- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
There is a need to shift from subject-based approach to competence-based and modular VET. In addition, systemic approaches for upskilling adults are needed.
Objectives
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.
Description
VET provision, curricula, examination
In December 2016, the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational education standards and VET providers started issuing a new type of certificate indicating the programme, module(s), achieved learning outcomes and their assessment.
The Cabinet of Ministers 13 June 2017 Regulations No 322 On the Classification of Education in Latvia determining the classification of education in Latvia included descriptions of knowledge, skills and competences in correspondence to the LQF levels.
The Amendments in Vocational Education Law (2022) envisaged continuing and improving the reform of the curricula of vocational education including in connection with professional qualifications in the framework of Latvian qualifications, improving the regulation regarding modular vocational education programmes, the principles and procedures for accumulating, transferring and recognising the achieved learning outcomes, and documents certifying the acquisition of parts of professional qualifications.
Validation
By 2017, validation...
VET provision, curricula, examination
In December 2016, the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational education standards and VET providers started issuing a new type of certificate indicating the programme, module(s), achieved learning outcomes and their assessment.
The Cabinet of Ministers 13 June 2017 Regulations No 322 On the Classification of Education in Latvia determining the classification of education in Latvia included descriptions of knowledge, skills and competences in correspondence to the LQF levels.
The Amendments in Vocational Education Law (2022) envisaged continuing and improving the reform of the curricula of vocational education including in connection with professional qualifications in the framework of Latvian qualifications, improving the regulation regarding modular vocational education programmes, the principles and procedures for accumulating, transferring and recognising the achieved learning outcomes, and documents certifying the acquisition of parts of professional qualifications.
Validation
By 2017, validation of prior learning was available for 155 professional qualifications. An amendment to the Procedures for organising and financing active employment measures were adopted by the Cabinet of Ministers, aiming to compensate the cost of the qualification examination for validation of non-formal and informal learning for the unemployed. Since then, a 90% compensation of the validation cost is awarded to people in employment within the framework of the ESF project on improving the professional competence of employees. Those who have been recognised as in a situation of low-income can be compensated 100%.
In 2018, the Self-assessment report Implementation of validation of non-formal and informal learning outcomes in Latvia was published and presented to the European Commission's EQF advisory group.
Since 2022, all VET providers can offer validation of prior learning.
In 2016, implementation of the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' started.
Cabinet of Ministers' Regulation of 3 September 2019 No 416 Regulations on State general secondary education standards and samples of general secondary education programmes and Cabinet of Ministers Regulation of 2 June 2020 No 332 Regulations on the State vocational secondary education standard and the State vocational education standard were approved.
Regulations of the Ministry of Education and Science No 11 of 7 May 2019 Procedure for development of vocational education programmes were adopted.
68 modular vocational education programmes have been developed for 72 professional qualifications.
Regulations Amendments to Cabinet Regulation No 207 of 28 April 2015 were adopted introducing a new support activity: provision of an individual approach to continuing vocational education or for the acquisition of a professional qualification or assessment of skills.
21 new modular education programmes have been developed for 52 professional qualifications; education institutions implemented 269 modular vocational education programmes offering to obtain 79 professional qualifications.
Amendments to the government regulations were adopted allowing the introduction of a new supported activity within the project: implementation of professional development education programmes for the development of professional foreign language, digital and entrepreneurship skills.
The revision process started, and validation of prior learning was offered by 37 competent authorities.
In 2021, within the framework of the ESF project 'The effective management of vocational education institutions and improvement of staff competence', 50 State vocational education programmes were developed, published, and applied in initial and continuing VET. This has diversified the offer, improved the quality of education and reduced the administrative burden for licensing the education programmes
30 education institutions acquired the rights for the validation of professional competences gained outside formal education in 124 qualifications. 575 persons have acquired a qualification certificate in the validation process. From 2011 to 2021, 7 920 persons have acquired a qualification certificate as a result of a validation process.
Cabinet of Ministers Regulation No 752 of 29 November 2022 'The Content and Procedures for the examination of professional qualifications' facilitated the organisational progress of the examination by using the State Examination Information System (VPIS), reducing the number of documents to be developed to ensure the conduct of examinations, as well as facilitating the introduction of new forms of examinations, and their digitalisation.
In 2022, amendments to the Vocational education law were approved. They determined that the assessment of professional competence acquired outside the formal education system is carried out by accredited professional education institutions and other accredited professional education institutions established by the State, municipalities and State universities. Assessment can also be delegated to accredited private VET providers and examination centres.
In 2022, the ESF project 'The effective management of vocational education institutions and improvement of staff competence'' was completed. It supported creation of an independent system that can quickly respond to labor market demand by regularly evaluating and updating the VET content in accordance with the regularly updated structure of sectoral qualifications. The main project results included creating qualification structures of 14 sectors, 202 professional standards / qualification requirements, exams for 206 professional qualifications and 29 teaching aids.
To ensure the quality of VET curricula, 102 State approved sample programmes for 187 professional qualifications were designed and published on the National Centre for Education (VISC) homepage. The sample programmes have been regularly updated. Introducing the state-approved curricula helps VET providers, which can use modular and outcome-based sample programmes in designing their programmes. VET schools have to design only programme implementation plans.
The 2023 Government regulation No 52 on State-recognised documents of vocational training and qualifications, module certificates and evidence of completion of part of a vocational training programme ensures that learners can now receive a State-recognised document not only for the acquisition of the entire professional qualification, but also for its part(s). In case of dropping out of the education and training system, learners can receive a document certifying their learning outcomes and improving their chances of finding a job.
Since 2023, VET graduates can receive two documents: a diploma of vocational secondary education and a certificate of a professional qualification. This allows a distinction between documents certifying vocational education and a professional qualification, and each of them can now be obtained separately.
The access to learning in the perspective of lifelong learning is ensured via the 2023 Government Regulation No 70 on recognition of competences for admission to the later stages of VET. The regulation stipulates that individuals can be accepted in later stages of a VET programme, e.g., after a break or after obtaining another professional qualification, after their professional competences acquired outside the formal education system are recognised through a formal process. This also enables a smoother transfer from one VET school to another or from one VET programme to another. The new regulation promotes a gradual learning results' accumulation mechanism for professional qualifications.
In 2023, State Education Information System (VIIS) was modernised to ensure the implementation of the functions of the State, municipalities and educational institutions. The system allows to obtain data on all levels of education, all types of formal education and partially covers non-formal education. Currently, more than 70 institutions exchange the data within the system. The system also makes the education data accessible to public, including indicators and analyses. Since 2023, the gradual transition to electronic delivery of VET education documents has been implemented. The certificates of professional qualifications are now issued electronically.
Cabinet of Ministers Regulation No 804, 19 December 2023 approved European Union Cohesion Policy Programme 2021-2027, Specific Support Objective 4.2.2"To improve the quality, inclusion, efficiency and labour market relevance of education and training systems, including through the validation of non-formal and informal learning to support the acquisition of key competences, including entrepreneurship and digital skills, and by promoting the introduction of dual learning systems and apprenticeships' rules for the implementation of the first round of calls for proposals for measure 2.2.9 'Personalisation of the learning process and trans-sectoral cooperation for excellence in vocational education'. The aim of the first round of the measure in 2024-29 is to develop a systematic coordination mechanism for the development of vocational education curricula and to ensure cooperation between vocational education institutions and sectors in the implementation of vocational education content, identifying skills relevant to the labour market and introducing skills into VET curricula for sustainability, digital and green economy and to ensure the development of a cooperation and implementation model for work-based learning in VET.
On 20 February 2024, the Cabinet of Ministers adopted regulation No. 110 on the national standard for continuing professional education and professional development education. It expanded adult education and included EQF/LQF levels 2-8. Technical schools and art competence centres became also entitled to implement continuing vocational education programmes enabling the acquisition of EQF/LQF level 5 professional qualifications.
Bodies responsible
- Ministry of Education and Science
- National Centre for Education (VISC)
- Ministry of Welfare
- Ministry of Economics
- State Education Development Agency (VIAA)
- State Education Quality Service (IKVD)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Teachers
- Trainers
- Adult educators
Entities providing VET
- VET providers (all kinds)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
European and international dimensions of VET
This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This thematic sub-category refers to developing internationalisation strategies supporting a strategic approach to international cooperation in VET and lifelong learning, including going beyond the EU.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
Osnabrück Declaration
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Modernising VET provision, curricula, examination and recognition of prior learning: Latvia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/sl/tools/timeline-vet-policies-europe/search/37689