involved in the preparation of the legislation including the Education council, the Schools council and the Portuguese cooperative confederation. Implementation started in the 2018/19 school year.
This law, issued by the Ministry...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until April 2024)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
The creation of the network has the following objectives:
promoting visibility and public recognition of enterprises/employers that invest in raising the qualifications of young people and their employability;
disseminating good practice concerning the work developed by enterprises that support alternance training;
creating a brand mark for enterprises that support alternance training;
recognising and promoting enterprises and other employers as integrated and dynamic spaces for training and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
IEFP launched the Network of excellence partners for apprenticeship in 2016. Members of the network receive a certification, issued by IEFP, testifying that they deliver high-standard apprenticeships. The network aims to distinguish and disseminate good practices carried out by enterprises and other employers that promote the quality of work-based parts of apprenticeship programmes and the integration of young people into the labour market. The network includes 10 business groups, among them...
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.
Institute for Employment and Vocational Training (IEFP)
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The arts and crafts sector programme defines a set of support modalities within the scope of artisanal activities, contributing to their recovery and enrichment through the renewal of knowledge, promotion of skills, creation of employment and support for investment, promotion and marketing.
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 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...
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.
Institute for Employment and Vocational Training (IEFP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A Regulation on practical vocational training introduced in February 2019 provides more flexibility in the requirements for in-company trainers on work experience and pedagogical training, as some of the previous regulations limited the possibilities for professionals to engage in VET.
It also sets:
the framework programme for a pedagogical course for trainers in companies, decreasing the required number of hours for pedagogical training from 80 to 45;
the scope of information included in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System...
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 National Education
Ministry of Investment and Economic Development
Foundation for the Development of the Education System (FRSE)
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
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 2017, the Act on financing educational tasks was adopted. The Act made teacher CPD obligatory and to be conducted in line with the school’s needs. Head teachers report annually on teachers’ CPD. Changes in teachers’ advancement procedures were also implemented, however, they were withdrawn in a subsequent amendment to the Teachers Charter in 2019.
The Act also allowed higher salaries to be paid to specialists employed at schools who are not teachers. Previously, such a salary could...
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 digital education working group was set up within the Digitalisation Council to provide advisory services to the Ministry of Digital Affairs about the development of digital competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Addressing both IVET and CVET, the Ministry of Digital Affairs appointed a digital education working group within the Digitalisation Council in December 2016. In 2016-18, the working group was engaged in identifying digital competences currently needed in the labour market as well as foreseeable future trends. Focus was on e-skills gaps and e-skills needs of employers, as well as employment gaps in the IT sector. The group developed the main areas of the ‘body of knowledge’ for ICT...
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 Digital Affairs
Digitalisation Council operating under the Ministry of Digital Affairs
The policy development consists of two similar projects – concerning the development of e-resources for foreign languages and entrepreneurship. Both projects will contribute to increasing the use of modernised content, tools and resources supporting the process of vocational education. The main objective of the projects is to develop multimedia materials (e-resources) supporting learning of a foreign language with a vocational orientation and entrepreneurship.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Begun in 2016, the aim of the first of these two ESF co-funded projects was to develop e-resources for vocational foreign language learning in 10 vocational areas and methodological resources for foreign language teachers. The budget for the project was EUR 4 million. At the beginning of 2017, 10 contractors were selected and contracts signed. The project finished in the second half of 2018. E-resources (multimedia materials) for vocational foreign language learning in 10 areas were...
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 2015 Law introducing the Polish qualifications framework (PQF) provided a formal definition of validation and specified the requirements for bodies conducting validation and certification (’awarding bodies’), along with the principles for quality assurance in validation. An important element of this system is the ability to validate learning outcomes achieved outside of schools and higher education, including through non-formal and informal learning.
Also, new rules on the recognition of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Education and Science (from 2021 until 2024)
The overall aim of the IQS is human capital development and support for lifelong learning, mainly by increasing the accessibility and quality of qualifications as well as allowing for qualifications to be compared and referenced to the EQF.
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 PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.
While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To make horizontal permeability easier for learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the Ministry of National Education adopted a Regulation on the framework teaching plans for public schools, standardising the weekly number of teaching hours per week in compulsory subjects for each grade; previously only the minimal number of hours per subject on a certain education level was set. In this way, learners' horizontal permeability was eased.
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 National Education
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2016, the education ministry introduced a structural reform of the education system, influencing progression routes within the education and training system. The changes aim to enhance responsiveness of VET to the needs of the modern economy and include:
prolonging upper secondary VET programmes (from 2019/20, of five-year instead of four-year duration);
the introduction of a ‘two-stage’ sectoral school (dwustopniowa branżowa szkoła), consisting of:
a first stage sectoral...
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 January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project ‘effective educational and vocational guidance for children, adolescents and adults’, aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
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 of 22 November 2018 supports the setting up of the so-called ‘ancillary occupations’. Ancillary occupations are targeted at people with minor intellectual disabilities. As a consequence of the change, when introducing a new occupation or changing an existing one, the relevant minister is required to either propose the possibility of establishing an ancillary occupation or to provide justification for why this is not possible. Learners may take the exam in their occupation or in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
support quality in VET schools by strengthening cooperation between VET schools and higher education institutions;
develop and disseminate exemplary practice of cooperation among VET schools and 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.
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:
exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
proposals for organising classes by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The Integrated skills strategy aims to provide a strategic approach to building, maintaining and using human capital to increase employment and economic growth, and to promote social inclusion and participation.
The main goals of the strategy are:
designing a coherent policy for shaping and developing skills;
coordinating the actions of stakeholders involved in supporting skills development;
ensuring equal access to information on the demand for, and supply of, skills, career counselling and...
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 education ministry initiated the development of a national skills strategy (integrated skills strategy – Zintegrowana Strategia Umiejetności – ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy...
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 National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The project will contribute to increasing the access of adults to different forms of lifelong learning through the development of model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe – KKZ) leading to a qualification, and vocational skills courses (kursy umiejętności zawodowych – KUZ).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the education ministry opened a call for proposals to develop model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe – KKZ) for adults. The assessment of applications was finalised in late 2016; three projects were selected and began to be implemented. The initiative is co-financed by the ESF. The aim is to support VET providers in expanding their offer for adults. The projects were completed at the beginning of 2018, with 81 model 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.
The project aims to increase the occupational and social activity of inmates and to increase their employability upon leaving prison. New skills and qualifications are intended to make it easier for inmates to obtain a new job and to help lower the risk of social exclusion after leaving prison.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 2016 to 2020, the Central Management of the Prison Service (supervised by the Ministry of Justice) has been conducting a training project to prepare inmates’ return to work after release from prison. The budget of this ESF co-funded project was approximately EUR 31 million (PLN 131 million).
Vocational training courses in different occupations along with labour-market-relevant soft skills training were organised. They were addressed to inmates who voluntarily apply to take part (except...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of the project are to help adults develop key competences to improve their situation in the labour market; support various forms of adult learning; and encourage participation of adults in learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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 ośrodki 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, expanded measures for NEETs have been provided to a large extent through the activities of labour offices at national and regional level, including ESF co-funded initiatives. This includes individualised comprehensive support through diagnosis and needs identification, vocational counselling and guidance, development of individual plans, job placement and various forms of support adjusted to the individual situation.
Labour offices are institutions providing vocational counselling...
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.
improving and modernising the education and training offer for adults with low levels of basic skills (literacy, numeracy, ICT skills);
improving adults' access to education, especially of those at risk of exclusion, and disadvantaged groups (e.g. migrants, older adults, unemployed);
raising adults’ labour-market-relevant skills and competences and active participation in society.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From October 2018 to December 2021, the Foundation for the Development of the Education System and the Educational Research Institute are implementing the CHANCE: new opportunities for adults project – a new upskilling pathways project; the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) is supervising this project, which is aligned with the Recommendation of the Council of the European Union of 19 December 2016 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.
Ministry of Investment and Economic Development
Educational Research Institute (IBE) (until 2025)
Foundation for the Development of the Education System (FRSE)
The main objective of the strategy is to increase income and social, economic, environmental and territorial cohesion.
This would be achieved through:
sustainable economic growth increasingly driven by knowledge data and organisational excellence;
socially sensitive and territorially sustainable development;
effective State and economic institutions contributing to growth as well as social and economic inclusion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National 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:
promoting dual VET, further linking school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, all regions within the ESF and ERDF co-financed regional operational programmes have supported projects aimed at modernising schools’ infrastructure and equipment relating to practical training to create conditions similar to those in a workplace. The projects include, for example, the development and/or reconstruction of school workshops and laboratories, as well as equipping schools with tools and appropriate materials.
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.
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:
the setting up of a national apprenticeship and traineeship support service for SMEs, offered by the Polish Agency for Enterprise Development;
training was provided to 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 initiatives aim at better adjusting VET to labour market needs, through:
increasing the cooperation of VET schools and employers;
increasing access to work-based learning (WBL);
increasing the role and involvement of employers in VET development and delivery.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of this regulation were to increase cooperation between VET schools and employers and access to work-based learning (WBL).
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 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:
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);
assigning different forms of practical training to different types of schools;
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.
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 VET teacher promotion initiative also provides for VET teacher CPD. Measures include: giving vocational teachers the opportunity to develop their competences by creating new and more relevant courses; supporting VET teachers with a technological background who lack teacher training for upgrading their qualifications, through scholarships and increased supply of pedagogical training (one-year programme in education theory and practice).
CPD will be based on VET teacher competence...
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 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...
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 March 2017, Skills Norway designed a key competences mapping tool for young people not in education, employment or training (NEETs), and for the public in general. The goal is to ensure relevant training for each target group. This project is carried out in close cooperation with the Norwegian Labour and Welfare Service, the Directorate for Education and Training and the Directorate of Integration and Diversity. In April 2017, Skills Norway completed designing an online learning platform...
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.
Norwegian Directorate for Higher Education and Skills
For vocational education and training, the strategy will focus on: developing new and more relevant CPD programmes for VET teachers (e.g. in new technologies through on-the-job training and courses organised by representatives of the labour market); developing VET teacher education in close cooperation with school owners aiming to meet schools’ needs for skilled teachers; prolonging the teacher specialist scheme in VET, ensuring that skilled teachers will be able to progress and continue...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A digitalisation strategy for 2017-21 (Fremtid, fornyelse og digitalisering) was published by the government on 25 August 2017. The strategy identified overall perspectives, challenges, the main goals and key action areas, i.e. learners’ learning, school content, competence, infrastructure and VET. For VET, the focus is on upskilling vocational teachers in line with technological change and schools’ needs, and on cooperation with businesses. During the school year 2018/19, a total of 29...
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2016, the government introduced a white paper aiming at school curricula renewal. Reading, writing, maths, communication and digital skills were suggested to remain as key competences and should be incorporated in curricula where relevant. It should be made clear which subjects are responsible for key competences, especially as regards digital skills and maths. Public consultation on the process was completed in June 2017. It resulted in a process to renew all curricula.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 amendment to the Education Act clarified and underlined the importance of continuous assessment as the basis for final assessment in apprenticeship programmes. The measure is expected to increase motivation and commitment of apprentices throughout the programme. To motivate young people to choose and complete vocational education and training, the Ministry of Education and Research, in cooperation with social partners, World Skills and the School Student Union of Norway (SSUN), rolled...
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 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.
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 measure intends to give legitimacy towards the customer market, making it easier to choose suppliers that are approved training establishments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A special emblem distinguishing training companies was set up in 2015. It is intended to signal to customers that the supplier is an approved training establishment. The Directorate of Education and Training (Udir) has also implemented an online national register for approved training enterprises. All enterprises with at least one apprentice are listed and it is possible to filter by subject, geographic area or by name.
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 measure aims to raise awareness of the benefits of recruiting apprentices and to increase the number of apprenticeship placements in the public sector.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research (KD)
Ministry of Local Government and Regional Development
Ministry of Local Government and Modernisation (until 2021)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the social contract for VET 2011-2015 for more relevant and flexible VET, a new upper secondary dual model (Vekslingsmodellen) has been piloted since 2013 as an alternative pathway for learners experiencing difficulties completing the main (2+2 model) VET pathway. The scheme offers the possibility of concluding an apprenticeship contract after year 1 (instead of only after year 2) in the main 2+2 VET pathway.
An evaluation was carried out in 2015 with a focus on organisation,...
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 social contract for VET was renewed in 2016 aiming at providing apprenticeship places to all qualified young people who applied, therefore tackling high dropout rates, increasing the number of apprenticeships and the number of adults acquiring a trade or journeyman’s certificate. The social contract was renewed by the following parties: the Ministry of Education and Research, the Ministry of Government Affairs and a range of social partners (NHO, LO, Virke, Spekter, Unio,...
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 2014, a revision of teacher requirements was proposed by the national teacher body Onderwijscoöperatie, which represents the teaching profession. The revised requirements were approved by the education ministry in 2015 and have become effective as of 2017. Formal requirements were divided into three categories:
subject content requirements;
didactical requirements;
pedagogical requirements.
Teachers in primary education, in secondary education and senior secondary vocational education are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of these programmes is to ensure new teachers will be better skilled and to allow candidates to make an informed decision on whether teaching is an appropriate career choice. The latter goal was specifically relevant for people considering training for a teaching career in secondary education and senior secondary vocational education. Another aim of the partnerships is to reinforce a learning culture within schools. Finally, it is expected that the teaching profession will become...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
School-higher education partnerships have been encouraged nationally within the policy measure Reinforcement of collaboration between initial teacher training institutes and schools 2013-16. The partnerships aimed at collaboratively designing initial teacher training curricula and coordinating internships. In 2016, six upper secondary vocational education partnerships between initial teacher training institutes and (regional) schools were organised and granted a subsidy. The scheme ended in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2017, the education ministry published an action plan on teacher shortage. The plan is being implemented to encourage regional stakeholders to stimulate circular careers and hybrid teaching to tackle shortages of (technical) teachers.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Teacher register bill, approved by the Cabinet in 2015, made enrolment of teachers in the register mandatory from 2017 onwards. By being registered, teachers are able to demonstrate that they have the right qualifications, keep their knowledge and skills up to date and keep abreast of the latest developments in their field. The register was an initiative by the teachers’ forum (Onderwijscoöperatie), which represents the various bodies for the teaching profession. It has been possible 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.
From 2016 onwards, teacher training colleges (higher professional education) have offered programmes for a VET teaching qualification at bachelor level. More specifically, the vocational education specialisation track has been introduced in teacher training bachelor programmes. The aim of this specialisation is to prepare teachers adequately for pre-vocational secondary education and upper secondary vocational education. Before the implementation of this measure, teacher training focused...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of the 2020-2024 Count on language (Tel mee met Taal) action plan are:
increasing the reach out to illiterate people who have Dutch as their native language;
promoting adults’ digital skills;
promoting basic skills, including numeracy, via in-company training;
supporting children and young people with a language deficiency;
increasing efficiency through research and monitoring;
promoting decentralisation of the action;
introducing independent points of expertise.
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 Count on Skills (Tel mee met Taal) action plans for 2016–2019 and 2020–2024 both aimed to combat low literacy in the Netherlands. However, the 2020–2024 plan introduced several key enhancements, such as increased funding, broadened target groups, enhanced local collaboration and focus on quality and monitoring.
Part of the new approach is to reach out to illiterate people who have Dutch as their native language. The new joint action plan to tackle illiteracy also includes more emphasis 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Count on language action plan 2016-19 (Tel Mee met Taal, EUR 18 million annual budget) introduced a joint action programme of several ministries to improve social and labour market participation, primarily of adults with insufficient literacy skills. In 2016/17, innovative projects supporting adults lacking literacy, numeracy and digital skills were started and research projects on literacy and the promotion of reading were launched. This initiative also supported parents in 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.
The aim of the Civic Agenda 2017-21 is to encourage all VET colleges to offer high-quality citizenship education meeting the different education needs of VET learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the education ministry and the Association of VET colleges (MBO Raad), representing all VET schools, launched an agenda to strengthen civic competences of VET learners by updating VET curricula. In cooperation with the Knowledge point citizenship in VET, schools are being supported in implementing the Civic Agenda 2017-21.
A self-evaluation tool will be made available to schools by mid-2020. This instrument will enable schools to assess their starting situation and current approach...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 maths agenda, agreed by the education ministry, education providers and social partners, aims to improve maths education in secondary education and in VET. The agenda has introduced several initiatives to motivate, facilitate and stimulate teachers and learners to improve the quality of teaching, resulting in improvements in basic maths competence and language. In addition to EUR 52 million distributed to VET schools annually, the education ministry has provided extra funding 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.
Within the Youth unemployment action plan (Aanpak jeugdwerkloosheid) 2015-16, work agreements (werkakkoorden) have been concluded (75 in 2015; ended in 2017) between employer organisations, trade unions, large employers, and the Ministry of Education, Culture and Science and the Ministry of Social Affairs and Employment. In these agreements, employers express their intention to support young people in finding a job by offering them a place to learn. Employers are also invited to open up jobs 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VPL system has been evaluated and, since 2016, the results have led to developing a new system in which there are two different paths for validating prior learning:
the labour market route;
the education route.
VPL tools are, for example, intake-assessment, e-portfolios, competence tests and ECVET elements. If a formal VPL procedure is followed, it can result in the award of an experience certificate (ervaringscertificaat). Since January 2016, an examination support body (servicepunt...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Examination support body (Servicepunt Examinering) (until 2018)
Expertise centre for examination and education (Kennispunt Onderwijs en Examinering)
update skills and competences in an efficient and cost-effective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national coordination point for ECVET (NCP ECVET) was set up and became part of the Dutch partnership for lifelong learning on 1 January 2015. The Dutch NCP ECVET promotes the awareness and availability of ECVET principles by providing information and supporting implementation.
ECVET has been piloted in mobility projects where learning outcomes acquired abroad are transferred between the participating countries. In 2015, 10 pilot projects were run with the aim of supporting adult transition...
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 2015 and 2016, following letters to parliament on the progress of lifelong learning policy, the Cabinet announced its intention to make upper secondary VET and higher education programmes more flexible and tailor-made. This would be done through voucher experiments (pilots) in higher education and the introduction of certificates (parts of a full diploma/qualification) in upper secondary, non-publicly financed VET. The measures are intended to make VET more accessible for adults.
Private...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Commission on demand-based funding VET (Commissie vraagfinanciering mbo)
Cooperation organisation for VET and the labour market (SBB)
improve the link between VET and the dynamics of the labour market;
ensure a better connection to higher professional education (HBO);
increase the quality of education;
increase student satisfaction and reduce dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In a September 2015 policy letter (Kamerbrief met visie op mbo), the education ministry drew attention to 21st century skills, their relevance for VET and ways to develop them. The letter announced an evaluation of the implementation process of the renewed qualifications framework and its effect on VET courses in the years ahead, and to assess whether further steps were needed to adapt VET qualifications for the future. Qualifications already included key competences such as the Dutch and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2016, the Secretary of State for Education announced in a letter to parliament measures to improve career orientation and guidance in general and in vocational education. The most important actions implemented were:
in collaboration with stakeholders (e.g. sector councils, teacher associations, education institutions, the Expertise centre for guidance), competence profiles of school-based experts in career orientation and guidance were designed. An overview of career orientation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Cooperation organisation for VET and the labour market (SBB)
to tackle problems in the transition from pre-vocational secondary education (VMBO) to upper secondary VET; and
to strengthen the position of learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Almost in parallel to the introduction of the Action plan for equal opportunities, new legislation to ensure the right of enrolment in VET for all (Wetsvoorstel aanmelddatum en toelatingsrecht MBO) was adopted in October 2016 and came into force in August 2017. The law paved the way for better guidance before and during transition. It brought forward the registration date (1 April) for all students moving from pre-vocational secondary education to upper secondary VET. This change was...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this act is to give Ad programmes an independent profile and position.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry proposed ending the connection with bachelor programmes and giving Ad a stand-alone position. In February 2017, the Higher Education and Scientific Research Act (Wet op het Hoger Onderwijs en Wetenschappelijk Onderzoek, WHW) was amended accordingly.
Since 2018, Ad has become a stand-alone programme. Consequently, these programmes should respond better to labour market and adult learners’ needs. A greater variety of Ad programmes will also better suit the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of this policy is to combat the problem of high youth unemployment among migrants confronted with difficulties in finding an internship.
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, within the City deals programme, the labour ministry concluded agreements with the Netherlands’ five main cities: Amsterdam, The Hague, Eindhoven, Leeuwarden, Zaanstad (including: their municipalities, schools, the Employee Insurance Agency (UWV), employers and intermediate organisations). Measures already developed include awareness-raising meetings in schools and training courses for internship coordinators, teachers and students. A toolbox with methods to tackle the problem has...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Social Affairs and Employment
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Council for upper secondary VET schools (MBO Raad)
support MBO graduates to successfully complete their first year of higher professional education;
develop networks for experience sharing;
strengthen parental involvement;
invest in cultural education in pre-vocational education;
fund initiatives to involve role models (senior students) from higher professional education or universities in supporting young people who, given their socio-economic background, are not familiar with higher 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.
In response to a range of surveys showing that students do not always have equal opportunities, and the trend of growing inequality, the Ministry of Education, Culture and Science submitted to parliament in October 2016 an action plan for equal opportunities in education. As of October 2017, schools, municipalities and other regional institutes could apply for a grant for the development of interventions, research and knowledge sharing to support equal opportunities. An additional budget of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Ministry of Social Affairs and Employment
Council for upper secondary VET schools (MBO Raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
The aim of the experiment (pilot) is to investigate whether vocational education based on qualifications with national and regional components:
improves the link between education and the regional labour market;
strengthens teacher and employer ownership of programme development;
strengthens the quality and innovation of 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 Making room for the region initiative, approved in 2018, will allow VET colleges (MBO schools) to draw up regional elements in national qualifications in cooperation with the (regional) business community. The new qualifications would be based on national qualifications (60% of the teaching time should be based on the national qualification) providing substantial room for addressing regional needs. A secondary aim of the initiative is to strengthen teacher ownership of programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Council for upper secondary VET schools (MBO Raad)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Cross-over qualifications combine elements of several qualifications from different domains to create innovative training programmes. The first application period for the experiment (pilot) in cross-over qualifications in MBOs lasted until 15 September 2016. Applications submitted before this date could offer cross-over qualifications in the school year 2017/18.
This initiative offered an alternative route for developing cross-over qualifications. Apart from the regular route where...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Public and private VET providers and the Minister for Education, Culture and Science have agreed on an agenda on examination quality in Dutch VET for 2015-20. The agenda includes the validation of exams by an external body and the independence of the committee that issues VET diplomas. These arrangements will not apply to all exams, only to those that are developed through agreements in which schools do not participate.
In addition, legislative amendments were introduced primarily to ease 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.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
