LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:
second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Research, Development and Youth
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Alliance of Sectoral Councils
Sector Councils Alliance
Ministry of Education, Science, Research and Sport (until 2024)
Raise the attractiveness of following an apprenticeship programme for young people so that more training places can be occupied.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government expressed its willingness to increase monthly minimal remuneration in order to increase the attractiveness of VET for young people.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
The main objectives of updating VET programmes are to:
align VET programmes to the constantly changing labour market needs;
increase employability of VET graduates;
increase learners' satisfaction and reduce dropout;
increase attractiveness of 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.
Each year some existing VET programmes are updated to respond to new developments on the labour market, so that graduates have up to date qualifications allowing them to find an employment.
To update a VET programme, companies request the Institute for vocational and educational training in small and medium-sized companies (IAWM) to adapt its VET offer. When a programme has then been modified, the government requires three types of expertise from training companies, which certifies that 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.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
Providing teachers and secondary learners with laptops so that they can participate in digital classrooms.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government of the German speaking community decided to equip teachers and secondary learners (including apprentices) with laptops to guarantee good functionality of online classes. The Ministry of the German-speaking Community is responsible.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Integrated student evaluation system (ISES) aims to:
give emphasis to formative assessment and to diagnose student needs in relation to specific expected outcomes;
facilitate the necessary education interventions for improvement (based on the early diagnosis of student needs);
test and develop alternative forms of assessment/evaluation.
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 Integrated student evaluation system (ISES), which includes formative assessment and diagnosis of student needs, is in place since the 2019/20 academic year. Based on the operating regulations of secondary education, semester core exams have also been implemented.
Through actions compatible with the framework of teachers' professional development on formative assessment, alternative forms of student evaluation and modern teaching methods, teachers are supported in implementing ISES.
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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The aim of the initiative is to develop a lifelong learning support system providing equal training opportunities for all individuals and enabling synergies between all key components of the system:
comprehensive career guidance system for all;
integrated management of the lifelong learning system with clear division of responsibilities and functions between key players;
a coherent support system for both learners facing challenges and difficulties and adults seeking to upskill and/or have...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Equal start initiative, the following developments are foreseen:
development of a network of regional career centres that would ensure provision of career guidance services starting from early years pupils and accessible to all age groups;
creation of a centralised system for the recognition of formal, non-formal and informal learning, facilitating transition from one level of education to another;
creation of a model for a joint lifelong learning system, including the principles...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Providing extra attention to the well-being of students, and VET students in particular, is an important assignment for the future.
Providing VET colleges with tools and tips to monitor and improve the well-being of students and prevent the spread of compromising images of students and teachers in order to create a safe environment, both within and outside the boundaries of the school.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There is increasing attention for the well-being of VET-students, partly due to the COVID-19 pandemic. The ministry set up different measures to improve the mental well-being of VET students and to monitor this.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Council for upper secondary VET schools (MBO Raad)
Foundation for Education and ICT (Stichting Kennisnet)
School and Safety Foundation (Stichting School en Veiligheid)
The goal of the National education programme is to reduce learning disadvantages caused by the COVID-19 pandemic. There will be special attention to the quality of education and the well-being of students. The scope of education delays will be made clear and the understanding of which interventions are most effective will increase. Education equality will also be promoted.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
COVID-19 caused a delay in studies for many students. To recover from these delays, the Dutch government has made EUR 8.5 billion available for a national education support programme for recovery and perspective (Nationaal Programma Onderwijs: steunprogramma voor herstel en perspectief, NPO), of which EUR 2.7 billion has been reserved for measures in upper secondary vocational education programmes. Over the next 2 school years (2020/21 and 2021/22), VET colleges may choose from a menu of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The primary objective of the pilot testing is to verify the effectiveness of the recognition of international ICT certification standards. The pilot also aims to identify the opportunities and conditions under which it would be possible - by means of an Amendment to the School Act and the relevant implementing Decree on Detailed Conditions on Completing Education by the Maturita Examination in Upper Secondary Schools - to replace part of the exam in the education field Informatics 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.
On 1 October 2020, the Ministry of Education, Youth and Sports launched a pilot aimed at recognising international ICT certificates, that prove students' knowledge and skills not only in informatics and information and communication technologies (in upper-secondary general schools, Gymnázia) and in education in information and communication technologies (in secondary VET schools) but also in digital competences in the profile part of the Maturita examination: Maturita in 4-year programmes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The ultimate objective of this component under the National recovery and resilience plan is to adapt education to the changing needs of the labour market, address the lack of IT specialists and advanced digital skills across the labour force, and ensure long-term employability.
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 financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.
Under Component 3.1 Innovation in education in the context of digitisation, funding is provided to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The main objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion...
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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.
The aim of the initiative is to double the number of apprenticeships abroad from 1 000 in 2020 up to 2 000 by 2027.
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 order to learn more about motives and expectations, as well as existing obstacles to mobility and potential incentives for mobility abroad, the project Partnership commissioned ibw Austria: Research and development in VET in 2020 to conduct the study 'Foreign mobility in apprenticeship training'. The results were presented at the OeAD on 30 September 2021 and a concrete objective and five action priorities for increasing apprenticeship mobility were derived from it.
The study shows that...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The objectives of the national programmes focusing on VET priorities are:
to provide additional financial resources to VET institutions, and the social partners, to address specific aspects of their activities (for which initial allocated funding does not suffice) to achieve better results;
to address better the personal needs of the students (and/or other target groups depending on the specifics of each programme).
Description
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 three national programmes with VET as their focus, not all starting in the same period. All these programmes are managed by the VET Directorate of the education ministry:
National VET programme
The programme aims to support improvement in the quality of VET provision and the labour market relevance of VET by providing schools with state-of-the-art equipment, update and/or developing, for the first time, curricula and study programmes, e-learning material and VET teacher training.
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.
build capacity, by strengthening pedagogical resources;
monitor by assessing the impact and efficiency of the measures and resources.
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 plan is addressed to the basic and secondary level students, with a focus on three structural elements:
teaching and learning that focusses on pedagogical tools for a more flexible curricular development, based on a greater capacity for autonomous and contextualised management, on strategies of proven effectiveness, on school and community activity and on support for students, especially in the school years and skills development most affected by the pandemic;
support to educational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (Until April 2024)
Ministry of Education, Science and Innovation (MECI)
Some companies refrain from creating an apprenticeship place. Other companies lack the time in their daily work to deal intensively with their apprentices. The number of training place and quality of the vocational education and training (VET) suffers as a result. Inter-company apprenticeship training (ÜLU) is one solution. The offer complements and supports the training provided by the companies. In this way, the motivation of small and medium-sized enterprises (SMEs) to offer training...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Government provides subsidies of around EUR 50 million annually for the inter-company apprenticeship training (ÜLU), making a contribution to the course and accommodation costs for apprentices from the second year of training onwards. The current funding guidelines allow a subsidy of up to one third of the course costs and up to half of the accommodation costs. The assessment basis for the federal funding lump sums is based on the determined average cost rates of the courses....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
In addition to the provision of IVET and CVET (upskilling, reskilling), centres of vocational excellence (CoVEs) must offer retraining of teachers, head instructors and instructors, offer work-based learning opportunities for dual learners contracted by SMEs (as SMEs often lack the full technological resources or capacity to cover the full scope of a qualification), and be an interface between basic schools (lower secondary education in particular) and VET schools and between VET schools 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 creation of CoVEs is determined by the Lifelong learning and counselling strategy for 2021-30 adopted by the government on 24 November 2021. According to the strategy's action plan, a pilot phase to transform some of the existing centres of VET into CoVES was scheduled to start in 2022, co-funded by ESIF (specific objective 1.4 'Developing skills for smart specialisation, industrial transition and entrepreneurship' under Operational programme Slovakia 2021-27). About 20 CoVEs should have...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The National recovery and resilience plan (RRP) component on Accessibility, development and quality of inclusive education at all levels contains a reform on the Implementation of tools to prevent early school-leaving and adapt F-type VET programmes. The objectives of the Lifelong learning and counselling strategy for 2021-30 related to this component of RRP are:
increasing the permeability of the VET system by cancelling dead-end pathways currently represented by F-type programmes;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, addresses early school leaving in the section 'Second chance education and F-type programmes'. It suggests four measures aimed at:
transformation of former F-type programmes into 'combined' programmes that allow learners to complete lower secondary general education and earn at least an EQF level 2 VET qualification, enabling progression in initial VET;
allowing exceptional extension...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Research, Development and Youth
Government Office of the Slovak Republic
Ministry of Education, Science, Research and Sport (until 2024)
The strategy views Norwegian participation in Erasmus+ and the European Education Area as crucial for increasing the quality and relevance of education, and believes that this contributes to solving major societal challenges related to inclusion, diversity, digital and green transformation. The government is aiming at wider participation in Erasmus+, so Norway can make full use of the opportunities offered by the programme.
The government has set the following goals for participation:
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 strategy is focused on strengthening and improving Norwegian participation in Erasmus+ and the European Education Area, in order to provide more learners, youths and students, teachers and staff with opportunities for intercultural learning and exchange in Europe. The quality of education and training is to be further developed through international cooperation.
The government also wants more Norwegian interests to be able to cooperate with the best environments in Europe in order to...
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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.
The objective is to simplify the process of communication concerning vacant apprenticeships and to map the needs of apprentices at national level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Directorate for Higher Education and Skills (previously Skills Norway), and the Directorate for Education and Training, have to assess how a national portal may simplify the matching of learners and apprenticeship placements and needs.
The directorates studied models for, and the costs of, developing and operating a national apprenticeship portal. They also suggested different solutions. It was a requirement that at least one of the solutions had to be able to be implemented within the...
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Through several of the programmes, Norway will have access to important research, infrastructure and technology that it cannot develop alone.
It is important for the country to be part of European investment in digitisation: Europe can build the necessary capacity in areas such as artificial intelligence, supercomputers and cybersecurity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.
These priorities are nationally important and affect several areas in the society, as well as vocational education and training.
Norway...
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The reform aims to give people the freedom to choose. Completion of upper secondary education gives young people and adults the freedom to choose their way forward in life, more people will have equal opportunities for better lives.
The government aims for nine out of ten to complete and pass upper secondary education by 2030. The Completion reform, with open doors to the world and the future, contains measures to equip more young people and adults with key and/or professional competences,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform will include more options for completing upper secondary education, including for adults, along with more relevant training and a right to apprenticeship in VET.
All students in upper secondary education, including both IVET and CVET, will benefit from the policy development.
These are the most important measures foreseen in the Completion reform:
everyone who starts upper secondary school will have the right to complete an upper secondary degree;
training courses will be better...
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The objective is to define measures to reduce the impact the learner's gender, background and previous school results may have for future benefits of education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Research established an expert group to investigate how schools may raise education quality. The expert group has to suggest measures to reduce the impact that the learner's gender, social background and previous learning outcomes may have for the benefits of education. The expert group is to explore how school owners and schools can better conduct a systematic quality development approach to increase the education quality, reaching better learning results.
The...
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The Ministry of the Environment, Climate and Sustainable Development (MECDD) coordinates the development of an inter-ministerial National Strategy for Circular Economy (Stratégie pour une Économie Circulaire Luxembourg). In this framework, the Ministry of Education, Children and Youth contributes to the provision of educational offers and material on sustainable development for teachers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The platform for education on the environment and sustainable development, created following the 2007 National Nature Conservation Plan, enables networking by professionals involved in education on the environment and sustainable development who are now cooperating in relation to the objectives of the 2030 agenda. It is intended for non-governmental organisations, local administrations, and institutions active in Education for Sustainable Development (ESD), but also for teachers and trainers...
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Ministry of the Environment, Climate and Sustainable Development (MECDD)
Natur&ëmwelt
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Issuance of the EDCL in addition to paper diploma or certificate in initial vocational education and training (IVET).
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 EDCL offers many benefits for citizens, employers, and organisations, enabling:
students to prove the validity of their diploma or certificate;
training institutions across Europe to issue diplomas and other certificates of learning in a format that is easy to generate;
authorities (employers, universities, etc.) to easily check the authenticity of harmonised documents;
a common understanding of qualifications and certification across and beyond the European Union;
the recognition of...
Bodies responsible
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Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
The VET agreement enables conditions for vocational training, particularly the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of the social partners in the training system. This will be done without prejudice to the need to integrate the reflection in a global vision of the National...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system's instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives for...
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To promote the diversification of education and training offer in low-density territories, allowing response to several interests: of students; the quality of learning and school success; the qualification and employability levels of young people; and needs of the economy and the labour market of these regions.
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 is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.
The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...
Bodies responsible
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Directorate General for Educational Establishments (DGEstE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To improve the quality of VET and diversify its learning opportunities through internalisation and learning mobility.
To monitor and further expand the use of mobility opportunities.
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 following measures are foreseen:
promoting learning mobility in VET: supporting the internationalisation of VET, including support for the implementation of Europass, improving data collection and analytics, monitoring and analysis of learning mobility;
participating in Erasmus+ and other development and cooperation projects, and mobility schemes to mobilise best international experience;
participating in EU-level debate and development activities on the creation of key profiles for VET in...
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The aim of this programme is to support the municipalities to tackle urgent challenges in education: from digitalisation to the development of new cooperation and services, and to the expansion of promising education topics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...
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The pool in question aims to strengthen youth education work with green entrepreneurship. The pool must support youth education being prioritised in the green agenda.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An average of EUR 1.33 million (DKK 10 million) is planned to be available for distribution each year from 2021-23. The Ministry of Children and Education is responsible for distributing the funds for supporting courses and action learning activities for teachers and trainers. The aim is to enhance knowledge on green entrepreneurship and contribute to green development.
All youth institutions, including VET, can apply to the pool for funding on projects that aim to support and strengthen...
Bodies responsible
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The tripartite agreement intends to ensure an increase in the number of VET students.
The agreement was intended to ensure that students in vocational education and training programmes (VET) had a more secure and coherent educational pathway.
The main elements of the initiative are:
support students searching for an apprenticeship;
ensure that students get a contract with a company as early as possible;
strengthen coherence in training courses for apprentices;
allow an increased number 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.
In November 2020, the government and the social partners signed a tripartite agreement with initiatives worth EUR 66 million (DKK 500 million) annually.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
VET...
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The objective of this policy development is to take forward the work on green transition and sustainability in VET, so that the VET sector can contribute to society's green renewal.
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 initiative supports:
competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and the...
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The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest but...
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 Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme 'Scholarship for deficit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
The main objective of the Upskill programme is to respond to companies' needs for digitally equipped human resources. It also offers unemployed secondary or higher education graduates the opportunity to acquire the necessary skills and competences to start a new career.
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 UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), the Institute of Employment and Vocational Training (IEFP) and the Coordinating Council of Higher Polytechnic Institutes (CCISP).
The main objective of the programme's first call is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Portuguese Association for the Development of Communications (APDC)
Coordinating Council of Higher Polytechnic Institutes (CCISP)
To adapt teaching and learning to online activities, provide support for teachers and learners, and stop the spread of the virus.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Rapid changes in teaching took place: using online methods and new applications to create and develop resources. The pandemic also created the opportunity to develop new types of learning communities by learning from peers or sharing good-practice experiences. New online platforms and support channels (phone lines) were created to support teachers, learners and parents.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
The approach, apart from preventing early leaving from education and training, also has the objective of easing the path of young early leavers from education and training back to school or to work.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since March 2020, the education ministry has issued three policy letters discussing the new approach to further combat early leaving from education and training and support young early leavers achieving sustainable economic independence.
In the first letter (March 2020), the government and various stakeholders from education and the labour market (including employers' organisations) expressed their joint intention to focus on apprenticeships (dual pathway) to help working, young dropouts 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.
The purpose of the programme implemented by the Academic and Research Network of Slovenia (Arnes) is to provide ICT infrastructure as a basis for distance education. This should enable those pupils and students who do not have the appropriate equipment for distance education to have equal access to education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Office of the Government of the Republic of Slovenia for Development and European Cohesion Policy issued a decision on financial support for the programme COVID-19 - Additional ICT support for the implementation of the education process. The programme, which falls under the auspices of the Ministry of Education, Science and Sport, receives EUR 4 million funding from the European Regional Development Fund and is implemented by the Academic and Research Network of Slovenia (Arnes). 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, Science and Sport (MIZŠ) (until 2023)
The aim is to educate students as active young citizens responsible for society, the country and the environment, in which they live.
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 subject is implemented in vocational (30 hours) and technical (35 hours) upper secondary programmes. It is designed as interdisciplinary, as it intertwines and connects various disciplines, such as sociology, philosophy, political science, history, geography, and upgrades the goals and content of the subject of social sciences. It contains four thematic units, from micro (citizen) to macro (EU and world) level:
citizen individual position;
participation in a community;
citizen 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 Education, Science and Sport (MIZŠ) (until 2023)
The regulations introduced during the COVID-19 pandemic aim to ensure the safety and health of citizens and promote learning within the current limitations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations addressed to schools, including VET schools, in 2020 and 2021 (until February) mainly concerned the temporary closure of institutions and the easing of the transition to distance learning. More than 23 regulations were issued by the education minister for these purposes.
EU funded projects have been implemented aiming to solve problems resulting from the effects of the COVID-19 pandemic on schools, including VET providers. For example, computers and software were delivered 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
Ministry of Education and Science (from 2021 until 2024)
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
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 process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care system,
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Funds and Regional Policy
Ministry of Development and Technology
Ministry of Family, Labour and Social Policy
Ministry of Education and Science (from 2021 until 2024)
To establish the VET graduate tracking system and make the annual data/analysis available online.
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 policy development envisages creating a coordinated approach to VET graduate tracking. It involves stakeholders, especially those dealing with statistics and taxation systems, and is based on the experience accumulated by the higher education graduate tracking and international experience.
The concept proposed by the education ministry is based on the analysis of available administrative data regarding the employment and income of VET graduates. The framework for graduate tracking...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Chamber of Employees
Chamber of Commerce
Chamber of Skilled Trades and Crafts
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
The government has set, as a strategic objective, the upgrade of VET from the level of a forced solution for few, to a conscious education and career choice for many.
The main objectives of the new legal framework are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
empowering general adult education;
strengthening permeability among education levels;
improving employability for all.
The reform also aims to improve initial and continuing 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.
In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.
The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
General Secretariat for VET, Lifelong Learning and Youth
The support measures want to give more VET learners the opportunity to make an internship or part of their apprenticeship in another country. The aim of the measures is to provide young people with worldwide learning experiences in VET and thus to address the need of globally operating companies for skilled workers with international professional competence and at the same time to increase the attractiveness of 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.
Outgoing mobility:
Erasmus+: as shown in the Study on Mobility (NA at BIBB, 2018), Erasmus+ funds about half of all outgoing mobilities of VET learners. Since 2015, Erasmus+ has also been promoting the internationalisation of VET learning venues through accreditation of vocational schools and companies for a simplified participation in the VET mobility programme.
VETworldwide: to expand IVET mobility outside the EU, BMBF and NA at BIBB initiated the programme VETworldwide...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Erasmus+ National Agency for VET (NA at BIBB)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
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 total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to recruit...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening 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.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
16 000...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government's key measures, such as extending compulsory education, reforming continuous learning and integration.
Over EUR 270 million has been allocated for 2020-22 to implement the programme.
The development programme for improving...
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 to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 face the challenges, the Brussels Region has put in place funding mechanisms to support schools, municipalities and the non-profit sector to prevent school dropout, to intervene when a student is about to drop out, or to re-engage the young person who interrupted a programme.
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 its 2025 Strategy, the government put the following measures in place to combat early school leaving:
strengthening its 'DAS and DASC' mechanisms (stated as a priority, see below for further details on these mechanisms)
increasing financial support but also to simplify (one call every three years),
introducing more systematic monitoring of actions (see school service).
In 2016, the Brussels government, within the framework of the Brussels programme for education (Strategy 2025)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National recovery and resilience plan promotes reforms at all education levels, including VET-related objectives in the components Education for the 21st Century and Increasing the performance of Slovak higher education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is twofold: to position Walloon companies in the face of technological developments and changes in the 4.0 economy; and to develop a digital culture among citizens and, more specifically, young Walloons in training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition 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.
Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved 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.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
Initiated by employers' representatives and based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET', amendments to the VET Act came in force from 1 September 2021 aimed to:
significantly strengthen the influence of employers' representatives on the provision of secondary VET, for example by:
extending the responsibilities of the Employer Council for Dual VET to the entire system of vocational education and training that is also visible...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening the position of 'sectoral assignees' and the Employer Council for VET over the VET system as a whole from 2021 induced a debate over creating a new institution covering the VET system as a whole. The Sector Councils Alliance has been newly created to take over some responsibilities from the education and labour ministries from 1 January 2025.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
In 2021, substantial changes in the Education act were introduced. Some of them also have an impact on the provision of VET, especially in efforts:
to revise the 2008 curricular reform, in particular, to adjust the creation of school curricula (school educational programmes) to strengthen the development of key competences;
to streamline admission to secondary schools, e. g. by sending a single electronic application declaring interest in alternative programmes and secondary schools, and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2021, the education ministry submitted to public discussion an extensive amendment of the Education act (245/2008), which provoked a heated debate with more than 1 000 comments, of which more than 680 were fundamental. In March 2021, therefore, the revised version was resubmitted for public discussion. This discussion was expected to pave the way to introducing curricular reform and also reforms embedded in the National recovery and resilience plan (RRP). Public discussion and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country's economic structure and public sector and measures of immediate impact.
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 the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public sector
digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Secretary of State for Modernisation and Digitalisation
The main objectives of this policy development are to:
promote links between schools providing general education and specialised artistic programmes;
improve the integration of curricula of different programmes at basic and upper secondary levels, respecting the specificities of each one;
review access procedures to higher education for specialised artistic programmes graduates.
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 has approved the creation of a working group which will analyse the specialised artistic programmes. The main tasks of this working group are to:
describe and analyse the evolution over time of these programmes;
evaluate their current model of funding;
propose alternative scenarios for the reorganisation of these programmes, regarding, for instance, the curriculum or pedagogic methods;
recommend new ways of quality assurance;
recommend new methods of assessing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (Until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The goal is to create an attractive, open and permeable system of VET fields of study, developed as a result of a consensus of the relevant decision-making bodies and employers' representatives and more responsive to trends in employability of upper secondary school graduates. The aim of the system innovation is primarily to clarify, simplify and define the fields of study, that will be developed in close cooperation with employers.
It is embedded in the Strategy 2030+: Roadmap of key...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three key strategic goals...
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 Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term plans...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Provision of practical training in real-life environment is not mandatory for employers in the Czech Republic. VET school directors are exclusively responsible for the quality of practical training, yet they can influence the quality of workplace training only to a limited extent. The standard should be motivational for employers; it should support the comparability of conditions and circumstances under which practical training is implemented. The standard will be developed in line with 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 Ministry of Education, Youth and Sports focuses on expanding options for students to get practical training in a real work environment with the use of elements of the dual system of VET. Favourable conditions will continue to be created to increase the involvement of experts from practice in teaching and implementation of internships for pedagogical staff in companies. Cooperation with employer representatives will be developed based on the Agreement on the division of responsibilities...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
For both initial and continuing vocational education and training, it is primary issue to increase the relevance of educational programmes in relation to the changing qualification requirements of the labour market.
The aim of the project is to map future competences and create updated competence pyramids for 10 selected sectors, in which the most robust shifts concerning the requirements for workforce qualifications are expected to occur. The objective of the project is to develop and expand...
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 framework of the Competence 4.0 project (2019-22; Operational programme Employment, Ministry of Industry and Social Affairs), the Confederation of Industry of the Czech Republic, Czech Chamber of Commerce and the consultancy company TREXIMA jointly participate in mapping new future competences associated with the introduction of Industry 4.0 in the Czech Republic.
Other expected project outputs include:
analyses of international studies and labour market trends;
methodology of 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.
The objective is to ensure students' welfare, including VET students at vocational colleges (EQF level 5), social contact with each other and ensure that they complete their studies.
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 expert group is led by the Ministry of Education and Research and Universities Norway (UHR), the National Council for Higher Vocational Training, the Norwegian Directorate of Health, the Norwegian Institute of Public Health and student representatives. Students and the community council will also be involved in the work.
There have been regular meetings with all principals, students and organisations since March 2020 to map concerns, to discuss possibilities for improving the situation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
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 Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The proposals are intended to avoid delays in the education and training of as many young people as possible.
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 proposed two temporary legislative amendments to provide young people in VET the opportunity to take a bridge course to general education competence in the school year 2020/21.
Learners with an apprenticeship contract may be admitted to a one-year bridge course extension even if they have not completed the craft or journeyman exam. It was suggested that the right of young people to education should be expanded. Young people who complete the second year of a vocational programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life for everyone.
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 targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish 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.
implementation of actions in the national context related to Council recommendation on graduate tracking;
ensuring quality of VET provisions and labour market relevance of VET skills and qualifications;
development of pilot model for VET graduate tracking, which combines analysis of administrative data in education and the labour market with sociological survey among VET graduates;
testing the model in three regions (NUTS III): Burgas, Stara Zagora and Vratsa;
elaboration of a prototype for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET graduate pilot tracking project (No 609397-EPP-1-2019-1-BG-EPPKA3-EQAVET-NRP) is funded by the Erasmus+ programme. It is implemented by the education ministry in the period April 2019 to March 2021.
A graduate tracking mechanism (prototype) has been developed under the project to monitor the career development of VET graduates. The prototype was presented and adopted by the Consultative Council for VET and the education minister on 29 September 2020. The prototype includes a sequence...
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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.
The objective of the policy development is to get as many apprentices as possible to take their trade or journeyman certificates without significant delays.
Description
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 normally several requirements for conducting trade and journeyman exams.
The government adopted changes regarding dispensation from the requirements for trade and journeyman certificates for those affected by the COVID-19 pandemic.
The goal is for the county municipalities to be able to conduct trade and journeyman exams for as many apprentices as possible. The same applies to final exams for apprenticeship candidates and internship candidates. The most important aspect is that no...
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The aim of the hearing is to clarify what rules will apply during the outbreak of COVID-19, to ensure that the rights of children, young people and adults in education and integration are safeguarded as much as possible.
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 Research sent temporary regulations based on the COVID-19 Act on a hearing. Due to the outbreak of COVID-19, the Norwegian Directorate of Health decided to close kindergartens, schools and other education institutions. With kindergartens, schools and other education institutions closed, it would be impossible to fulfil all the rules of the Ministry of Education in full. To ensure that children, young people and adults would be protected as much as possible in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide upper secondary learners on three-year lasting VET programmes a realistic opportunity to become eligible for admission to tertiary education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework 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.
The aim of the measures is to use a combination of testing and counselling to find a further career path that best suits a person's interests, skills, personality traits, wishes and ideas so that they can make their education and career choices more easily.
This should also reduce a certain mismatch problem in the labour market by better matching the skills needs of companies and the skills development of 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.
In 2020, the Career check for young adults was introduced by the Austrian Economic Chambers and rolled out in five federal provinces. The career check is a combination of testing and counselling that supports young people in their career development. The development of the career check started in 2019 in cooperation with experts from the career centres of the regional Economic Chambers with the support of the Austrian Federal Economic Chamber.
The career check includes a test and an...
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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 entities of the Austrian Economic Chamber (WKO)
The aim of the project is to develop a concept for career guidance (educational and occupational orientation) for the federal province of Salzburg. It is coordinated with all key stakeholders and implemented from a medium-term perspective.
In particular, the aim of the project is to develop a concept that:
provides a sufficient, comprehensive range of offers in the field of career guidance for all target groups and regions in Salzburg, taking into account an optimal and efficient use 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 basis for this concept was the most comprehensive possible survey of the status quo of the career guidance offers and needs of young people and adults in the province of Salzburg, taking into account all subgroups and regions. Short-term and long-term proposals for measures were also included in the project.
First, the existing orientation and guidance offers in the province of Salzburg were surveyed and categorised with regard to their content, formats, target groups and regional...
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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.
the measure is intended to support training companies in continuing apprenticeship training in the during the crisis of the Covid-19 pandemic, by enabling them to outsource in-company training for a certain period of time without incurring any costs;
in addition, the number of new apprenticeship places on offer is to fall as little as possible, both for autumn 2020 and thereafter.
This results in the following policy guidelines to:
enable apprenticeships in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In close cooperation between the Vienna Economic Chamber (WKW), the Vienna Chamber of Labour (AK), the Vienna Public Employment Service and the Vienna Employment Promotion Fund (waff), as well as conceptually supported by the two research institutes ibw and öibf, a model of a new, innovative training association was developed. It was finally implemented at the beginning of 2021, offering apprenticeship training companies the possibility of continuing their apprenticeship training for a...
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The action plan for entrepreneurship education has the following objectives:
at the societal level, it will be a matter of dealing with the political, social and economic significance of the sustainable development goals (SDGs) and working effectively and efficiently to achieve these goals;
at the individual level, it will be about promoting the continuous development of professional expertise and interdisciplinary competences, strengthening autonomous and independent action and enabling...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the National action plan for entrepreneurship education was presented, the core element of which is the Map of actions for children and young adults in the field of entrepreneurship education.
The plan was developed from a cooperative venture between the Federal Ministry of Digital and Economic Affairs (BMDW), the Federal Ministry of Education, Science and Research (BMBWF) and other ministries, including the Federal Ministry of Labour, Family and Youth (BMAFJ) and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Association for the Promotion of Cooperative Education, Science and Research (genoBWF)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who were...
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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.
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2020)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
InnoVET stands for innovation in vocational education and training (VET): innovation in labour market-oriented courses.
It is a project of the Flemish government for schools offering technical secondary education (TSO) or vocational secondary education (BSO) courses, to familiarise teachers and students with the labour market of today and tomorrow. This is done by stimulating labour market-oriented schools to develop and test innovative materials and methodologies through projects, with the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a Flemish evidence-based research facility - commissioned by the Flemish Ministry of Education and Training - carried out a study to formulate an answer to three questions, together with teachers, directors, business leaders and networks:
What are the major technical challenges facing education?
Which training needs for teachers are related to this?
What does good professionalisation look like to meet those needs?
The resulting policy development consists of three phases:
2018-19:...
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To set up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...
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The main objective of the plan is to suggest reforms and specific measures that will increase the country's per capita GDP to reach 92% of the EU-27 average by 2030.
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 finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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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.
To ensure accessibility of career education in all general and vocational education schools; and Latvia's participation in the Euroguidance network aimed at supporting the development of the European dimension of lifelong guidance, supporting competence development of guidance practitioners, and providing information and communication on the European dimension of guidance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2015, the Government adopted regulations on career education. Within this framework, the State Education Development Agency (VIAA) launched a national ESF project Career support in general and vocational education schools (2016-20) to ensure accessibility of career education in all general and vocational education schools. New methodological materials were developed. In 2017-18, more than 20 seminars and two national conferences for schools' career guidance teachers/specialists...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure that all VET providers apply a common procedure and criteria for awarding scholarships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations on scholarships have been amended to ensure the principle of equality and provide for a clear procedure for awarding scholarships, thus ensuring that all VET providers apply common basic criteria for eligibility and amount of scholarships. The regulations set the criteria, purpose and procedure for awarding scholarships and their amount.
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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.
To introduce apprenticeships in formal VET and promote sustainable collaboration mechanisms for apprenticeship/ WBL implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.
The Erasmus+ project 'National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)' was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange of...
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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.
COVID-19 has fundamentally affected the national education and training system. As of March 2020, the education ministry ruled that education provision should continue digitally (remote learning, homework) as necessary.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the outbreak of the COVID-19 pandemic in March 2020, and according to the recommendations of the National Public Health Organisation, the education ministry launched several digital tools enabling distance learning as a response to the challenges posed by schools' closure. Priority was given to the implementation of distance learning in the last year of upper secondary education, but it was also applied at all education levels (including VET). As far as post-secondary VET (IEK) is...
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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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 4610/2019 reduces the number of examinations in upper secondary VET programmes offered by vocational upper secondary schools (EPAL) by more than 50% (Article 117). It also changes the type and the method of assessment, including the final assessment, of these programmes and of apprenticeship programmes offered by EPAL. According to the respective Ministerial Decrees, in upper secondary VET programmes offered by EPAL schools some subjects are assessed through a written examination (open...
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The rationale underlying the MCAST strategic plan 2019-21 is the determination to adapt and grow as a well-functioning VET institution in a rapidly evolving modern world. MCAST considers itself fundamental to a strong and prosperous Maltese economy that delivers jobs industry needs. In the provision of its academic and training programmes, MCAST aims to be always relevant and responsive to industry's needs, particularly with the advent of Industry 4.0, driven by cyber-physical systems. MCAST...
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 MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college's contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college's strategic horizon for the forthcoming years is informed, aligned and directed by relevant...
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Malta College of Arts, Science and Technology (MCAST)
to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow's industry trends and requirements;
to promote an international outlook while embracing cultural diversity;
to promote professional development through lifelong learning opportunities;
to perform and solicit practices which are ethically correct and environmentally friendly;
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 rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
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To implement plans for action to carry out the recommended improvements and ensure that:
all vacant senior and middle management positions within ITS are reviewed for fitness for purpose and filled in;
the Internal Quality Assurance Committee (IQAC) or equivalent becomes a statutory entity with dedicated financial and human resources;
the statutory relationship between the board of governors, the board of studies, the programme quality validation board and the IQAC or equivalent is clarified...
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 QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of Tourism Studies (ITS)
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
Raising the attractiveness, flexibility and permeability of upper secondary VET programmes; developing trilateral cooperation amongst IVET schools, higher education and companies involved in dual VET; creating upper secondary VET institutions that can be entrance pathways to higher education; creating VET programmes for vulnerable students to reduce the rate of those leaving school without a qualification; strengthening career guidance; cooperation with higher education, which enjoys a high...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:
Five-year technological programmes (Technicums)
The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...
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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.
The Hungarian government has taken official measures - through governmental decrees - to impede the expansion of this epidemic.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
International mobility programmes have been suspended and, as of 16 March 2020, the education process continued digitally (remote learning, homework and assessment).
According to the Ministerial Decision of the Minister responsible for VET No SZFHÁT/100762/2020-ITM, published on 10 November 2020, general education (non-vocational) classes and vocational theoretical classes in VET institutions were organised online, as well as those parts of practical training that do not require a physical...
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The aim of the measure is to establish, through bilateral governmental or other types of agreement with EU member countries and third countries, short and long-term VET mobility programmes to boost and support global economic cooperation and workforce mobility, and to promote professional skills that can be acquired in the Hungarian VET system.
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 example of the Stipendium Hungaricum Scholarship created in higher education, the mid-term VET policy strategy 4.0 envisaged creating and operating a VET Stipendium Hungarian Scholarship.
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The content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The objective of the policy development is to create, support and implement innovation-related curricula, teaching methods, technologies, digital content and teaching material in VET and AL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnottképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development 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
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.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system - NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer - NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial...
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Ministry of Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The goal of the modifications is to differentiate traditional school-based VET programmes from short-term courses, and to ease the mutual recognition of the VET qualifications of EU member countries.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Sector Skills Councils
VET Innovation Council
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. 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 Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
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 Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
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The objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
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The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
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To expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
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The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of 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 strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end 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.
The aim of the law is to achieve a better match between the training offer and labour market demands and subsequently a more efficient spatial distribution of the training offer for labour market needs and accessibility for learners (travelling distances).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Self-regulation is a tradition in the VET sector, but the Act on macro-efficiency in VET gives the Minister for Education the right to deprive a VET college of its rights in case of non-compliance with one of the following obligations:
to allocate learners to courses with a sufficient labour market perspective;
to achieve an efficient regional distribution of VET programmes.
The Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for vocational 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.
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
The legislation aims to strengthen the position of upper secondary VET students via six measures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 system is expected to ensure transparency and predictability in funding, to eliminate inequalities in employee remuneration and to eliminate the negative effects of reducing the number of pupils. In secondary schools, the new system should also eliminate lowering their academic requirements in order to increase the number of newly admitted students. Often, even the candidates with evidently very slim chances of successful graduation used to be admitted to study programmes and 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.
On 1 January 2020, the Czech Republic introduced long-expected changes into its system of regional education funding. The main modification the new system has brought about is that the school funding is no longer based on the number of students (per capita approach). It is based on the financing of the real volume of teaching (the number of lessons taught) and the financial resources are allocated according to the real amount of teacher salaries. This opens the option of dividing classes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 ambitious document strives for overall modernisation of the Czech education system, reflects newly emerging social and technological challenges, in particular the advancing shifts related to the Fourth Industrial Revolution, but also the negative aspects of the Czech education system, which include long-term declining quality of initial education, employers' dissatisfaction with skills of school graduates, increasing share of early leaving from education and the growing selectivity 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 preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.
Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods 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.
