The SPAs define how ETBs contribute to achieving national performance targets for FET success in ‘generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery’ (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB’s contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
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.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers – especially small and medium enterprises (SMEs) – to provide work placement opportunities for learners.
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.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland’s growth as a society and economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
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 project GINOP 6.1.2-15 intends to develop the digital competences of disadvantaged adults. The aim is to improve the digital knowledge and skills of the digitally illiterate population of working age. The budget of the programme is HUF 22.9 billion.
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 2016-20 Narrowing the digital gap national project (GINOP 6.1.2-15) aims to boost digital competences through free-of-charge training for the working-age population across the country, especially for low-skilled adults. The project’s aim is to reduce digital illiteracy among adults, to develop their digital basic competences to increase their employability and to contribute to the competitiveness of the economy. The 35 hours of training is based on the training programmes under 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.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-23 Training for low-skilled and public workers national project provides literacy and other competences that are relevant in the labour market. It is being carried out by a consortium consisting of the National Office of VET and Adult Learning, the Ministry of Interior, Ministry of Innovation and Technology and 18 county government offices.
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)
In formal school education students must acquire knowledge of a foreign language, which is indispensable for their own personal career development, for their further education and for the course of their future work.
In upper secondary VET the aim is to acquire one foreign language, at B2 level in foreign language skills in Technicums and, in vocational schools, at a foreign language communication skills level that meets the requirements of the given job position.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, government Decree 1516/2017, VIII. 14 introduced financial support for young people under 35 to acquire a foreign language certificate. Beneficiaries will receive reimbursement for the language certificate fee up to a ceiling of 25% of the national minimum wage for the year concerned.
From the school year 2019/20, students in grades nine and 11 in (general education) grammar schools and vocational grammar schools can participate in a two-week individual or group language course....
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 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.
VET has an important role to play alongside higher education and public general education, as learners' decisions as employees and/or managers after graduation are based on the knowledge, skills and experience they have acquired. If students leave VET equipped with green and digital skills, they will make responsible choices in their professional and personal lives.
The development of green skills provide a solid basis for lifelong learning and employability.
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.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the National 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.
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The HuQF was referenced to the European qualifications framework (EQF) in February 2015. Consideration is being given to introducing qualifications acquired in non-formal learning contexts, as well as some remaining CVET qualifications, master craftsman, and postgraduate specialisation programmes. Strengthening the learning outcomes approach has been identified as a key area for further work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Human Resources
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The policies are aimed at reducing the number of early leavers from vocational education and at people with no qualifications through a VET system that is flexible, provides quality and relevant training quickly can adapt to the technological changes of the fourth industrial revolution. In continuing training, the aim is to renew and strengthen the skills, competences and knowledge of adult workers.
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 reform of the 2011 Act on VET enabled graduates of three-year VET programmes to automatically continue their studies in the same school for two additional years and to take the upper secondary school leaving examination (matura), which is the entry requirement for higher education. It also introduced the possibility of obtaining two State-recognised VET qualifications free of charge in vocational schools and higher vocational schools, instead of only one as previously. As a result,...
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)
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, the National Office of Vocational Education and Training and Adult Learning has been responsible for the development and operation of the national careers guidance system. A careers orientation working group was set up in 2015 to survey and coordinate careers orientation in VET centres and to develop methodological guidelines. Based on its work, a nationwide careers orientation event was organised in 2016 (Night of the Professions) and since then it has been held annually....
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)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The main aim is to make VET attractive both for the students and also for their parents.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 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...
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 2017 Act CXCII amending the 2 011 Act on VET and adult training opened up the way for establishing sector skills councils (SSCs) from July 2018. The 2017 ACT CXCII and the governmental Decree No 213/2018 (XI.22.) reinforced the role of employers in education and training.
Sector skills councils are platforms of cooperation between all VET actors to align VET curricula to the needs of the economy. To be representative, at least 51% of their members are economic stakeholders from the same...
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 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.
To improve quality and efficiency in a heavily fragmented institutional VET structure, the integration of VET schools into VET centres aims at offering greater autonomy in administrative and financial management and quality training better aligned with labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Government Decree 120/2015 classified VET institutions into categories and allowed for the reorganisation of VET schools into 44 VET centres in the counties. A maximum of three centres can be set up in each county with a minimum number of 2 000 learners in each.
The centres serve as an intermediate level of administration between the schools and the National Office of VET and Adult Learning (NOVETAL), which exercises the governing body’s powers and ensures the coordination 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 Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
To offer students involved in upper secondary VET programmes in-company experience, an up-to-date technological and working environment and to contribute to quality labour supply for companies.
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.
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:
assisting students in concluding practical training contracts with employers;
reforming qualifications to meet labour market conditions;
setting up the chamber guarantee to assist learners who could not find a practical 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.
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...
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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...
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)
Curriculum reform aims to modernise teaching and learning in general education at primary and secondary levels; it affects general education subjects in VET only at CROQF level 4.2 / EQF level 4.
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 curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.
Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...
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Cedefop has conducted thematic country reviews (TCR) on apprenticeship since 2014 to support countries that wish to set up or improve the quality of work-based learning (WBL), including apprenticeships (Cedefop, 2019).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the beginning of 2017, the Croatian government started a joint project with Cedefop for a comprehensive analysis of the national apprenticeship system. The project includes interviews with apprentices and companies involved, as well as several exchange forums. The aim is to help national stakeholders to plan further development of the national apprenticeship scheme. In 2017, two rounds of interviews were held with 90 respondents from 11 education institutions and 24 companies in six...
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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.
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.
The objective of this policy development is to modernise the implementation of VET programmes, by introducing dual model of education, in particular to:
align programmes to labour market needs;
strengthen the capacities of VET schools for implementing curricula (through in-service training of VET teachers and trainers, investment in premises and equipment);
develop a quality assurance model, with particular emphasis on the quality of practical training outside VET schools and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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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
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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...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 4386/2016 opened certification procedures to all interested parties meeting prescribed eligibility criteria. For example, it provides the possibility for adults to obtain qualifications through certification of continuing vocational education and training (CVET) or forms of non-formal VET different from those of vocational training institutes (IEK).
Presidential decrees to put in place a national system for the certification of outputs have been drafted and are currently being reviewed....
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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The HQF was referenced to the EQF in 2015 but self-certification against the qualifications framework for the European higher education area (EHEA) remains a challenge.
In 2017, a ministerial decision on a quality framework for VET curricula was adopted. The content of the decision included the definition of learning outcomes, the connection with occupational profiles and issues regarding the design of VET curricula.
Moreover, as a consequence of Law 4485/2017 (Official Gazette...
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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Centres of vocational education (ΚΕE) were introduced in 2018. They are two-year post-secondary vocational programmes provided by universities for EPAL graduates. KEE programmes include 1 200 hours of theoretical and laboratory training, and 960 hours of practical training in a company. Successful course completion will lead to the acquisition of a level 5 certificate. A total of 60 programme proposals have been submitted by 11 universities from the 13 Regions of the country. 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.
Following the 2016 national strategic framework, the first grade of vocational upper secondary schools (EPAL) is common to all learners. The second grade is where sectoral division takes place, while in the third grade learners opt for a speciality. More specifically, in the first grade of these programmes, students follow orientation courses for 20% of their learning hours and occupation specific courses for 17.2%. General education subjects make up the rest (62.8%) of their learning hours,...
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.
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:
upgrading the procedure for the licensing of KDVM;
accreditation of all training programmes (both CVET and general adult education) by the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP);
certification of graduates by EOPPEP;
determination 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.
A new VET graduate tracking study was carried out in Greece in 2019-21 by the National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP) in cooperation with the National Institute for Labour and Human Resource (EIEAD). The project focuses on graduates of 2.5-year post-secondary VET programmes (IEK). Using quality indicators such as the placement rate of VET graduates and the utilisation of acquired skills in the workplace, the research analyses the position 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.
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
National Institute of Labour and Human Resources (EIEAD)
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 Committee for VET was set up in 2017. It is responsible for the overall coordination of governance of Greek VET, monitoring the implementation of the 2016 National strategic framework for the upgrade of VET and apprenticeship and evaluating its results. The National Committee is supported in its work by a Technical Committee for VET. Both committees have become operational. In its first meeting (March 2018), the National Committee discussed the mapping of labour market skills...
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 legal framework for a skills needs forecasting system was established in 2016. EIEAD was given the mandate to coordinate the development of the Mechanism of labour market diagnosis. A coordination committee was put in place, consisting of representatives from the ministries of labour, education and economy, EOPPEP, the regions, OAED and social partners. The Mechanism was established in 2016. In 2017, its methodological framework (data collection and processing, procedures for mapping...
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 of Labour and Human Resources (EIEAD)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Affairs
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The framework sets out 10 strategic intervention areas which, in turn, contain certain implementation measures. These 10 areas are to:
improve VET governance and adopt a mechanism that follows up implementation;
make visible the social role of VET and enhance VET’s contribution to society;
improve and expand apprenticeship;
improve VET and its connection to the labour market;
improve quality in VET;
improve VET’s efficiency;
enhance permeability and mobility;
improve VET’s...
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
Ministry of Labour and Social Affairs
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.
Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.
These skills/areas of competence are: conducting research and information monitoring,...
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
Public non-profit organisation PIX
Ministry of Higher Education, Research and Innovation
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to combat illiteracy and promote proficiency in the French language in three ways: partnerships between the State and local authorities, social partners, public institutions and the voluntary sector; preventative actions for those not subject to compulsory schooling and specific actions within the remit of vocational training policies; State assistance for the pooling of teaching resources and best 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.
In 2015, social partners created a professional certificate which recognises basic knowledge and skills needed for the workplace (Certificat de connaissances et de compétences professionnelles). To enhance training for illiterate individuals seeking to earn this certificate, nationally referred to as Cléa, the national agency for literacy (Agence nationale de lutte contre l’illettrisme, ANLCI) created a correspondence chart. This chart effectively links the competences from the ANLCI...
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 CléA certificate is aimed at individuals without qualifications and serves to identify achievements, rather than shortcomings, to establish a basis for further development and training. Employers use it as a tool to support their employees. For recruiters, it is a new, unique certification which is comparable across sectors (no levels or grades).
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 social partners through the national cross-sector jobs and training committee (Comité interprofessionnel pour l’emploi et la formation, COPANEF) created the CléA certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further 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.
National cross-sector jobs and training committee (COPANEF) (until 2019)
This common foundation of knowledge, skills and culture is structured around five areas of training which cover the primary educational goals of compulsory schooling.
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 2016-17, a ‘common base of knowledge, competences and culture’, to be acquired by all learners, was defined. The common base includes languages for thinking and communicating; methods and tools for learning; education for the individual and the citizen; natural systems and technical systems; representations of the world and human activity.
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 objective of the investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges of the future.
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 Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...
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)
Regional councils for employment, training and vocational guidance
The establishment of a framework improves the visibility of qualifications for all those involved in the training-employment relationship, by associating each vocational qualification with a level of qualification based on the grading criteria for the necessary professional skills. This is recognition for access to further studies and offers practical value for the market, aiding comparisons and mobility at national and international levels.
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 reporting period, work to adapt the current five-level structure of the French framework to the eight-level structure of the EQF was carried out. Article 31 of the 2018 Law for the freedom to choose one's professional future introduced a new vocational qualifications framework, which establishes the correspondence between the national five-level structure and the EQF levels. The EQF NCP for France is, as of 1 January 2019, hosted by France Compétences.
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.
It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...
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
France Compétences
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The measure aims to facilitate access for new graduates of the vocational baccalaureate wishing to enrol into the higher technical section (Section de technicien supérieur, STS).
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 new scheme for progression from upper secondary VET to tertiary technological education is being piloted, from September 2017, for three years in three education districts (académies). The aim is to allow students who obtained the baccalauréat (end of upper secondary diploma) in vocational education to pursue their studies in higher technological education (section de technicien supérieur, STS).
Previously, admission to higher technological education programmes was preferably granted 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 National Education, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of Higher Education, Research and Innovation
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 circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological 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.
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)
Reducing school dropout is a priority. A right to delayed training aims to give young dropouts a chance to return to initial education and training under scholar or trainee status.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Any student who, at the end of compulsory schooling, has not attained a level of training recognised by a national diploma or a professional qualification registered and classified at or above level 3 of the national register of professional qualifications (RNCP) must be able to pursue studies to acquire a qualification. The State provides the means necessary, as part of its responsibilities, for the resulting continued schooling. Any young person leaving the education system without 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.
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The aim of the 2018 legislation is to transform radically the French continuing vocational training system and apprenticeships to meet the needs of businesses, particularly those of very small and medium-sized enterprises, and to promote access to training for all workers, especially the least qualified.
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 2018 Law for the freedom to choose one’s professional future provides for:
the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
reforming funding mechanisms to establish 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.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
To enhance digital literacy and technical expertise in response to emerging needs in different sectors - including ICT, automation and cyber-technologies- by providing targeted vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the 2016 State-Regions partnership agreement, 500 new training courses are offered in VET upper secondary schools (lycées professionnels) since September 2017. Almost 70% of these courses lead to national diplomas, with more than 20% of them being offered in apprenticeships or combined school-based / apprenticeship pathways. On completing an initial VET programme, graduates my continue with a second training programme leading to additional qualification, either to...
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
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)
The aim of the initiatives is to ensure the success of young people seeking apprenticeship training.
The 2015 Success in apprenticeship initiative supports apprenticeship programmes for young people from prioritised disadvantaged urban areas underrepresented among apprentices. The Prépa apprentissageprogramme, established by the 2018 law, aims to meet the needs of young people wishing to move into apprenticeship training and needing support to prepare and strengthen their basic skills 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.
The 2015 Success in apprenticeship initiative has put in place 142 projects in 20 regions, most involving the local youth employment and social integration centres (Missions locales) in partnership with apprentice training centres (Centre de formation d’apprentis, CFA). Programmes last 12 months and include guidance. The 2018 Law for the freedom to choose one’s professional future sets up a mechanism to support those target group members who wish to enter an apprenticeship with a view to...
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
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to support NEETS and low-qualified young people in access to training and to acquire a qualification at EQF levels 3 and 4 and contribute to equality of opportunity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics and...
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
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
In the past, policies have been short-term, based on the sole criterion of gaining employment within six months after the end of the training. Currently, policies are focusing on the medium and long term to raise the overall level of qualification. This involves adapting the training offer and improving its quality, promoting individual autonomy, developing career guidance and counselling for jobseekers and ensuring effective funding.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the government launched a plan to create 500 000 training places for jobseekers (Plan 500 000 formations pour demandeurs d’emploi). It included the provision of VET to people in long-term unemployment and training tailored for those unemployed aiming to set up or take over a business. The final total of beneficiaries in 2016 was 945 000. Building on its success, the plan was extended in the first semester of 2017 with 200 000 additional training courses specifically targeted...
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
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Modernising IVET aims at making school-based VET more effective (securing ability to self-direct lifelong learning and employability), more attractive (addressing challenges of the 21st century such as digital technology and energy transition), and more open to Europe and the world (through stronger partnerships with institutions in other countries).
The new phase in the transformation of the school-based vocational system is designed to meet two major objectives:
faster transformation of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures...
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)
reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
support the transformation of companies, building employee loyalty and improve risk prevention.
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, a report was published detailing the results of a pilot initiative launched in 2015 that explored new approaches for work-based learning through scheduled and guided on-the-job training. This pilot involved collaboration between the Ministry of Labour and stakeholders such as social partners, the National Employment, Training and Vocational Guidance Council (CNEFOP), the National Agency for the Improvement of Working Conditions (ANACT), and training funds (OPCAs). 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, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 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...
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)
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
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 reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
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
Ministry of Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
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)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d’apprentissage) and the professional development contract (contrat de...
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
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
This policy development aims at increasing the number of apprentices in the public sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 circular established conditions for apprenticeship contracts within the non-industrial and non-commercial public sector. The overall goal was to create 500 000 apprenticeships by 2017, with specific targets for the public sector: 4 000 apprenticeships starting in September 2015 and an additional 6 000 by September 2016. A practical guide was issued for human resources services to facilitate this process. The targets were successfully met, with 4 420 apprentices recruited in 2015 and 8...
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, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
A reform of apprenticeship contract had been initiated in October 2017. Its overall intention is to make the most of apprenticeship, regarded as an excellence training pathway, to ensure educational success and professional integration, in the respective interests of all: young people, businesses, local territories, and national economic and social development.
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 been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one’s professional future includes provisions regarding apprenticeship and work-based learning.
The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...
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, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2016, the Finnish government launched an action plan for the better integration of immigrants in all types and levels of education, including vocational training. The plan, which is targeted at supporting immigrants, foresees an increase in the preparatory training for initial vocational qualifications (IVET) and competence-based qualifications (CVET). The general language proficiency requirement should no longer be an admission criterion for VET, but the education provider 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The competence-based qualifications in Finland embed validation of non-formal and informal learning as an integral part of the entire CVET qualifications system. The system has been in place since 1994 and was further strengthened in 2007 and in 2015 by the Decree on individualisation. The Decree defines principles of validation more precisely than before. The CBQ system is very popular among the adult population in Finland with 100 000 learners involved each year. In IVET, validation 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.
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 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.
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 2018 reform the Ministry of Education confirmed in February 2017 the restructuring of vocational qualifications as of January 2019. The number of vocational qualifications has decreased from 351 to 164 (43 vocational qualifications, 65 further vocational qualifications and 56 specialist vocational qualifications). The new qualification structure, which is composed of broader qualifications, helps individual learners better organise their competence development in a more...
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 was a need to strengthen the learning outcomes approach of vocational qualification requirements, the modular structure of qualifications, flexibility and individualisation in learning paths and validation of prior learning. In August 2015, the existing legislation on VET was amended to steer the IVET system to implement validation more effectively. The most drastic change was the shift from time-bound credit points to competence points, which show the relative importance of the unit 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.
The Finnish National Agency for Education has been developing and coordinating the skills anticipation model for adult education since 2016. The participatory and interactive process ensured an opportunity to participate in developing and piloting the model as extensively as possible. Experts on working life participated in the development and brought their field-specific knowledge of how big a workforce and what kind of competence and skills would be needed in the future.
The goal is to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, 30 national education and training committees were replaced by nine skills anticipation groups, each representing different vocational fields and together with the steering group formed the National forum for skills anticipation. The members of these groups are representatives of employers, employees and entrepreneurs, as well as VET providers, higher education institutions, teaching staff, researchers and education administrators. The current mandate of the anticipation 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.
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...
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 aim is to reduce the administrative and financial burden of the provision of training on employers.
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 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,...
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.
Subsidised training for employment supports the acquisition of key competences, especially for those who left school without a secondary education certificate, so they can access professional certificate programmes at levels 2 and 3. In 2015 and 2016, the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE) published calls for proposals which also offered key competences for adults and young people (within and outside the Youth guarantee programme), and early leavers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 Ministerial Decree ECD/65/2015 provides for the revision and update of key competences in curricula. The Decree describes the relationship between competences, content and evaluation criteria for primary, compulsory and secondary education. Implications are that key competences should be integrated into the curriculum (including in VET); they should be defined, explained and well-developed; the selection of content and methodologies should ensure the development of key competences...
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 objective of the action plan is to train at least 43% (100 000) of young people, registered as unemployed and with no compulsory secondary education qualification, to gain key competences in Spanish and mathematics; 30% of young people in linguistic competences, 225 000 young people in digital competences, and 25% (40 000) of young people in competences of strategic sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan for youth employment (2019-21) includes initiatives in relation to vocational training aimed at enabling young people under 30 years of age to acquire competences or professional experience, upgrade their qualifications and increase their employability.
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.
create a top-quality framework for employment and dignified work;
be the main actors of their own qualification and labour market insertion process;
increase their qualifications and employability by acquiring more professional skills;
be part of a new economic model based on social sustainability, productivity and added value;
provide adequate and individualised assistance from the public employment services;
avoid horizontal segregation and the gender wage...
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 Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Economy
State Public Employment Service (SEPE)
Autonomous Public Employment Services
Ministry of Health, Consumption and Social Welfare
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
Reviewing the validation of informal and non-formal learning procedure regulated in RD 1224/2009 to make it simpler and easing access, as well as to meet validation needs of the different productive and service sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the General Council for Vocational Training, a working group has been set up to review the results obtained during the almost 10 years of implementation of this procedure. Data are collected through a platform established by INCUAL. Validation is also carried out through the Reconoce project, launched in 2015 upon approval by the Spanish Youth Institute (INJUVE) and the youth departments of the Autonomous Communities. The project aimed to establish a new recognition system 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.
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...
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 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
VET policy priorities in 2016-20 include the need to improve the quality of the practical training component of VET programmes, both, in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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.
VET policy priorities in 2016-20 include the development – progressively – of a State-wide dual VET regulation according to Article No 42bis of the Organic Act on Education; better coordination among all actors involved in dual VET; improving the quality of the practical training component of VET programmes, both in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.
The initial draft was presented to social partners in May 2018, but the new government...
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)
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.
To promote adult education and broaden learning opportunities for adults.
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 activity is part of the National adult education programme. In 2017-18, nine projects were set up for equipping adults with social and learning skills, entrepreneurship competence, skills in foreign languages and Estonian for non-native speakers. The projects offer support and follow-up activities that increase the sustainability of learning outcomes and bridge the development of key competences and provide motivation for the continuation of studies in formal and non-formal 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 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)
