Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
The aim is to develop optimal approaches for ensuring high-quality VET teachers and trainers in compliance with modern labour market requirements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A training programme for trainers in companies has been in progress since 2015 within the Erasmus+ project Developing apprenticeship: in-company trainer training and apprenticeship promotion. The programme is dedicated to the professional development of trainers in companies. Knowledge and skills have been listed for each of the 11-course modules. Online training material has been prepared to support their training during and beyond the project. The programme was piloted with a limited...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Lithuanian Association of VET institutions (LPMIA)
The aim is to increase the quality of vocational and adult education by developing a system for in-service training of teachers in vocational education and adult education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the education ministry approved and prioritised the organisation of VET for teacher-related CPD within the framework of sectoral practical training centres and innovative companies. In the 2015-16 period, traineeships in companies were funded for 100 VET teachers from the engineering, construction, trade, transport and services sectors.
In October 2016, a national-level project was launched aiming to create a CPD system for vocational teachers and adult educators. The project is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase the quality of VET and adult education by developing a system for in-service training of teachers in such institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Erasmus+ KA3 project WBL-Balt (2014-17), led by Latvia and launched in June 2015, aimed to strengthen cooperation between Latvia, Lithuania and Estonia in implementing methods including developing work-based learning and apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region's labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Kaunas Chamber of Commerce, Industry and Crafts
Lithuanian Association of VET institutions (LPMIA)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET teacher training is regulated by the Good school reform (Law 107/2015). According to this Law, teachers' in-service training becomes continuing. It also provides incentives to support continuing teacher training and systematic need analysis mechanisms. Teachers' in-service training must be in line with the school plan and with the priorities of the education ministry. As part of the Good School Law, the priority areas for teacher training in the period 2016-19 are:
organisational and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
supporting and monitoring apprentices during their training;
linking in-company with school-based training;
supporting the deployment of the knowledge during in-company training;
transferring the essential competences for the implementation of working activities;
supplying useful elements to the training institution to assess the apprentice and the effectiveness of training processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Jobs Act (legislative decree No 81/2015), on the apprenticeship system, and the inter-ministerial decree of 12 October 2015 refer to the role and tasks of trainers in companies and teaching staff.
A trainer in a company is required to (in cooperation with the school-based trainer) ensure training success for young people. The trainer is entrusted with supporting the apprentice's integration in the company, aiding the learner-employee during the in-company training course, and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2017, the council of ministers approved several legislative decrees aiming to complete the implementation process of the Law 107/2015 The Good school reform. One of the decrees defined new criteria for the recruitment of school teachers. Applicants must be university graduates and must pass exams that take place twice a year. The number of job openings will be estimated based on the needs of each school. Successful candidates attend a three-year training course (work-based learning)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
Particular emphasis, in line with the National plan for digital education (PNSD), is given to the following goals:
creation and development of innovative environments for teaching and learning and improvement of schools' digital equipment;
develop and strengthen teacher, learner, school director and staff digital competences;
develop and strengthen teacher, learner confidence in applying innovative teaching and learning methodologies in order to stimulate the process of learning in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.
The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as 'digitalisation';
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Children
Ministry of Education, Science and Culture (until 2021)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, the 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the successful implementation of similar projects in previous years, in 2015 the Chamber of Commerce and Industry organised further training programmes to prepare another 2 000 trainers in companies for the master craftsman examination, and also set up the largest training programme ever organised by a chamber in the country, training 5 000 practical teachers. In addition, new training for trainers in companies was introduced in 2018 targeting those without a master craftsman...
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 Act CXCII, which came into force in January 2018, introduced a mandatory requirement for trainers in companies (nationally referred to as practical training instructors in companies); they must successfully complete training and pass the examination organised by the Hungarian Chamber of Commerce and Industry. The chamber, in cooperation with State representatives, set the requirements for the training and examination to become a trainer in companies. This requirement is compulsory from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
One of the most important tasks is to have theory and practical teachers in VET who are well aware of the most up-to-date technologies of a given sector i.e. who adapt the challenges of Industry 4.0 for teaching in IVET. The only way to fulfil this need is if further training of professional teachers is organised within the corporate environment. They also need to be prepared to use new teaching methods that are appropriate for preparing students for their final examinations and the labour...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry responsible for VET outlined its priorities in the decree, VET in the service of the economy, which was approved by the Government in February 2015. The decree calls for a career scheme for school-based vocational trainers and a motivational system that allows the differentiation of remuneration and recognition of extra work. To expand career opportunities and raise the standards of professional work, alternative pathways are also being recommended for teachers to progress 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 Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The primary objective of the measure is to promote social inclusion through a well-educated workforce prepared for the challenges of the 21st century, of which VET is one of the most important platforms. Improvements ensure a modern education and training infrastructure, in line with the training structures and methodologies developed and modernised in recent years.
Building on the commitment and awareness of the green and digital transition and sustainable development throughout society is a...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.
Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...
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 Office for Vocational Education and Training and Adult Learning (NOVETAL)
Centre for Digital and Pedagogical Methodologies
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The GINOP 6.2.2 project, which began in 2016, aims to make vocational education and training more effective, developing the competences of upper secondary VET students, increasing the quality of their school performance and preparing them for lifelong learning, thus reducing the number of students leaving VET programmes without a qualification or reducing the number of early school leavers.
The GINOP 6.2.3-17 project aims to facilitate the overarching development of VET institutions to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To achieve its target of reducing early school leaving to less than 10%, Hungary has introduced two projects since 2016: Reducing the number of students leaving VET without a qualification - GINOP 6.2.2 VEKOP/15 and Overall development of VET structures - GINOP 6.2.3 - 17. Vocational training programmes are free of charge for SEN learners. They are also allowed to remain in full-time education regardless of their age. The 2019 reform opened up new opportunities for workers of any age to get...
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 Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The Strategy 4.0 and the Act on VET aims to increase the apprenticeship offer through the creation of Sectoral training centres, the development of active company cooperation in VET centres and through strengthening the participation of SMEs in practical 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.
Incentives are given to companies that provide practical training. These include the reduction of contributions to the State based on the number of training placements they provide, as well as receiving extra funding for making investments, recruiting instructors and maintaining apprentice workshops.
As a general rule, enterprises that fulfil specific requirements and are registered by the chamber of commerce and industry, may conclude 12 apprenticeship contracts simultaneously (or, depending...
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 Culture and Innovation
Ministry of Agriculture
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Hungarian Chamber of Commerce and Industry
Hungarian Chamber of Agriculture (NAK)
Hungarian Chamber of Healthcare Workers
Hungarian Institute for Transport Sciences and Logistics (KTI)
The VET Innovation Council offers the formal framework of this dialogue and common thinking. It is a major advisory body on VET, adult learning and adult education policies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Innovation and Technology, in charge of VET and adult training, established the VET Innovation Council (SZIT) in September 2018. Its aim is to provide a continuous forum between the government and the relevant stakeholders in the VET system. It consists of representatives of governmental bodies, training organisations, chambers, trade unions, advocacy organisations, big companies, the Hungarian Academy of Sciences, student representatives and Roma.
Four thematic working groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2019 framework for career advancement and rewards to teachers encourages mentorship and peer collaboration, teaching innovation, CPD, production of teaching resources and open digital education content, participation in projects, as well as contribution to the education system through engagement in working groups for policy development, research or experimental programmes in education. Adopted in 2019, the Regulation on career advancement contributes to evidence-based decision-making 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.
The initiative for the Modernisation of continuous professional development (CPD) system for VET teachers aims to propose an innovative, improved, open and flexible model of CPD based on identified needs, relevant content, state-of-the-art training delivery methods, advanced IT tools and a broad network of experts). It is expected to advance the professional standards, competences and the reputation of VET school teachers in Croatia by raising the quality, availability and relevance of...
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 project Modernisation of the continuing professional development (CPD) system for VET teachers started in June 2017and lasted until 2021. In 2018, an analysis of international best practices and the current teacher training and professional development system in Croatia was carried out, based on market research of general, professional and sector-specific training needs of VET teachers. Guidelines for professional development of VET teachers were drafted, along with recommendations 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.
The e-School initiative aims to digitally transform school management, teaching and learning in all publicly financed schools in Croatia at the primary and secondary education levels. Its specific objectives are to:
ensure purposeful, reliable and secure ICT environment in line with school needs;
improve digital competences of teachers and learners;
advance efficacy and coherence of processes in the education system;
support school leadership in promoting the digital maturity of schools.
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 1 March 2015 to 31 August 2018, the Croatian Academic and Research Network - CARNET - carried out the pilot project e-Schools: Establishing a system for developing digitally mature schools. It addressed the improvement of ICT infrastructure in schools, raising digital competences of teachers and students, introducing digital educational contents in teaching and learning, and developing data management systems. During the pilot project, IT infrastructure was improved in all participating...
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.
Croatian Academic and Research Network (CARNET)
Education and Teacher Training Agency (AZOO)
National Centre for External Evaluation of Education (NCVVO)
Faculty of organisation and information science of the University of Zagreb (FOI)
This policy development aims to support the uptake of JMO by companies and learners through grants for SMEs, scholarships for students and the promotion of VET for crafts.
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 the period from 2016 to 2018, the ministry responsible for economy awarded grants to Croatian small and medium-sized enterprises (SMEs) that offered apprenticeships to VET students in craft and trade occupations. In 2016, 34 grants were awarded (total budget of EUR 283 966). The focus was on rare craft and trade occupations. In 2017, the scope was expanded to SMEs offering apprenticeships in all craft and trade occupations (a total budget of EUR 742 999 was awarded for 98 grants, joint...
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.
Regional centres of competences (RCK) in VET are expected to connect education with the labour market, act as regional focal points, and establish cooperation with other VET schools and stakeholders within the same sector. The objectives of RCK include promoting innovative learning models, teaching excellence (including mentors), high-quality infrastructure and technology, constructive and creative cooperation with social partners, public sector, businesses, research and 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 July 2018, following a public call procedure, the ministry responsible for education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:
the quality of VET provision;
the number of students in sectors;
regional distribution of schools;
balanced geographic representation of the future centres.
The centres were appointed in five priority sectors:
tourism and hospitality;
mechanical engineering;
electrical engineering and ICT;
health...
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.
Following an extended consultation with relevant stakeholders, the ministries of labour and education, in cooperation with the national employment service, decided to launch a partnership for apprenticeship involving employer representative bodies and social partners. The partnership is an intermediary between education and the labour market. The partnership's main goals are to:
raise awareness among enterprises (8 000 companies are targeted);
ensure that enough quality apprenticeship...
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.
Two pilot projects took place, aiming at capacity building of in-company trainers:
a 2015-17 Erasmus+ project, in cooperation with Germany and Cyprus, resulted in a guidebook for in-company trainer training published by the Institute of Educational Policy (IEP), and a training course held in cooperation with the Manpower Employment Organisation (OAED). The guidebook was distributed to all employers that participated in the first large-scale phase of the post-secondary apprenticeship year...
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 Joint Ministerial Decision (JMD), 'Apprenticeship quality framework' was signed in February 2017, with specifications for in-company trainers. In-company trainers have to attend a training programme designed jointly by the national employment service, chambers and education institutions. According to the JMD, the Greek authorities are aiming to create a register of certified trainers in companies. However, for the first three years of the implementation of apprenticeship courses, employers...
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 ensure the proper implementation of the post-secondary apprenticeship year and the reinforcement of links with 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 Institute of Educational Policy (IEP) is carrying out the project Teachers and trainers training on issues related to apprenticeship. Particular attention is paid to the continuing professional development (CPD) of teaching staff who used to work in school-based programmes and are (re)allocated to the new apprenticeship programmes (mostly the EPAL post-secondary apprenticeship year, but also apprenticeships within post-secondary VET programmes of the Institute of Vocational Training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2017 (Law 4485/2017) re-affirmed that, starting from September 2019, the certification of teaching competences of VET teachers and adult educators becomes a prerequisite for their enrolment in training programmes partly funded by the State. This affects post-secondary non-formal IVET and CVET teachers.
It should also be noted that since December 2015, the mechanism for the certification of post-secondary non-formal IVET teachers, which was previously funded by the operational...
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 Religious Affairs
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
strengthen the social role of schools offering equal opportunities to VET learners;
combat early dropout and support learners in their transition to vocational education, while raising the profile of secondary VET for society and learners.
Interventions are targeted at first grade learners on upper secondary VET programmes (EPAL) and aim to improve their literacy and numeracy competences and assist their smooth integration into the school environment.
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 2017, implementing the 2016 strategic framework, the education ministry introduced the initiative A new beginning at EPAL, which included basic skills-enhancing measures, socio-psychological support and integration actions. The initiative was piloted in 2017/18 in nine schools. Many of the programme's actions were launched by individual schools and teachers before they were adopted and enhanced by the education ministry. Promotional events were organised in 2018/19.
A new beginning...
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.
As part of the Structural Reform Support Service (SRSS) of the European Commission to support job creation and sustainable growth, a project with OMNIA (the Finnish project partner) was carried out. The main focus was on:
developing a consultation process between the business world and VET in the region of Attica (the focus sector was construction);
developing a train-the-trainers model;
developing a guidebook for integrating key competences in VET curricula;
implementing learning outcomes 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 national framework for initial and continuing teacher training aims to develop professional skills that meet personal demands and the needs of the institution.
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 December 2015 circular created more opportunities for school staff to work with the business world, including courses for head teachers and CPD modules on entrepreneurship; it also contributed to the CPD of VET school teachers. One of the measures included in the circular introduced compulsory traineeship in companies for teachers.
The June 2015 quality assurance decree was rolled out for the first time in January 2017. It requires training bodies to be able to demonstrate that staff 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 National Education, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The support systems for apprenticeship mentors/tutors are aimed at improving the integration of young people into the company, spreading the work-based learning culture, and improving employee retention.
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 initial vocational education and training apprenticeship schemes, learners receive guidance and support during their in-company training by professionals in the company they work. Depending on the scheme, these professionals are called mentors (within the apprenticeship contract scheme) or tutors (within the professionalisation contract scheme).
The role of apprenticeship mentor is recognised under the Citizen's commitment account (Compte d'engagement citoyen, CEC), which is part of the...
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, Employment and Professional Integration (until 2022)
The objective of this development is to improve initial teacher training and create more attractive pathways into the profession.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Teacher training was one of the major challenges to be addressed in the Social Agenda (2018-19) developed by the Ministry of Education and Youth. The reform of human resources policy in education promotes support to teams and staff, as well as the empowerment and fulfilment of teaching staff valuing commitment and merit, and reinforcing quality for student success.
A national process of consultation, launched in October 2020, resulted in a set of measures introduced by the Minister 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, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A scheme called Students as apprentice teachers (étudiants apprentis-professeurs) was introduced in the 2015/16 school year, replacing a similar scheme called Future jobs for teachers. The scheme is designed for students from disadvantaged backgrounds who are at the start of their university studies and aiming to become teachers. In this respect they integrate a 3-year pre-professionalisation pathway from the second year of the Bachelor degree. During this training programme, participants...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
This policy development is aimed at developing relationships between businesses and education through career guidance and work-based training for young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A circular of 2 December 2015 from the Ministry of Education announced 12 measures aimed at developing relationships between businesses and education through career guidance and work-based training for young people. They include work placements and measures to help pupils gain a better understanding of the world of work. School staff will have more opportunities to interact with the business world through courses for head teachers and continuous professional development modules 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 National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Strengthening the professional aspect of Erasmus, in order to enable young apprentices to benefit from the same opportunities for international mobility as students and thereby democratise and amplify the mobility of young people around Europe.
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 French-German pilot project to support the mobility of young apprentices was launched in November 2015 and involved 50 young apprentices working in 11 participating large enterprises (Allianz, Michelin, Danone, Bosch, BASF, L'Oréal, Siemens, BNP Paribas, ENGIE, Airbus and Safran). The main aim was to raise awareness about apprenticeship among education and counselling staff in charge of school pupils. The initiative was supplemented by an online continuous professional development course...
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, Employment and Professional Integration (until 2022)
National guidance policies aim to provide learners with information and guidance on their future education and career options, including apprenticeships, and to provide individualised support for forward planning.
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 Pathways for the future (Parcours d'avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.
A practical guide for the implementation of the Parcours d'avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness of...
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, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Regional authorities
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
To improve VET teachers' continuous professional development (CPD) overall and, more specifically, to support education staff during the implementation of the 2018 reform.
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 Teacher education development programme (Opettajankoulutuksen kehittämisohjelma) was launched by the Ministry of Education and Culture and coordinated by Jyväskylä Educational Consortium Gradia. The programme recommends that training should emphasise its capabilities for:
working as a teacher in different operating environments;
promoting learner-centeredness;
creativity.
It supports:
developing coherent practices;
unifying quality criteria;
promoting competence-based and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In summer 2015, reforms to regulations for the 52 vocational qualifications came into force. They included amendments to the skills required for workplace instructor training to:
identify tasks suitable for on-the-job learning and prepare plans for it;
provide induction training on duties, practices and rules in the workplace;
work with different learners and colleagues;
receive and give feedback.
The three modules recommended by the Finnish National Agency for Education now cover:
planning...
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 open educational resources, training and technological solutions to help Spanish teachers incorporate this skill into their teaching practice through programming and robotics activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The School of Computational Thinking was set up in the academic year 2018/19 to train teachers to develop programming and robotics in their classrooms. This initiative is coordinated by the National Institute for Education Technologies and Teacher Training (INTEF) in collaboration with the Autonomous Communities, which provide their own teachers for the project, as the education ministry does not have the competence for the teacher training in the regions.
In primary education, teachers use...
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, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
To train teachers in developing students' digital competences and in the appropriate use of digital technologies in teaching and learning processes, including those taking place in virtual environments, adapting the pedagogical strategies used accordingly.
To update, through digital media, the scientific, pedagogical and didactic training of teachers, as well as that relating to coordination, guidance, tutoring, inclusive education, attention to diversity, equality and the organisation 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.
The National Institute of Education Technologies and Teacher Training (INTEF) is also responsible for the integration of ICT in non-university education. INTEF, in collaboration with the Autonomous Communities, offered four types of online courses for teacher continuous professional development (CPD):
online tutored courses specifically for teachers; these combine expert support and follow-up with peer-to-peer exchange, teamwork and peer assessment. Successful completion is recognised with...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
To promote teacher training in the technological, methodological and social aspects of integrating digital resources into their daily teaching practice.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Vocational Training, through the National Institute of Educational Technologies and Teacher Training and the Autonomous Communities, elaborated, in 2021, a new reference framework for digital competence in teaching through a commission dependent on the Working Group on Learning Technologies. This framework was approved by the Sectoral Conference on Education at its meeting on 30 March 2022 and published by Resolution of 4 May 2022 of the Directorate General 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.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
National Institute of Qualifications (INCUAL)
National Institute of Qualifications (INCUAL)
Red.es
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae) until 2022
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective 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.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
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 Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The aim of the programme was to align the assessment and development of teachers and school leaders with the contemporary learning approach, considering the needs of the learner and developing creativity and innovation. The programme aimed to establish a multilevel CPD (continuous professional development) scheme for teachers and school leaders.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015 and addresses teachers and school leaders at all levels and types of education, including VET. It has devoted resources to teacher training, including digital competences and innovative approaches in VET. The following actions have been taken:
schools were supported to improve the integration of general and vocational learning and promote key competences;
the share of teachers with practical experience and labour market qualifications was increased;
VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme is to apply modern digital technology in learning and teaching more efficiently and effectively, to improve the digital skills of the entire population and to ensure access to the new generation of digital infrastructure.
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 first digital focus programme was implemented in 2016-18. By 2018, the incorporation of digital culture into education and learning activities was considered complete, but not yet systemised. The activities continued during the second programme period in 2019-22.
The programme is devoted to developing digital skills, digital learning resources and e-assessment through the following activities:
incorporating a digital culture into the learning process;
supporting digital learning resources...
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
Information Technology Foundation for Education (HITSA) (until 2020)
An entrepreneurial mindset and entrepreneurship education are developed at all levels and in all types of education with the aim to contribute to the growth of graduates' competitiveness in 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 the Labour market and education cooperation programme, EUR 10 million has been devoted for 2015-20 to supporting the development of entrepreneurship competence at all levels and in all types of education (including teacher training). An entrepreneurial competence model and entrepreneurship education modules for EQF levels 2-5 were prepared and piloted in 14 VET schools.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out choices.
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 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
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 set uniform requirements for VET curricula and qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The standard:
describes the requirements for national and school curricula and curriculum groups in line with ISCED levels, their objectives and expected learning outcomes;
determines the terms and conditions for recognising prior learning, volume of study and graduation requirements by initial and continuing VET curricula;
defines requirements for teachers and trainers;
assigns the national qualifications framework levels to VET qualification types.
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 develop VET teachers' professional competences to deliver more practice-related VET teaching.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Children and Education encouraged VET colleges to cooperate with local enterprises to secure teacher placements. Between February 2015 and February 2016, a pilot conducted by the Metropolitan University College and the Danish Technological Institute with 23 VET institutions investigated how internships could benefit VET teachers in respect of, for instance, research and developmental projects.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to give experienced VET teachers who do not have pedagogical training a 10 ECTS module of vocational pedagogics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This continuing professional development (CPD) requirement for VET teachers is based on a competence needs analysis carried out by the ministry to accommodate the goals of the 2015 reform. Training focuses on: learning processes and learners' progression; related classroom management; planning and differentiated teaching; practice-related teaching and helping learners to link college-based and company-based learning; activating learners; use of ICT in teaching and learning. Training modules...
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 initiative is to offer pedagogical/counselling training of trainers in companies or public 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.
Social partners have decided that training should not be compulsory for in-company trainers. However, the latter can follow ten-day or six-week courses of public labour market training (AMU) leading to formal qualifications at EQF levels 2 to 5, such as for coaching or pedagogical guidance. These courses are primarily used in the social and health care sector.
The courses can also deliver competences for professionals from different sectors when they assess quality in journeyman tests.
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 initiative is to enhance the level of VET teachers' pedagogical competencies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the norm of 2015, legislation requires that VET teachers start their studies in vocational pedagogy normally one year after being recruited and complete their studies at least four years after recruitment at the bachelor or diploma level (60 ECTS - European credit transfer and accumulation system, EQF level 6). Four of the seven modules are mandatory and focus on teaching and learning, planning and didactics, pedagogical science theory and a final thesis. The three elective modules...
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.
Accelerating digitalisation in the training of skilled workers in inter-company training centres, especially for SMEs, with digital equipment and innovative training concepts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF) initiated the programme of promoting digitalisation in competence centres and inter-company training centres in 2016. The Federal Institute for Vocational Education and Training (BIBB) has the task of supporting the planning, establishment and further development of inter-company vocational training centres (ÜBS). Inter-company training centres are meant to be learning places to include digital innovation for skilled workers. For this,...
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 intercultural competences of trainers and thereby to enable them to work with refugees and newly arrived migrants.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the enormous influx of refugees in 2015-16, BIBB expanded its support offer to trainers on developing intercultural competences and training refugees. Since 2016, diverse activities promoting the intercultural competences of in-company trainers were provided on the web portals Foraus.de (BIBB), Ueberaus.de (BIBB) and stark-fuer-ausbildung.de (Strong for apprenticeships, by the DIHK chambers association).
The project Qualiboxx was replaced in 2016 by the online platform Überaus...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Association of German Chambers of Industry and Commerce (DIHK)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
North Rhine-Westphalia Ministry of Culture and Science (MKW)
In-company trainers need to be qualified to be up to the challenges of in-company training processes (regarding digitalisation, sustainability, demographic development, heterogeneity). BIBB monitors the up-to-date competences needed by trainers as well as the Ordinance on Trainer Aptitude (AEVO) and corresponding framework curriculum, thus contributing to quality assurance in the training of trainers. Accordingly, the policy measures described below aimed at developing and providing...
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, BIBB has funded eighteen 'VET for sustainable development' projects (BBNE). They experimented and evaluated relevant curriculum concepts, digital teaching, learning materials and examination questions on green skills for initial and continuing VET, e.g. on energy saving and energy efficiency, carbon and water footprint, or thinking about resources.
In 2016, new funding guidelines also relevant for the continuing professional development (CPD) of trainers were covered 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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The objective is to strengthen the culture of entrepreneurship in Germany and safeguard it for the future. To this end, the entrepreneurial thinking and acting of teachers should be fostered and developed so that they can transmit the entrepreneurial spirit further to the young people, who are particularly receptive to new ideas and want to make their ideas happen.
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 report commissioned by the Federal Ministry for Economic Affairs (BMWi, 2018) suggested further investing in education and training of teachers with the goal of increasing knowledge, appreciation of and enthusiasm for entrepreneurship education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Update teachers' digital skills to respond to the increasing impact of digitalisation and industry 4.0.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under its Digital pact for schools programme (2019-24), the Federal Government aims to fund the digital infrastructure in all German schools, including vocational schools, to promote the uptake of digital skills. Vocational schools have been gradually provided with high-quality digital equipment including professional administration. This investment goes hand-in-hand with investment of Federal States, promoting digital competences of teachers and the development of new digital teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Federal Ministry of Education and Research (BMBF)
German Research Centre for Artificial Intelligence (DFKI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Education falls under the competence of the Federal States. In 2018, the education ministry of North-Rhine-Westphalia (NRW) launched a recruitment campaign to attract side entrants and career changers to teaching, including in VET schools, specifically targeting those able to teach subjects with particular teacher shortage:
machine technology,
electrical engineering,
social pedagogy,
health.
In principle, only trained teachers with a teaching degree from a university and who have...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
The quality initiative for teachers (Qualitätsoffensive Lehrerbildung, QLB) follows a comprehensive approach and aims to:
support teacher training from initial/pre-service training to continuing professional development;
make it more practice-oriented;
develop and adopt new teaching methods and use ICT/new media for teaching and learning;
help (future) teachers deal with heterogeneous target groups;
increase cooperation between the different actors in 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.
The Federal Government and the Federal States (represented by the Standing Conference of the Ministers of Education and Cultural Affairs KMK) have launched a joint programme, the Quality initiative for teacher training (Qualitätsoffensive Lehrerbildung, QLB), a funding competition scheme to strengthen initial teacher preparation (ITP) and raise the attractiveness of teaching. In 2014 and 2015, higher education institutions involved in teacher training were invited to submit project proposals...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers, especially in SMEs. This strengthens initial and continuing VET and ultimately makes it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
VET 4.0 aims to contribute to the implementation of the digital agenda through continuous exchange of information between academia, policy-making and practice. The outcomes will determine the changes needed for appropriate qualification profiles, training regulations and curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF), in cooperation with the Federal Institute for VET (BIBB), started the initiative VET 4.0 for the period from February 2016 to April 2018. The initiative is based on three pillars.
Pillar 1: occupation and sector screening. The focus was on the analysis of selected training occupations, advanced training regulations and sectors, already partially or fully affected by digital transformation. The goal was to develop recommendations for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Integrating people with a migration background including refugees into the labour market and the education and VET system is a priority. Key to integration are the learning of the German language, validation of skills and competences acquired in formal, non-formal and informal settings, provision of vocational guidance, and access to pre-VET and VET programmes, apprenticeships, upskilling measures and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Office for Migration and Refugees (BAMF)
Federal Employment Agency (BA)
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of the Interior, Building and Community (BMI) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Association of German Chambers of Industry and Commerce (DIHK)
Federal Ministry of the Interior and Community (BMI)
The National Skills Strategy (Nationale Weiterbildungsstrategie NWS) aims at the sustainable promotion of employability in the changing world of work, strengthening the skilled worker base and facilitating career advancement for broad sections of the population. The overall goal of the strategy is to create a new culture by understanding occupational CVET as a lifelong necessity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2018, the Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Recommendations issued by the education ministry in 2016 on agreements between VET schools and enterprises for in-company training of learners stipulate that a professional qualification and necessary experience are mandatory features of these contracts.
A school, in cooperation with the provider, should ensure, that instructors of practical training will be acquainted with:
basic concepts, principles and ways of pedagogical work with students;
the regulations of occupational health 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, Youth and Sports
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
The coalition aims to ensure that education in the field of digital technologies is up to date, effective and provides every Czech citizen with the opportunity to develop their own digital competences throughout their lives, so that they are successful in the labour market and able to use digital technologies to meet their living needs and content. The coalition strives for every citizen to have enough support in gaining confidence in the acquisition of digital competences and to conceive...
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 National Coalition for Digital Skills and Jobs (DigiKoalice) was established by the Ministries of Education, Labour and Social Affairs, Industry and Trade, the Office of the Government, and the Czech ICT Alliance, as part of the digital education strategy. The composition of the coalition is diverse, bringing together non-profit organisations, IT companies, schools, libraries, academic institutions, government agencies and more.
The main tasks of the coalition include...
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, Youth and Sports
Ministry of Labour and Social Affairs
Ministry of Industry and Trade
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2016, the education ministry announced calls for ESF jointly funded project proposals. Topics included support for cooperation between schools and companies, in particular through internships of pedagogical staff in companies (in the range of 60 hours), and tandem teaching (expert from company together with the teacher of vocational subject) and also CPD courses for teachers. A second round of calls was announced by the Ministry of Education in December 2018.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A change in the regional education funding system was approved by the Parliament in 2017 and planned to come into force in January 2020. The per capita funding in use, built on regional and national budgets, does not take into account seniority or expertise. Among other issues, the new approach is to take account of these parameters and the planned career scheme: the ministry will allocate funding from the national budget, based on information from the schools on the number of teaching...
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 responds to the current situation, which lacks a comprehensive system of professional support for teachers and directors.
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 SYPO project (System for the support of professional development of teachers and directors) was launched in January 2018 and is carried out in cooperation with a range of stakeholders, including representatives of the Czech School Inspectorate, the National Institute for Education, higher education institutions, the Association of School Directors, and representatives of regions. Further education of these two target groups is, to some extent, unsystematic, lacking conceptual support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Institute for Further Education (until 2019)
Ministry of Education, Youth and Sports
Association of School Directors
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Digital education strategy targets basic and secondary schools and includes measures addressing teacher training, pedagogical research, support for headmasters, infrastructure and connectivity issues of the schools, innovation in modern methods of education and teaching, priorities in communicating the need for change to the public, and the need for opening education through digital technologies to everyone. The Digital literacy strategy focuses on measures aiming to enhance digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Amendment to the School Act, which came into force in September 2017, obliges schools to develop, with regard to the field of study, efforts to support cooperation with employers towards joint fulfilment of the objectives of secondary education. According to the amendment, schools should involve employers in the education process, particularly through:
consulting with employers about drafts of school curricula;
engaging employers in the shaping of conceptual plans for school development;
...
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, Youth and Sports
Confederation of Industry of the Czech Republic
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Proposals for legislative and institutional changes aiming to improve the transition from school to labour market by extending the duration of in-company training; in EQF 4 programmes, workplace internship usually takes two weeks only, hence the proposal for extension to eight weeks.
Some schools, especially those offering hospitality and tourism programmes, have already extended the length of practical training in their curricula. Proposals prepared by the Pospolu project will be further...
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, Youth and Sports
National Institute for Education (until 2019)
Confederation of Industry of the Czech Republic
National Pedagogical Institute of the Czech Republic
The objectives of the system for the assessment and accreditation of training providers are:
to ensure that CVET providers and their facilities used in learning provision are of top quality;
to ensure that the teaching and training staff has the necessary qualifications for offering quality services to 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.
The system for the assessment and accreditation of training providers has been in place since 2016. The aim of the system is to assess natural and legal persons involved in the organisation and implementation of training activities or/and in the provision of infrastructure (e.g. facilities, equipment) for their implementation. The accreditation is compulsory for those who want to cooperate with the Human Resource Development Authority of Cyprus (HRDA) for the implementation of training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The in-service training programme for school leaders mainly focuses on supporting newly promoted headteachers' and deputy headteachers' professional development. The aim of the programmes is to help headteachers become effective leaders and agents of change for their schools. The in-service training programme for school leaders promotes comprehensive school leadership content, based both on the policy of the European Union for school leadership and on recent scientific developments in...
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, 15 newly promoted headteachers and 59 deputy headteachers of secondary general and technical schools successfully completed in-service training programmes for newly promoted headteachers and deputy headteachers. In the school year 2017/18, 14 newly promoted headteachers of secondary general and technical schools successfully completed 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.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Cyprus Pedagogical Institute (CPI)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks...
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.
Cyprus Pedagogical Institute (CPI)
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
the offer of services according to the content and schedule of each study programme;
the preparation of examination material and assessment of student performance.
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 law designed to make teacher recruitment more effective was adopted in July 2015. Teacher appointments have since then been based on:
examination results;
extra qualifications;
seniority.
The new teacher recruitment system applies to VET teachers (VET school teachers are referred to as 'trainers' in the national context). Improving the quality and competences of teachers and trainers through specialised training programmes is one of the main measures of the strategic plan for technical 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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the 2015-20 strategic plan for technical and vocational education and training, a proposal for upgrading the apprenticeship system, in cooperation with the apprenticeship board, was approved in August 2015. The reform affects both the preparatory and core programmes;
at preparatory apprenticeship level: to respond to the needs of students from different academic backgrounds, two different classes (A and B) are offered. Assessment criteria have been developed for students wishing 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, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 pre-school and school education Law regulates the career development of teaching staff, identifies continuous professional development (CPD) as a significant factor for career advancement, and introduces a qualification-credits approach that may lead to certified CPD.
Ordinance No 12 of 27 September 2016 on the status and professional development of teachers, directors and other pedagogical specialists introduced obligatory continuous professional development and teacher appraisal...
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.
Acquisition of a teaching certificate is funded, as a priority, by the State budget through subsidies to State universities. These subsidies cover teachers' initial training, but do not include their continuing professional development (CPD) which is funded under a separate framework. In March 2017, the council of ministers added teachers' initial training programmes and pedagogy to the list of priority professional areas in higher education, so these programmes are supported by the State...
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 November 2016, the Council of Ministers adopted the ordinance for State education standards (SES) for obtaining a professional teaching qualification. The ordinance increases the number of learning hours for teacher initial training by 30% to 50%. It introduces new areas of study (for example, conflict management, violence prevention, ICT in education and inclusive education) and training methods (such as distance learning). The teaching qualification is acquired after completing a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The updated curricula aim to shift the learning process to a more practical orientation: more time for understanding, reflection and practice with respect to what has been learned.
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, updated curricula were adopted for upper secondary education (grades 11 and 12). The learning objectives are set for both general education and VET learners, including a learning module on 'civil education' aimed at the acquisition of social and civic competences. A strong focus on the development of political culture seeks to support young people in taking self-dependent and responsible decisions. The implementation of the new curricula starts in school year 2020/21 for grade 11...
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 2015-20 VET development strategy addressed the acquisition of key competences in secondary VET for personal and professional needs. The 2015-20 VET development strategy aims to increase the number of adults taking part in training and to improve the attainment of qualifications and key competences, complementing their professional knowledge and skills. The 2015-17 action plan for this strategy foresees measures promoting key competences, such as career management skills. The 2015-20 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.
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 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.
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 Act of 1999 was amended in August 2016 (entered into force in August 2017), confirming that apprenticeships should offer the possibility to acquire professional qualifications through practical training, organised in cooperation with enterprises. The amendment also intended to improve the quality of VET by increasing the practical training part offered in VET programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
Ministry of Labour and Social Policy(MLSP)
Social partners
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. 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.
An Ordinance that regulates dual vocational education and training (DVET) came into force at the beginning of September 2015. Learning through work (DVET or dual training) applies to two groups of people: learners, aged 16, in class XI and XII, and people aged 16 and over who have entered the labour market. Learning through work for people in the labour market is related to acquisition of a vocational qualification. Learning through work is implemented in a partnership between an educational...
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 training actors in adapting to changes and innovations in the professional context: diversity and precariousness of the target audience, explosion of new technologies, new learning and communication methods.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
FormaForm is a partnership scheme set up by vocational training actors Le Forem, Bruxelles Formation and IFAPME. It started as a project to pool resources and strengthen organisations by developing a common training offer for VET trainers. The main mission is thus to offer training and integration professionals tailor-made and innovative services to develop their skills for the benefit of their respective target groups by pooling resources and expertise. The services are available free 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.
The challenge of this reform is to equip teachers better to cope with the increasing complexity of the profession, to give them the ability to help each student succeed and to upgrade the profession to encourage more motivated people to become 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.
In French-speaking Belgium, the Parliament of the French Community adopted on 6 February 2019 a Decree reforming initial teacher education. The decree creates a master degree (ISCED 7) with the objective of increasing the attractiveness of this profession. It helps strengthen teachers' skills by opening up new areas of expertise such as guidance, media literacy or even gender diversity and multiculturalism. It also allows for better transition between different education levels.
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 ITINERIS mobility project aims to develop the skills of training professionals to observe practices, participate in innovative actions in different European countries and adapt to changes in their professions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2018, Formaform, a partnership mechanism set up by Le Forem, Bruxelles Formation and IFAPME, is leading a consortium bringing together French-speaking public vocational training providers with the aim of boosting the mobility of trainers and educational experts in Europe in support of lifelong education.
This project, called Itineris, is part of the Europena funded ERASMUS+ programme, and consists of mobility grants for trainers and educational experts.
Grants are available for IFAPME,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To address the skills required by the digital society for today and tomorrow.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:
defining digital content and resources for learning,
providing support and training to teachers and heads of school,
defining modalities of school digital equipment,
sharing, communicating and disseminating,
developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Pact for excellence in education aims to strengthen the quality of education and improve the results of all learners, from nursery school to the end of secondary school, for the benefit of all learners in the French Community (Fédération Wallonie-Bruxelles).
The Pact aims to act in depth on all dimensions of the school system:
to make more inclusive and more egalitarian;
to improve learners' results and the climate within the schools;
to strengthen the collective dynamics between 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 Pact for excellence in education was launched in January 2015, with a view to gradual implementation from 2017 to 2030. This was confirmed and reaffirmed in the Community Policy Statement covering the period 2019-24.
The Pact for excellence in education is a set of reforms that concerns all aspects of education: the content of the curricula, the organisation of courses, the training of teachers, etc., from nursery school to the end of secondary school, with the main objective of improving...
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 the academic year 2017/18, all students enroling in initial teacher education at bachelor level have to take a non-binding admission test on study skills and motivation and knowledge of Dutch. Students enroling in initial teacher education programmes for primary education take additional tests on knowledge of mathematics and French. Taking the exam is compulsory, but admission to the programme is not linked to the results on the admission test. The admission test is meant to assist 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.
Social partners (Employer organisations and worker unions)
The Ministry of Digital and Economic Affairs set up the LAP clearing office to promote the quality of apprenticeship training. An important objective of this office is to assure and improve nationwide the quality of the Certified examiner for final apprenticeship examinations.
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, a second part was added to the examiner certification, devoted to a competence-oriented examination. To access this one to two-day training course, examiners need to have completed the first part of the Certified examiner for final apprenticeship examinations certificate. Further it is recommended to have experienced at least one examination as an examiner. A handbook on competence- oriented testing accompanies this specific training course for examiners.
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.
LAP clearing office of the Ministry of Labour and Economy (BMAW)
Aligning the teacher study programme to the Bologna process.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As of September 2019, all teachers are required to have a master degree; until then, bachelor graduates can be employed provided that they commit to completing master studies within 5 years. The new programmes for upper secondary teachers are provided by both universities and university colleges. Programmes for teacher training for vocational part-time schools in apprenticeship training are provided at university colleges. The colleges started to offer the new Bachelor of Arts (BA) and Master...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
providing digital and critical thinking competences for learners from primary education onwards;
providing digital skills for teachers through a new course from the school year 2017/18, supported by establishing a national digital learning centre and future learning labs in colleges, where teachers can experiment with digital tools;
modernising infrastructure and equipment in schools, including tablet and laptop computers for learners;
providing digital learning tools, including open...
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 autumn 2017, all new teachers must acquire standardised digital competences, including digital subject-specific didactic, within their initial teacher training programme. They have to prove their competences through a mandatory portfolio, which contains a digital competence check (digi.check), completion of a modular course programme and reflection on one's own teaching activities. To promote the digital skills of teachers already in service, the course programme is also offered...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
The following objectives are to be achieved with the standardised final exam:
uniform basic competences for all learners;
equal conditions for all learners;
competence orientation;
objectivity through standardised tasks and uniform assessment criteria;
comparability and transparency of school performance and qualifications;
increasing the informative value of final examinations;
ability to study;
European comparison of qualifications (EQF, NQF).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following a pilot phase, Austria introduced partly centralised/standardised competence-oriented final exams at the end of upper secondary education. Key competences are included in the exams. Since 2015/16, competence-oriented final exams have been mainstreamed in VET programmes and in the Berufsreifeprüfung (the exam giving access to higher education for those VET graduates enrolled in programmes which did not automatically lead to it). Guidelines for the different training pathways 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.
Federal Ministry of Education, Science and Research (BMBWF)
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as new...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
