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A national team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.

In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...

The implementation plan adopted in June 2015 provides directions for improving the access to education and preventing early school leaving from general and vocational education, especially for young people subjected to social exclusion. Measures include scholarships in initial vocational education; a Youth guarantee scheme providing opportunity for young people to acquire a professional qualification in a short time (one to one-and-a-half year initial vocational education programmes);...

In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational...

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...

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...

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...

A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...

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...

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:

1. organisational and...

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...

On 13 July 2015, the Italian government adopted a reform of the national education system 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 students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.

The two policies work closely...

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...

Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with the...

In 2019, the Directorate of Education hired a special project manager to develop and coordinate the digital logbook for VET learners, which would serve as an important quality management tool for apprenticeships and increase the attractiveness of VET. The education ministry had planned for a major industry organisation, SA-Business Iceland, to coordinate the work with the occupational councils but by early 2020 the Directorate of Education was also entrusted with that task. The new digital...

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...

The PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.

The PLSS consists of three elements:

1. national programme database (NDP) - a depository of all programmes/courses designed to be run by FET...

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...

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...

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...

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...

In 2016, the National Office of VET and Adult Learning introduced VET framework curricula for vocational grammar schools. Designed by the working committees of the Chamber of Commerce and Industry and based on national standards and examination requirements, the curricula, apart from vocational competences and skills, also include personal, interpersonal and methodological competences and set out appropriate learning methods.

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

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

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

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

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...

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...

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...

The Dual education experimental programme was launched in 2018/19 by the ministry responsible for education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...

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

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

The centres were appointed in five priority sectors:

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

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:

1. raise awareness among enterprises (8 000 companies are targeted);
2. ensure that enough quality apprenticeship...

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

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

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...

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...

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...

For non-formal VET and in particular CVET, Law 4547/2018, supplementing Law 4186/2013, set new qualitative features for the operation of lifelong learning centres (KDVM), organised around four axes:

1. upgrading the procedure for the licensing of KDVM;
2. accreditation of all training programmes (both CVET and general adult education) by the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP);
3. certification of graduates by EOPPEP;
4. determination of...

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

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:

1. developing a consultation process between the business world and VET in the region of Attica (the focus sector was construction);
2. developing a train-the-trainers model;
3. developing a guidebook for integrating key competences in VET curricula;
4. implementing learning outcomes in...

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...

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...

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...

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:

1. working as a teacher in different operating environments;
2. promoting learner-centeredness;
3. creativity.

It supports:

1. developing coherent practices;
2. unifying quality criteria;
3. promoting competence-based and...

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:

1. identify tasks suitable for on-the-job learning and prepare plans for it;
2. provide induction training on duties, practices and rules in the workplace;
3. work with different learners and colleagues;
4. receive and give feedback.

The three modules recommended by the Finnish National Agency for Education now cover:

1. planning...

The Act on the Finnish national framework for qualifications and other competence (Act 93/2017) and the related government Decree (120/2017) entered into force in March 2017. The framework covers the entire education/qualifications system. In this framework, the qualifications, syllabuses and other extensive competence modules of the Finnish national education system were classified into eight levels based on learning outcomes. The referencing to the EQF was completed in December 2017.

Based on the results of the 2015 evaluation, the Ministry of Education and Culture supported the development of the quality assurance system for VET providers. The Quality assurance national reference point (QANRP) used Erasmus+ funding in 2016-17 to update the criteria for self-assessment and related guidelines for VET providers. It was also involved in other projects and networking with QANRPs from other countries (e.g. Austria) to strengthen the culture of quality assurance in VET and...

The increased compensation for employers was part of the youth guarantee and it was paid during 2013-17. The 2017 Act on VET changed the financing system and from 2018 the funding of apprenticeship training was raised to the same level as the institution-based funding. (The term institution-based VET is no longer a useful expression because its current meaning differs from earlier institution-based VET. It now consists of different learning environments such as apprenticeship training,...

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...

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):

1. 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...

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...

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)...

In the education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. The...

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...

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

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

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

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:

1. schools were supported to improve the integration of general and vocational learning and promote key competences;
2. the share of teachers with practical experience and labour market qualifications was increased;
3. VET...

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:

1. incorporating a digital culture into the learning process;
2. supporting digital learning resources...

The following regular surveys are conducted under the Labour market and education cooperation programme:

1. satisfaction surveys;
2. graduate tracking (including employability and income) surveys;
3. analyses on labour requirements of different economic sectors (OSKA reports).

A student, teacher and graduate satisfaction surveys' wave was carried out in 2017-18. The results of the graduate satisfaction survey were published in 2017. Student and teacher survey reports were published in 2019.

A survey on...

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.

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.

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...

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...

The web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.

The portal also features a selection of products developed by the funded...

The Law to reform the care and nursing occupations (Pflegeberufsgesetz) was published on 24 July 2017. The initiative 'Concerted Action on Care' (Konzertierten Aktion Pflege - KAP) was launched on 3 July 2018, including the 'Care and nursing training offensive' (Ausbildungsoffensive Pflege) targeted at ensuring the successful implementation of the law (2019-23). Training in healthcare and nursing care occupations, which used to be separated in three areas (general, elderly and paediatrics),...

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...

The ASCOT+ initiative (2019-22) focuses on measuring the achievements of apprentices more objectively and further developing competence-oriented examinations. This includes digital teaching-learning media, virtual simulations in exams, computer-controlled test formats and workflows to increase the objectivity of exams. The initiative will also support regulatory work in reviewing training regulations. With its IT-supported and competence-oriented measuring system it complements the VET 4.0...

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

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

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:

1. basic concepts, principles and ways of pedagogical work with students;
2. the regulations of occupational health and...

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

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...

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...

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...

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...

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...

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...

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...

The 2015 Pre-school and School Education Act (PSEA) emphasises the important role of key competences for active citizenship and for successful integration into the labour market. It outlines an integrated approach to key competences in general education and vocational education and training (VET) curricula. The state education standards include vocational units, based on learning outcomes, for communication in a foreign language, ICT and entrepreneurship (integrated in 2017), as well as for...

Since the academic year 2017/18, the EQF/NQF level of the occupation in which the qualification is acquired is stated in the completion documents: the 'vocational qualifications certificate' and the 'vocational training certificate for part of the profession'. This applies both for young and adult learners. Changes to legislation are still needed to support the setting up of the BQF. A working group has to be established to prepare these amendments. The framework is not yet operational. The...

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.

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...

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...

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...

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,...

Compulsory education

The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:

1. defining digital content and resources for learning,
2. providing support and training to teachers and heads of school,
3. defining modalities of school digital equipment,
4. sharing, communicating and disseminating,
5. developing digital governance.

Digital competence is regarded both as a learning object and a support to other disciplines. Digital education...

In October 2015, a new decree confirmed the renewal of the cooperation agreement of the Francophone Service for Trades and Qualification (service francophone des métiers et des qualifications, SFMQ) by all relevant Francophone parliaments (Gouvernement de la Communauté française de Belgique, Gouvernement de Wallonie, Collège de la Commission communautaire française (COCOF)).

The SFMQ agency consists of representatives of the public employment services, social partners, all VET providers from...

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.

The We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:

1. virtual learning platforms, for example for virtual company tours or online career information;
2. 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;
3. continuing training, such as new...

In November 2017, the Austrian Federal Economic Chamber issued a call for tenders for a funding programme financed by the Federal Ministry of Digital and Economic Affairs to support projects on the use of digital opportunities in dual VET and the promotion of the development of digital competences. Funding is provided for projects for a maximum duration of 5 years and maximum costs of EUR 200 000 per project. A total of EUR 900 000 is available for the programme. Project applications were...