An entrepreneurial mindset and entrepreneurship education are developed at all levels and in all types of education with the aim to contribute to the growth of graduates' competitiveness in the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the Labour market and education cooperation programme, EUR 10 million has been devoted for 2015-20 to supporting the development of entrepreneurship competence at all levels and in all types of education (including teacher training). An entrepreneurial competence model and entrepreneurship education modules for EQF levels 2-5 were prepared and piloted in 14 VET schools.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme was to create high-quality, flexible and diverse vocational training opportunities for the Estonian population that meet their needs and abilities and the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It is implemented through a single measure (Correspondence between lifelong learning opportunities and the needs of the labour market and increased participation in learning). Its main activities are:
developing the quality and organisation of vocational education;
planning of volumes of studies, provision of study places and students´ support measures;
regional distribution of curriculum groups in vocational education institutions and modernisation 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 and Research
Information Technology Foundation for Education (HITSA) (until 2020)
The aim of the programme was to motivate adults to learn and to create high-quality, flexible learning opportunities that consider the needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015 and comprises three measures:
reintegration of adult dropouts into formal education and creation of preconditions for their retention in, and acquisition of, formal education;
increasing access to non-formal training and improving the quality of training;
development of the occupational qualifications system and creation and support of lifelong learning formats in adult education.
Under the first two measures, the adult education programme provided training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the programme is to alleviate labour shortages, prevent unemployment and shorten the duration of unemployment, with a special focus on the long-term unemployed or other vulnerable groups.
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 Employment programme includes a package of measures for workers at risk of unemployment. The main target groups are:
workers with no professional or vocational education;
those whose skills are outdated;
workers whose knowledge of Estonian is poor;
those who are older than 50 years of age;
workers who cannot continue their present work due to health issues.
The VET and training-related measures include:
a study allowance scheme to support participation in VET and higher education;
people at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall goal of the plan was to establish a coherent and creative society by providing young people with ample opportunities for self-development and self-realisation. For this, youth policies must be more efficient and young people must have more choices to discover their own creative and developmental potential. They must have a lower risk of exclusion and they must be able to participate in decision-making.
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 Youth programme, measures and activities to achieve the overall goal of providing young people with ample opportunities for self-development and self-realisation are stipulated. For example, the programme offers services to (re)integrate young people not in employment, education or training (NEETs) into education, and to improve their employability. For this, youth workers locate NEETs (for example, through networking), motivate them, and provide them with individualised support.
Since...
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.
Recognition of prior learning and validation of work experience aims to increase the permeability of the education system and to smooth transitions between levels and types of education, and to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development of RPL is a part of the Adult education programme. Since 2015, the Ministry of Education and Research has been widening access to education through:
validation of previous experience;
insertion of recognition-related data into the education database;
more precise regulation for validating non-formal and informal learning in general education.
RPL principles have been developed and are regulated in higher education and vocational education acts.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the link between education/training and the labour market, to increase consistency in the education and qualifications system, to introduce common quality assurance criteria, and to support validation of non-formal and informal learning. As the Estonian qualifications framework is linked to the European qualifications framework, it makes it possible to compare Estonian occupational qualifications with those of other European countries that have completed the process of relating...
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 EstQF was referenced to the EQF in 2011. Following the VET reform in 2013, the referencing report was revised and updated in 2016 to include developments in the education 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.
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To provide SEN learners with quality VET and ease their transition to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On the initiative of the Ministry of Social Affairs, a working group was set up from September 2015 to June 2016 to propose solutions for alleviating this transition for SEN students.
A joint action plan was agreed and is now being carried out by the education and the social affairs ministries. It aims at easing the transition of students with SEN between levels of education and from education to the labour market.
In July 2016, the terms of graduation in VET were also amended to allow for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to ease the transition of learners from compulsory education to VET and/or to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The orientation year aims at easing the transition from compulsory education to VET and/or to the labour market. It is a preparatory study programme for young people who lack the skills or readiness to choose a profession.
Vocational orientation is targeted mainly at pupils with difficulties in deciding their field of studies, learners with SEN, learners who have dropped out from VET or upper secondary general education, NEETs, learners with a migrant background, or those lacking the 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.
To set uniform requirements for VET curricula and qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The standard:
describes the requirements for national and school curricula and curriculum groups in line with ISCED levels, their objectives and expected learning outcomes;
determines the terms and conditions for recognising prior learning, volume of study and graduation requirements by initial and continuing VET curricula;
defines requirements for teachers and trainers;
assigns the national qualifications framework levels to VET qualification types.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of increasing financial support for VET learners is to prevent their dropout because of financial reasons.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the study allowance for VET students was increased to prevent dropout for economic reasons. The terms and conditions for travel allowances were changed to remedy previous unequal access to this benefit. In 2016, accommodation allowances (up to EUR 50 per month) were introduced, in particular for VET learners in schools with no dormitory facilities, and for learners with special educational needs. As of December 2018, the target group benefiting from compensation for purchase of a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The labour market needs monitoring and prognosis system, OSKA, provides information for formal education provision at all levels of education. The results of OSKA analyses form the basis for establishing qualifications, career information and guidance, curriculum development in education institutions and for the financing of education institutions and 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.
OSKA analyses the developmental potential and labour requirements of different economic sectors in Estonia. Its surveys of sectoral needs for labour and skills use a combination of qualitative and quantitative research methods. Both statistical data and information collected from personal interviews with sectoral experts and from group discussions are used. Five economic sectors are examined per year. Each sector is reanalysed every five to 6 years on average. The results of these analyses...
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.
Regular overviews of labour market needs in different economic sectors, teachers´ and graduates´ satisfaction surveys and graduate tracking surveys provide input to policy development, planning of training provision and financing of VET and adult 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 following regular surveys are conducted under the Labour market and education cooperation programme:
satisfaction surveys;
graduate tracking (including employability and income) surveys;
analyses on labour requirements of different economic sectors (OSKA reports).
A student, teacher and graduate satisfaction surveys' wave was carried out in 2017-18. The results of the graduate satisfaction survey were published in 2017. Student and teacher survey reports were published in 2019.
A survey on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the new quality assurance approach is to support continuous improvement in teaching and learning and quality assurance in VET institutions. Transforming the accreditation process into a quality assessment process aids the development of a learning-centred school culture and increases the credibility 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.
A working group was set up to review the national approach to quality assurance. The group was composed of representatives of the education ministry, employer and employee organisations, VET schools and other partners.
In 2017, the group presented a proposal concerning changes in the assessment criteria and in the procedures and principles for the quality assessment of VET. Based on the working group’s proposal, and in line with the EQAVET Recommendation, amendments to the Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research
Estonian Quality Agency for Higher and Vocational Education (until 2022)
The objective of promotional activities is to improve the image of VET, to provide up-to-date and accessible information on vocational training opportunities and to increase the awareness of general education students about these opportunities, so that more basic school graduates choose VET for their further 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 Labour market and education cooperation programme includes measures for raising the attractiveness of VET by providing information about VET opportunities, including apprenticeships, awareness raising activities such as media campaigns and national skills competitions and participation in WorldSkills, regional and local career fairs.
For 2015-18, EUR 2.14 million was allocated from the EU (ESIF) and the State budget to improve the image of VET.
In 2016-17, communication and marketing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme is to bring learning opportunities more in line with the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It sets out a roadmap and offers a framework for increasing the qualification levels of the labour force, decreasing the structural labour shortage and enhancing the employability of graduates by responding better to changes in labour demand. A smoother transition from education to employment will be ensured and opportunities to participate in lifelong learning will be expanded.
The programme is implemented through a single measure (linking studies to 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 objective is to develop VET teachers' professional competences to deliver more practice-related VET teaching.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Children and Education encouraged VET colleges to cooperate with local enterprises to secure teacher placements. Between February 2015 and February 2016, a pilot conducted by the Metropolitan University College and the Danish Technological Institute with 23 VET institutions investigated how internships could benefit VET teachers in respect of, for instance, research and developmental projects.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to give experienced VET teachers who do not have pedagogical training a 10 ECTS module of vocational pedagogics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This continuing professional development (CPD) requirement for VET teachers is based on a competence needs analysis carried out by the ministry to accommodate the goals of the 2015 reform. Training focuses on: learning processes and learners’ progression; related classroom management; planning and differentiated teaching; practice-related teaching and helping learners to link college-based and company-based learning; activating learners; use of ICT in teaching and learning. Training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this initiative is to offer pedagogical/counselling training of trainers in companies or public institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Social partners have decided that training should not be compulsory for in-company trainers. However, the latter can follow ten-day or six-week courses of public labour market training (AMU) leading to formal qualifications at EQF levels 2 to 5, such as for coaching or pedagogical guidance. These courses are primarily used in the social and health care sector.
The courses can also deliver competences for professionals from different sectors when they assess quality in journeyman tests.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this initiative is to enhance the level of VET teachers’ pedagogical competencies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the norm of 2015, legislation requires that VET teachers start their studies in vocational pedagogy normally one year after being recruited and complete their studies at least four years after recruitment at the bachelor or diploma level (60 ECTS – European credit transfer and accumulation system, EQF level 6). Four of the seven modules are mandatory and focus on teaching and learning, planning and didactics, pedagogical science theory and a final thesis. The three elective...
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.
Promoting excellence and accelerating digitalisation in the training of skilled workers in inter-company training centres (ÜBS to CoVEs), especially for SMEs, with digital equipment and innovative training concepts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF) initiated the programme of promoting digitalisation in competence centres and inter-company training centres in 2016. The Federal Institute for Vocational Education and Training (BIBB) has the task of supporting the planning, establishment and further development of inter-company vocational training centres (ÜBS). Inter-company training centres are meant to be learning places to include digital innovation for skilled workers. For this,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
The aim of these funding programmes is to develop suitable support structures and advisory concepts for SMEs, enabling them to meet the new requirements of working and learning processes (also with regard to quality assurance) for the apprentices and employees associated with increasing digitalisation at an early stage and to anchor them sustainably in their 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.
Under the umbrella initiative, VET 4.0, the Federal Ministry of Education and Research (BMBF) initiated a special funding line (Initial and continuing vocational training in the economy 4.0 – Support structures for SMEs in the adaptation process of in-company training) within the JOBSTARTER plus programme, followed by a transfer period of successful projects. Under this funding line, regional projects were launched in 2017 with the aim of helping SMEs to meet, as early as possible,...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
To improve the intercultural competences of trainers and thereby to enable them to work with refugees and newly arrived migrants.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the enormous influx of refugees in 2015-16, BIBB expanded its support offer to trainers on developing intercultural competences and training refugees. Since 2016, diverse activities promoting the intercultural competences of in-company trainers were provided on the web portals Foraus.de (BIBB), Ueberaus.de (BIBB) and stark-fuer-ausbildung.de (Strong for apprenticeships, by the DIHK chambers association).
The project Qualiboxx was replaced in 2016 by the online platform Überaus...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Association of German Chambers of Industry and Commerce (DIHK)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
North Rhine-Westphalia Ministry of Culture and Science (MKW)
Federal Office for Migration and Refugees (BAMF)
Federal Ministry of Economics and Climate Protection (until 2025)
In-company trainers need to be qualified to be up to the challenges of in-company training processes (regarding digitalisation, sustainability, demographic development, heterogeneity). the Federal Institute for Vocational Eudcation and Training (BIBB), monitors the up-to-date competences needed by trainers as well as the Ordinance on Trainer Aptitude (AEVO) and corresponding framework curriculum, thus contributing to quality assurance in the training of trainers. Accordingly, the policy...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, BIBB has funded eighteen ‘VET for sustainable development’ projects (BBNE). They experimented and evaluated relevant curriculum concepts, digital teaching, learning materials and examination questions on green skills for initial and continuing VET, e.g. on energy saving and energy efficiency, carbon and water footprint, or thinking about resources.
In 2016, new funding guidelines also relevant for the continuing professional development (CPD) of trainers were covered in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
German Economic Institute (IW)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
The objective is to strengthen the culture of entrepreneurship in Germany and safeguard it for the future. To this end, the entrepreneurial thinking and acting of teachers should be fostered and developed so that they can transmit the entrepreneurial spirit further to the young people, who are particularly receptive to new ideas and want to make their ideas happen.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A report commissioned by the Federal Ministry for Economic Affairs (BMWi, 2018) suggested further investing in education and training of teachers with the goal of increasing knowledge, appreciation of and enthusiasm for entrepreneurship education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Education and Research (BMBF) (until 2025)
German Economic Institute (IW)
Federal States (Länder)
Federal Ministry of Finance (BMF)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Update teachers’ digital skills to respond to the increasing impact of digitalisation and industry 4.0.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under its Digital pact for schools programme (2019-24), the Federal Government aims to fund the digital infrastructure in all German schools, including vocational schools, to promote the uptake of digital skills. Vocational schools have been gradually provided with high-quality digital equipment including professional administration. This investment goes hand-in-hand with investment of Federal States, promoting digital competences of teachers and the development of new digital teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Federal Ministry of Education and Research (BMBF) (until 2025)
German Research Centre for Artificial Intelligence (DFKI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Education falls under the competence of the Federal States. In 2018, the education ministry of North-Rhine-Westphalia (NRW) launched a recruitment campaign to attract side entrants and career changers to teaching, including in VET schools, specifically targeting those able to teach subjects with particular teacher shortage:
machine technology,
electrical engineering,
social pedagogy,
health.
In principle, only trained teachers with a teaching degree from a university and who have...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
The quality initiative for teachers (Qualitätsoffensive Lehrerbildung, QLB) follows a comprehensive approach and aims to:
support teacher training from initial/pre-service training to continuing professional development;
make it more practice-oriented;
develop and adopt new teaching methods and use ICT/new media for teaching and learning;
help (future) teachers deal with heterogeneous target groups;
increase cooperation between the different actors in teacher training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Government and the Federal States (represented by the Standing Conference of the Ministers of Education and Cultural Affairs KMK) have launched a joint programme, the Quality initiative for teacher training (Qualitätsoffensive Lehrerbildung, QLB), a funding competition scheme to strengthen initial teacher preparation (ITP) and raise the attractiveness of teaching. In 2014 and 2015, higher education institutions involved in teacher training were invited to submit project proposals...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
The strategy aims to support people who lack essential literacy skills and to anchor awareness of the issue sustainably in society and among stakeholders.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the national strategy for literacy and basic education for adults was followed by the Decade for literacy 2016-26, which provided EUR 180 million for the funding of related projects. A yearly monitoring report is published by AlphaDekade on behalf of the education ministry on the progress done. The first report covered the funding years 2016/17 (published in 2019).
The tasks of the AlphaDecade coordination office (BIBB) include the identification, conception and implementation 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.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
Adapting vocational education and training (VET) to the rapid progress in digitalisation, allows graduates to gain the respective qualifications needed on the labour market and counteracts the challenge of skills mismatches and shortages. These activities are of fundamental importance for ensuring the quality of dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The preliminary examination of the potential restructuring of IT occupations carried out by the Federal Institute for VET (BIBB) in 2015-16 and the subsequent research initiative 'Skills, qualifications and competences for the digitised work of tomorrow' on 14 occupations (2016-18) touched upon developing key competences. Findings from the selected screening showed that the process of ‘digital penetration’ into training occupations occurred at different rates, depending on the company...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers, especially in small and medium-sized enterprises (SMEs). This strengthens initial and continuing VET and ultimately makes it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, in line with the national priority for improving the quality of learning abroad, tasks previously performed by the ECVET national contact point have been carried out by the Erasmus+ National Agency (NA at BIBB). Contact persons at the National Agency and a team of national ECVET experts are in place. Both the National Agency and ECVET experts focus on supporting VET institutions in the use of ECVET in Erasmus+ transnational mobility projects. Among other activities, training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The German qualifications framework (DQR) was developed to make the German education system more transparent. Referencing the DQR to the European qualifications framework (EQF) makes it easier to compare qualifications, in Europe and in Germany. This supports the mobility of learners and workers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, 21 qualifications from regulated further training were allocated to the DQR. The Federal Ministry of Education and Research (BMBF) commissioned a study on the use of the DQR by main target groups: learners, employees, employers, and education providers. The final report with recommendations for action was published in December 2016.
In 2017, for the first time, further vocational training qualifications were assigned to DQR levels 6 and 7. General education qualifications were...
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) (until 2025)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal States (Länder)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
The facilitation of access to VET for university dropouts aims to bring together university dropouts and companies providing training places, especially SMEs to set up a central online information platform and counselling services at the main 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 Federal Ministry of Education and Research (BMBF) has been supporting countrywide pilots to ease access to VET for university dropouts to address predicted shortages of skilled workers. The funding volume of support has amounted to EUR 16 million for 2014-20. SMEs received support in hiring more young people from the target group.
The initiative focusses on:
bringing together university dropouts and companies that provide training places, especially SMEs. For example, a guide for SMEs,...
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) (until 2025)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
The objectives of the Alliance for initial and further training are:
reducing the number of young people without school leaving certificate;
providing each person with a path leading to a VET qualification;
reducing the mismatch between applicants seeking apprenticeship places and companies offering them, and supporting the regional mobility of applicants;
strengthening further training, particularly advanced VET at tertiary level;
increasing the number of apprenticeship places and companies...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.
Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...
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 Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Government Commissioner for Migration, Refugees and Integration
German Trade Union Confederation (DGB)
Association of German Chambers of Industry and Commerce (DIHK)
Confederation of German Employers' Associations (BDA)
The aim of these measures is to provide guidance for young people for initial VET as well as career counselling for adults throughout their working life
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Building upon the results of its pilot project Continuing education and training guidance, the Federal employment agency launched in 2017 a more comprehensive Lifelong vocational guidance project. The project targets both young people and adults. In 2018, it was piloted at four locations.
The Lifelong vocational guidance (Lebensbegleitende Berufsberatung, LBB) is based on the Federal employment agency 2025 strategy of the employment service, which provides better support for customers during...
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 these measures is to provide guidance for adults throughout their working life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF) offers a telephone information and guidance service supporting individuals who are considering their further education and qualification options. The telephone guidance service started as a pilot project in 2015-16 to analyse demand for such a service and explore potential success factors in contextual situations in the different Federal States. It became a permanent service in 2017 with an annual funding of EUR 500 000. Since May 2018,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
In view of the diversity of potential issues arising at the transition from school to work, it is all the more important that the various service providers (e.g. youth social work; VET guidance) coordinate their services with each other and provide joint support to the individual young person. This can prevent young people from being overwhelmed in dealing with the separate services or even getting lost on the way from one contact person to another. The two following initiatives are based on...
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 provide young people with the best possible one-stop support in the transition from school to work, local alliances known as JBA have been established in many places since 2011 (first in Hamburg but ten years later widespread in Germany with more than 350 agencies). This is where the various players responsible for vocational guidance and social support coordinate their efforts at the regional and local level. The alliances that have been established vary greatly. It takes time to work...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Family Affairs, Senior Citizens, Women and Youth (BMFSFJ) (until 2025)
Federal Employment Agency (BA)
Association of German Cities (Deutscher Städtetag)
German County Association (Deutscher Landkreistag, DLT)
The law on the nursing and care occupations aims to:
increase the attractiveness of care and nursing occupations and training by improving occupational conditions for nursing and care personnel;
retain staff in these fields in the long term.
A policy target of the Care and nursing training offensive is to increase the number of trainees in the nursing occupations by 10% by 2023.
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 Law to reform the care and nursing occupations (Pflegeberufsgesetz) was published on 24 July 2017. The initiative ‘Concerted action on care’ (Konzertierten Aktion Pflege – KAP) was launched on 3 July 2018, including the ‘Care and nursing training offensive’ (Ausbildungsoffensive Pflege) targeted at ensuring the successful implementation of the law (2019-23). Training in healthcare and nursing care occupations, which used to be separated in three areas (general, elderly and paediatrics),...
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 Family Affairs, Senior Citizens, Women and Youth (BMFSFJ) (until 2025)
Federal Ministry of Health (BMG)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to inform and network all those involved in career orientation processes to enable young people to choose a career and course of study based on their individual strengths and interests, free from gender stereotypes.
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 December 2016, a dedicated website informs and supports young people in their career choice free from gender clichés; it also serves all actors involved in career guidance processes (schools, parents, companies). Support tools include fact sheets, best practice examples, guidance, working materials, event announcements and news, further links and contacts.
Responsible stakeholders for this initiative on the Federal and Federal State levels are the Ministries of Family Affairs, Senior...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Family Affairs, Senior Citizens, Women and Youth (BMFSFJ) (until 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Competence Centre Technology-Diversity-Equal Opportunities e. V. (kompetenzz)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead – amongst...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
The goals of InnoVET are to increase the attractiveness, quality and equivalence of VET as well as to initiate new learning location collaborations.
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 2019, the Federal Ministry of Education and Research (BMBF) launched the project Shaping the future – innovations for excellent vocational training (InnoVET) and ran the first call. It invited projects targeted at increasing the attractiveness, quality and equivalence of VET through innovation and excellence, with a focus on higher VET.
Proposals were expected to put emphasis on:
innovative training, especially above DQR level 5, geared to the needs of companies and providing...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
VET 4.0 aims to contribute to the implementation of the digital agenda through continuous exchange of information between academia, policy-making and practice. The outcomes will determine the changes needed for appropriate qualification profiles, training regulations and curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF), in cooperation with the Federal Institute for VET (BIBB), started the initiative VET 4.0 for the period from February 2016 to April 2018. The initiative is based on three pillars.
Pillar 1: occupation and sector screening. The focus was on the analysis of selected training occupations, advanced training regulations and sectors, already partially or fully affected by digital transformation. The goal was to develop recommendations for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
The amendment of the Vocational Training Act aims to modernise and strengthen vocational education and training (VET) by making it more attractive, permeable, flexible, transparent and equivalent to academic education. Another aim is to introduce minimum remuneration for apprentices and more opportunities for part-time 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.
The legislative process for amending the Vocational Training Act started in November 2018. Several key changes to be introduced:
Introducing a minimum training wage for apprentices.
Apprentices starting their training in 2020 will receive a minimum wage of EUR 515 per month. This will increase by 18% in the second year of training and by 35% (based on the first year) in the third year. For apprenticeships starting in 2021, the minimum wage will be EUR 550 in the first year of training, for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
As part of the ‘skilled workers strategy’ of the Federal government, the aim of the law is to facilitate the immigration of skilled professionals, to ease their access to the labour market and to offer good prospects to specialised staff from non-EU 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.
The Federal Ministry of the Interior (BMI) has drafted the Skills Immigration Act in December 2018, in the context of the government’s Strategy to secure skilled labour. The Act features the following:
access to work visa for skilled workers from non-EU countries with recognition in Germany of their foreign vocational or academic degree, without restriction for bottleneck occupations;
measures for the recognition of foreign professional qualifications become more attractive and practical,...
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 the Interior (BMI) (since 2025)
Federal Ministry of the Interior and Community (BMI) (until 2025)
Federal Ministry of the Interior, Building and Community (BMI) (until 2021)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
Integrating people with a migration background including refugees into the labour market and the education and VET system is a priority. Key to integration are the learning of the German language, validation of skills and competences acquired in formal, non-formal and informal settings, provision of vocational guidance, and access to pre-VET and VET programmes, apprenticeships, upskilling measures and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Office for Migration and Refugees (BAMF)
Federal Employment Agency (BA)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of the Interior (BMI) (since 2025)
Federal Ministry of the Interior and Community (BMI) (until 2025)
Federal Ministry of the Interior, Building and Community (BMI) (until 2021)
German Confederation of Skilled Crafts (ZDH)
Association of German Chambers of Industry and Commerce (DIHK)
Partial qualifications can be a subsequent path to a qualification for the target group of low-skilled adults (older than 25 years) and thus a perspective for qualified employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Partial qualifications (Teilqualifikationen, TQ) are educational offers, which allow learners to gain vocational qualifications through systematic, successive qualifications based on the dual training regulations. Once the total of the partial qualifications is completed, the learner can take an examination for external candidates. The work on procedures for certifications and the development of training modules is continuing. There are several current projects on TQ, including:
the employer...
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.
Chambers of industry and commerce (IHKs)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Employment Agency (BA)
Confederation of German Employers' Associations (BDA)
Association of the Educational Organisations of German Business (ADBW)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
The National Skills Strategy (Nationale Weiterbildungsstrategie NWS) aims at the sustainable promotion of employability in the changing world of work, strengthening the skilled worker base and facilitating career advancement for broad sections of the population. The overall goal of the strategy is to create a new culture by understanding occupational CVET as a lifelong necessity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2018, the Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
Amended legal acts relating to continuing vocational education and training (CVET) and advanced vocational training aim to:
open access to CVET funding regardless of qualifications, age or company size, if there is need for CVET because of digital structural change or structural change in any other way;
expand funding to acquisition of advanced vocational qualifications, making VET more attractive throughout career pathways and meeting the growing need for highly qualified skilled labour.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the legislation promoting further training (AWStG) was amended. It improved the financial conditions, under which the low-qualified, the long-term unemployed and older workers could access CVET, in particular through allowances during training and financial incentives for passing exams.
On 18 December 2018, the Qualification Opportunities Act (Qualifizierungschancengesetz) was adopted, and came into force on 1 January 2019. The act introduced the right of people in employment 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.
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
The final goal of standard support instruments (Social Code, SGB III) in the transition from school to work and of the policy programme Educational chains is the completion of a qualification by all young people by supporting them in the following fields:
obtaining a general school leaving certificate;
making the transition from school to training;
completing a full VET qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Nationwide standard support measures anchored in the Social Code (e.g. SGB III) cover the transition from school to work, for example with various forms of vocational preparation and continuous support during training. The main measures are: vocational orientation, training entry and placement support, introductory training (internship placement), vocational preparatory measures, assistance during training and vocational training grant.
In 2016, measures within the Educational chains...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
Federal Employment Agency (BA)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry for Research, Technology and Space (BMFTR) (since 2025)
The BIBB Data report contributes to monitoring of the VET system by the use of indicators and the anticipation of training needs based on skills assessments, skills forecasts, and various studies and surveys among employees and employers. It´s an important tool for evidence-based VET policy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
BIBB annual Data reports supplement the VET report published each year by the Federal Ministry for Education and Research (BMBF) by providing additional in-depth information and analysis on the current situation and the newest developments in VET. The reports have a yearly special focus:
2015: Matching problems in VET and their consequences on the future labour market,
2016: University dropouts for apprenticeship,
2017: Refugees their qualification status, their present and future training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry for Research, Technology and Space (BMFTR) (since 2025)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Wbmonitor seeks to contribute to a greater overview of the continuing education and training landscape and to track changes taking place.
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 online platform wbmonitor, operated by BIBB and the German Institute for Adult Education (DIE), conducts a yearly survey of public and private CVET providers. The surveys have a yearly focus and monitor labour market developments and helps identify training needs. The platform also publishes a Continuing training survey climate index.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
The aim of the ASCOT + initiative is to support professional learning and to develop further the examination 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.
The ASCOT+ initiative (2019-22) focussed on measuring the achievements of apprentices more objectively and further developing competence-oriented examinations. This includes digital teaching-learning media, virtual simulations in exams, computer-controlled test formats and workflows to increase the objectivity of exams. The initiative also supported regulatory work in reviewing training regulations. With its IT-supported and competence-oriented measuring system it complemented the VET 4.0...
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) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
Securing the future skilled workforce by promoting 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.
Given the increasing trend towards academic education, the Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs (BMWi) have set up a joint campaign to present dual VET (apprenticeship) as an attractive option. The campaign, You + your apprenticeship – Practically unbeatable! addresses more specific target groups. Its allocated budget is EUR 6 million per year. A motivational message is broadcast through various media channels such as cinema,...
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 for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Chambers of industry and commerce (IHKs)
German Confederation of Skilled Crafts (ZDH)
Federal Institute for Vocational Education and Training (BIBB)
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
The updating and restructuring of training occupations ensures the quality and competitiveness of dual training in Germany. Training regulations are revised at regular intervals and new ones are created, if needed, so that qualifications meet the current demands of the economy, policy and society. In order to ensure the quality of vocational training, the standardised national training regulations set out qualifications, examinations, the structure of training and training 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.
The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An online platform for CVET professionals has been put in place. It addresses staff from public administration, employment services as well as other educators, employers and NGOs. It provides an overview of CVET offers, relevant legislation, main actors and instruments as well as statistical data and analyses. It promotes networking, sharing know-how and cooperation among professionals. Completed at the end of 2015, it is the result of a project (Kooperace) developed by the Further 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Recommendations issued by the education ministry in 2016 on agreements between VET schools and enterprises for in-company training of learners stipulate that a professional qualification and necessary experience are mandatory features of these contracts.
A school, in cooperation with the provider, should ensure, that instructors of practical training will be acquainted with:
basic concepts, principles and ways of pedagogical work with students;
the regulations of occupational health and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
The coalition aims to ensure that education in the field of digital technologies is up to date, effective and provides every Czech citizen with the opportunity to develop their own digital competences throughout their lives, so that they are successful in the labour market and able to use digital technologies to meet their living needs and content. The coalition strives for every citizen to have enough support in gaining confidence in the acquisition of digital competences and to conceive...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, the National Coalition for Digital Skills and Jobs (DigiKoalice) was established by the Ministries of Education, Labour and Social Affairs, Industry and Trade, the Office of the Government, and the Czech ICT Alliance, as part of the digital education strategy. The composition of the coalition is diverse, bringing together non-profit organisations, IT companies, schools, libraries, academic institutions, government agencies and more.
The main tasks of the coalition include...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
Ministry of Labour and Social Affairs
Ministry of Industry and Trade
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2016, the education ministry announced calls for ESF jointly funded project proposals. Topics included support for cooperation between schools and companies, in particular through internships of pedagogical staff in companies (in the range of 60 hours), and tandem teaching (expert from company together with the teacher of vocational subject) and also CPD courses for teachers. A second round of calls was announced by the Ministry of Education in December 2018.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A change in the regional education funding system was approved by the Parliament in 2017 and planned to come into force in January 2020. The per capita funding in use, built on regional and national budgets, does not take into account seniority or expertise. Among other issues, the new approach is to take account of these parameters and the planned career scheme: the ministry will allocate funding from the national budget, based on information from the schools on the number of teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project responds to the current situation, which lacks a comprehensive system of professional support for teachers and directors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The SYPO project (System for the support of professional development of teachers and directors) was launched in January 2018 and is carried out in cooperation with a range of stakeholders, including representatives of the Czech School Inspectorate, the National Institute for Education, higher education institutions, the Association of School Directors, and representatives of regions. Further education of these two target groups is, to some extent, unsystematic, lacking conceptual support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Institute for Further Education (until 2019)
Ministry of Education, Youth and Sports
Association of School Directors
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Digital education strategy targets basic and secondary schools and includes measures addressing teacher training, pedagogical research, support for headmasters, infrastructure and connectivity issues of the schools, innovation in modern methods of education and teaching, priorities in communicating the need for change to the public, and the need for opening education through digital technologies to everyone. The Digital literacy strategy focuses on measures aiming to enhance digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training projects jointly funded by the European Social Fund and contributing to key competences have been developed during the reporting period: the Prokop project (2016-19) supplements the training offer of the public employment service with continuing training in financial literacy, citizenship skills and soft skills for inactive people and people at risk of unemployment. For selected beneficiaries, training is supplemented by individual guidance; the Support for foreigners project...
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 Digital literacy strategy 2015-20 aims to develop digital literacy among the Czech population in order to boost the economy and its competitiveness as well as to enhance employability, the quality of life and to support lifelong 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.
Czechia has in place a Digital literacy strategy for 2015-20 aimed at supporting digital literacy of adults through continuing education and lifelong learning. The action plan for the strategy was adopted in 2016. The measures are specified by target group: employees, self-employed, unemployed, people at risk of digital and social exclusion and families. The first implementation step was taken in mid-2016 by launching the DigiStrategie 2020 project. The goal of the project is to provide...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, a centralised / unified entry exam was introduced after a two-year pilot. It verifies knowledge and skills in mathematics, the Czech language and literature, and allows successful learners to be admitted to four-year secondary education (general and VET) programmes leading to the Maturita exam. Admission scores, however, are set independently by schools which can also add other (programme-specific) entry exams and criteria, within the limit of 40% of the overall applicant’s...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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, changes were made to the general part of curricula. In mathematics – one of the mandatory subjects for the State part of the Maturita examination – the minimum number of lessons was increased, both in selected four-year programmes concluded with Maturita, but also in three-year programmes with vocational certificate, where students can continue in two-year follow-up and pass a Maturita exam. Suggestions have also been made for changes in areas economics and entrepreneurship (e.g....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2014 Education strategy for 2015-20 supports upper secondary VET learners acquiring skills and knowledge (including basic skills) at a level allowing them to pursue a career and to continue learning. The subsequent 2015-20 long-term plan for education promotes foreign language learning and development of transversal competences that help people be flexible and adapt to changing social, economic and environmental conditions. The plan also promotes civic education based on democratic...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The national project MOV (Modernisation of VET) aims at improving the quality of VET through modernising initial VET. The MOV project was launched on 1 May 2017. It focuses on the vocational and general components of secondary vocational education in order to promote the employability of graduates. It emphasises supporting students’ key competences for employability, lifelong learning, linking IVET to CVET through the National register of qualifications, and cooperation with employers. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the Ministry of Education approved a proposal for revising the national curriculum for upper secondary education (RVP) and the educational programmes of individual schools (SVP). The revision of curriculum documents is among the national priorities until 2020.
The guiding principles for the revision process are permeability, quality, flexibility, learner orientation. Revision of the national curricula of IVET programmes, particularly the work-based learning elements in school-based...
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 overall goal of the project is to enhance quality of strategic management of education by providing methodical support of stakeholders at the level of regions and individual 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.
The National Institute for Education developed a methodology for school action plans based on needs analysis. This process was accompanied by the P-KAP project Support of regional action planning, jointly financed by the European Social Fund, as well as three rounds of a nationwide survey on school management, quality of education and training provision, and long-term school planning. The first two surveys were carried out in 2015/16 and the last quarter of 2018 respectively. The goal was 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.
National Institute for Education (until 2019)
National Pedagogical Institute of the Czech Republic
The objective is to define a model of a quality school that allows for external and internal school evaluation.
It is planned that the project results in setting of a complex system through which the individual segments of initial education system is able to carry out evaluation of quality and effectivity of education based on sophisticated methods, procedures and tools synergistically linked to both national and international space while reflecting socio-economical aspects of education. At...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Ministry of Education Youth and Sport approved the Quality school model, which was developed by the Czech School Inspectorate (CSI) in 2015. It identifies and evaluates provision and outcomes of education, their compliance with school-based curricula and links to the national curricula. The model of a quality school allows for external and internal school evaluation in line with the EQAVET. It includes criteria and methodology for inspections in all types and levels of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
2016 has been declared the Year of crafts by the association of SMEs. The intention was to improve the image of manual work and crafts, and push for the introduction of practical education in basic education. One of the practical impacts was the creation of a platform developed in cooperation with the Association of Small and Medium-sized Companies and other professional unions. Users of the platform get unique information support for the choice of craftsmen, products and services; this is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Association of Small and Medium-Sized Enterprises and Crafts of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Amendment to the School Act, which came into force in September 2017, obliges schools to develop, with regard to the field of study, efforts to support cooperation with employers towards joint fulfilment of the objectives of secondary education. According to the amendment, schools should involve employers in the education process, particularly through:
consulting with employers about drafts of school curricula;
engaging employers in the shaping of conceptual plans for school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
Confederation of Industry of the Czech Republic
National Pedagogical Institute of the Czech Republic
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Proposals for legislative and institutional changes aiming to improve the transition from school to labour market by extending the duration of in-company training; in EQF 4 programmes, workplace internship usually takes two weeks only, hence the proposal for extension to eight weeks.
Some schools, especially those offering hospitality and tourism programmes, have already extended the length of practical training in their curricula. Proposals prepared by the Pospolu project will be further...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Institute for Education (until 2019)
Confederation of Industry of the Czech Republic
National Pedagogical Institute of the Czech Republic
The objective is to establish a system of labour market forecasting with a regional focus.
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 Kompas project was launched by the Ministry of Labour and Social Affairs in 2017, aiming at establishing by 2020 a labour market barometer, a permanent system of labour market forecasting with a strong regional focus. The system will collect the available statistical data as well as qualitative information on future regional and national developments, important changes and technology trends. The outcomes of the system are expected to inform education providers and counsellors (IVET as...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A memorandum on piloting elements of dual training was signed by the Ministry of Education, Moravia-Silesia Region and the Confederation of Industry in October 2017. The piloting phase started in September 2018 in cooperation with four upper secondary VET schools and three companies. The aim is to pilot how the obligatory practical training in the company work site should look like and what agreements are needed for the relationship between the student, company and school. The pilot also...
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 objectives of the system for the assessment and accreditation of training providers are:
to ensure that CVET providers and their facilities used in learning provision are of top quality;
to ensure that the teaching and training staff has the necessary qualifications for offering quality services to learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The system for the assessment and accreditation of training providers has been in place since 2016. The aim of the system is to assess natural and legal persons involved in the organisation and implementation of training activities or/and in the provision of infrastructure (e.g. facilities, equipment) for their implementation. The accreditation is compulsory for those who want to cooperate with the Human Resource Development Authority of Cyprus (HRDA) for the implementation of training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The in-service training programme for school leaders mainly focuses on supporting newly promoted headteachers’ and deputy headteachers’ professional development. The aim of the programmes is to help headteachers become effective leaders and agents of change for their schools. The in-service training programme for school leaders promotes comprehensive school leadership content, based both on the policy of the European Union for school leadership and on recent scientific developments in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, 15 newly promoted headteachers and 59 deputy headteachers of secondary general and technical schools successfully completed in-service training programmes for newly promoted headteachers and deputy headteachers. In the school year 2017/18, 14 newly promoted headteachers of secondary general and technical schools successfully completed the programme.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Cyprus Pedagogical Institute (CPI)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cyprus Pedagogical Institute (CPI)
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
the offer of services according to the content and schedule of each study programme;
the preparation of examination material and assessment of student performance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A law designed to make teacher recruitment more effective was adopted in July 2015. Teacher appointments have since then been based on:
examination results;
extra qualifications;
seniority.
The new teacher recruitment system applies to VET teachers (VET school teachers are referred to as ‘trainers’ in the national context). Improving the quality and competences of teachers and trainers through specialised training programmes is one of the main measures of the strategic plan for technical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The mission of this programme was to support young people who are not in employment, education or training (NEETs) aged 15 to 29 and wanted to undertake entrepreneurship initiatives. The programme promoted the development of business culture among young people in Cyprus. Through this supporting mechanism, young people with limited knowledge and networks were given the opportunity to discover their business potential, develop viable businesses and create decent working conditions for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The primary objective is to improve digital skills at national level (Cyprus). Secondary objectives are:
to improve productivity in private and public sectors;
to aid the entrance in the labour market of unemployed people;
to assist senior citizens to make the most of the digital world in their daily routines.
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 2017, the Human Resource Development Authority of Cyprus (HRDA) is including the acquisition of basic digital skills for employees over the age of 35 in the single- and multi-company training programmes that it subsidises. Both schemes aim at providing continuing training to meet the training needs of employees as well as the unemployed who are registered with PES (i.e., in multi-company training programmes). The Cyprus Productivity Centre (CPC) of the Ministry of Labour, Welfare 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.
Human Resource Development Authority of Cyprus (HRDA)
Cyprus Productivity Centre (CPC)
Deputy Ministry of Research, Innovation and Digital Policy
To train or retrain unemployed people of all ages in a range of technical vocations, aiming towards improving their 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.
Since 24 April 2018, fast-track initial vocational training programmes for the unemployed in technical professions are in place by the Cyprus Productivity Centre (CPC). Candidates undergo an assessment of their technical skills and a personal interview. Participation is free of charge. The activity is in full-scale implementation stage. However, a major issue is the lack of funding for establishing any sort of training allowance for the participants of the programmes. As a result, the demand...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry is coordinating the implementation of the project ‘Establishing a mechanism for the validation of non-formal and informal learning’. The project is jointly funded by the European Social Fund (ESF) and the Republic of Cyprus. This project has supported a mapping study of the current situation in Cyprus on the validation of non-formal and informal learning. Based on this mapping study, an overall National action plan for the creation of mechanisms for the validation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The CyQF was referenced to the EQF in February 2017. A more thorough analysis of the System of Vocational Qualifications (SVQ) and how it is connected with formal education was presented to the EQF advisory group. The CyQF booklet, which provides full information on the CyQF and its social benefits, was prepared and circulated to all stakeholders. The implementation of the CyQF is progressing smoothly. The referencing report will be updated when there are changes in the Cyprus education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 18 May 2017, the Council of Ministers approved the establishment of the National Qualifications Authority, with the mandate to:
further improve quality assurance systems in education and training;
monitor and integrate in the CyQF the scheme for the validation of non-formal and informal learning after its completion;
monitor the CyQF/EQF levels on the certificates, diplomas and Europass documents;
further strengthen the legal aspect of CyQF;
develop a registry for the CyQF.
The National...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 strategic plan for technical and vocational education and training provides for all initial vocational education and training (IVET) and continuing vocational education and training (CVET) curricula under the remit of the education ministry to be modularised and to use ECVET points to improve permeability. Modularisation and ECVET, along with recognition of prior learning, are expected to ease the access of people who completed the apprenticeship system and VET lifelong learning...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Human Resource Development Authority of Cyprus (HRDA) provides:
10-year employment forecasts every 2 to 3 years;
an annual study on the identification of employment and training needs. This study provides estimates for the number of persons required for specific occupations and the needs for specific skills. Based on these estimates, suggestions are put forward for the implementation of training programmes. In the study, the views of social partners, other stakeholders and enterprises...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 strategic plan for technical and vocational education and training aims to set up a national monitoring system of initial vocational education and training (IVET) and continuing vocational education and training (CVET) graduates, to inform the upgrading of the VET system. The Department of Secondary Technical and Vocational Education and Training (DoSTVET) purchased services for the design and development of the platform. The platform is operational as of April 2019. It is called...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From October 2016 to September 2018, the Erasmus+ project Apprenticeship helpdesk for small and medium sized enterprises in Cyprus (and Poland) aimed to build the capacity of key intermediary bodies to support those SMEs (small- and medium-sized enterprises) offering training places for apprentices. The need for this project derived from past experience, when the lack of support structures for enterprises deterred SMEs from offering apprenticeships. The main project goals were to:
set up a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Cyprus Chamber of Commerce and Industry
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the 2015-20 strategic plan for technical and vocational education and training, a proposal for upgrading the apprenticeship system, in cooperation with the apprenticeship board, was approved in August 2015. The reform affects both the preparatory and core programmes;
at preparatory apprenticeship level: to respond to the needs of students from different academic backgrounds, two different classes (A and B) are offered. Assessment criteria have been developed for students wishing to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2015, after consultation with employer organisations (the Cyprus Chamber of Commerce and Industry and the Cyprus Employers and Industrialists Federation), the government decided to increase the work-based learning component (increased duration of industrial placements) of secondary technical vocational education and training (STVE) programmes. Further increasing cooperation between secondary technical vocational education and training and industry, enabling access to suitable...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 pre-school and school education Law regulates the career development of teaching staff, identifies continuous professional development (CPD) as a significant factor for career advancement, and introduces a qualification-credits approach that may lead to certified CPD.
Ordinance No 12 of 27 September 2016 on the status and professional development of teachers, directors and other pedagogical specialists introduced obligatory continuous professional development and teacher appraisal...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Acquisition of a teaching certificate is funded, as a priority, by the State budget through subsidies to State universities. These subsidies cover teachers’ initial training, but do not include their continuing professional development (CPD) which is funded under a separate framework. In March 2017, the council of ministers added teachers’ initial training programmes and pedagogy to the list of priority professional areas in higher education, so these programmes are supported by the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, the Council of Ministers adopted the ordinance for State education standards (SES) for obtaining a professional teaching qualification. The ordinance increases the number of learning hours for teacher initial training by 30% to 50%. It introduces new areas of study (for example, conflict management, violence prevention, ICT in education and inclusive education) and training methods (such as distance learning). The teaching qualification is acquired after completing a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To stimulate the acquisition of competences in STEM and languages, the education ministry and/or affiliated bodies [e.g. the Bulgarian Centre for Training Firms (BCTF)] organise many competitions for learners in secondary education, including VET, and for young people. These competitions are organised at local, national and international level in subjects such as maths, information technology, foreign languages and science (physics, chemistry, biology, environmental protection).
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The updated curricula aim to shift the learning process to a more practical orientation: more time for understanding, reflection and practice with respect to what has been learned.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, updated curricula were adopted for upper secondary education (grades 11 and 12). The learning objectives are set for both general education and VET learners, including a learning module on ‘civil education’ aimed at the acquisition of social and civic competences. A strong focus on the development of political culture seeks to support young people in taking self-dependent and responsible decisions. The implementation of the new curricula starts in school year 2020/21 for grade...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Pre-school and School Education Act (PSEA) emphasises the important role of key competences for active citizenship and for successful integration into the labour market. It outlines an integrated approach to key competences in general education and vocational education and training (VET) curricula. The state education standards include vocational units, based on learning outcomes, for communication in a foreign language, ICT and entrepreneurship (integrated in 2017), as well as for...
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.
