The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government's key measures, such as extending compulsory education, reforming continuous learning and integration.
Over EUR 270 million has been allocated for 2020-22 to implement the programme.
The development programme for improving...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To face the challenges, the Brussels Region has put in place funding mechanisms to support schools, municipalities and the non-profit sector to prevent school dropout, to intervene when a student is about to drop out, or to re-engage the young person who interrupted a programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As part of its 2025 Strategy, the government put the following measures in place to combat early school leaving:
strengthening its 'DAS and DASC' mechanisms (stated as a priority, see below for further details on these mechanisms)
increasing financial support but also to simplify (one call every three years),
introducing more systematic monitoring of actions (see school service).
In 2016, the Brussels government, within the framework of the Brussels programme for education (Strategy 2025)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National recovery and resilience plan promotes reforms at all education levels, including VET-related objectives in the components Education for the 21st Century and Increasing the performance of Slovak higher education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the Plan for Digital Appropriation is to transform the Brussels-Capital Region into a Smart City harnessing digital transformation to benefit all citizens, by adapting services, renewing interfaces, and transforming organisations. Key to this vision is the enhancement of citizens' accessibility and basic digital skills in a comprehensive and ongoing way, leading to an overall improvement of the well-being of its citizens (privately and professionally) and boost its regional...
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 its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.
The implementation is organised in four areas defining 17 projects including 66 actions:
a. Raising awareness and destigmatising - raising citizens' awareness of digital tools and services, how to use them and on the support or 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 is to 'boost' the labour market relevant skills mastered by jobseekers to meet the needs of businesses and promote the integration of candidates into the labour market. The digitisation of the economy, environmental issues and the emergence of new needs in the goods and services market are leading to the emergence of new qualification profiles. This requires Wallonia to invest in the professional qualification of jobseekers (including NEETs), the initial training of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.
This plan is made up of one structural axis and six distinct operational axes aimed 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.
Walloon Government
Le Forem (The Walloon Office for Vocational Training and Employment)
The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: 'everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market'. Bruxelles...
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 Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
The common umbrella represented by the training and employment centres aims to 'promote the organisation, development and promotion of employment in a specific sector, in support of the economic and social development of the Brussels territory'. It targets jobseekers, workers and learners and supports companies to find skilled 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.
On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi) in the Brussels Region. Since then, the governments of the Brussels Region and the French Community Commission COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.
Established on a sectoral basis, these centres are the result 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.
Bruxelles Formation (Brussels Institute for Vocational Training)
Brussels Public Employment Service (Actiris)
VDAB Brussel
Training Service for Small and Medium-sized Enterprises (SFPME)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay 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.
Le Forem (The Walloon Office for Vocational Training and Employment)
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
extend the existing training offer in basic digital skills to provide a solid foundation in this area to low-skilled audiences so that they can then continue their training course;
raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
establish enhanced...
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 Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).
The project broadly targets jobseekers or learners over 25...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is twofold: to position Walloon companies in the face of technological developments and changes in the 4.0 economy; and to develop a digital culture among citizens and, more specifically, young Walloons in training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Digital Wallonia 2015-18 strategy has helped to position Wallonia as a territory seizing the opportunities of digital transformation. On 6 December 2018, the Walloon Government validated the update of the Digital Wallonia strategy for 2019-24. This sets the framework defining the orientations that Wallonia will have to take to seize the socio-economic opportunities of digital transformation for a period of five years. The Walloon Public Service (SPW) provides its expertise to the Walloon...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
Initiated by employers' representatives and based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET', amendments to the VET Act came in force from 1 September 2021 aimed to:
significantly strengthen the influence of employers' representatives on the provision of secondary VET, for example by:
extending the responsibilities of the Employer Council for Dual VET to the entire system of vocational education and training that is also visible...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening the position of 'sectoral assignees' and the Employer Council for VET over the VET system as a whole from 2021 induced a debate over creating a new institution covering the VET system as a whole. The Sector Councils Alliance has been newly created to take over some responsibilities from the education and labour ministries from 1 January 2025.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
Increasing the capacity of pedagogical teams to meet the needs of learners of all ages in digital skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the European Commission's support for the development of an adapted training offer in the context of the implementation of the Skills enhancement pathways, several stakeholders from the Belgium French speaking community are working together in the framework of the EU programme for employment and social innovation EASI to implement a training strategy for basic digital skills for jobseekers and adult learners with little schooling.
In line with this strategy, The Start...
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.
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
Training Service for Small and Medium-sized Enterprises (SFPME)
In 2021, substantial changes in the Education act were introduced. Some of them also have an impact on the provision of VET, especially in efforts:
to revise the 2008 curricular reform, in particular, to adjust the creation of school curricula (school educational programmes) to strengthen the development of key competences;
to streamline admission to secondary schools, e. g. by sending a single electronic application declaring interest in alternative programmes and secondary schools, and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2021, the education ministry submitted to public discussion an extensive amendment of the Education act (245/2008), which provoked a heated debate with more than 1 000 comments, of which more than 680 were fundamental. In March 2021, therefore, the revised version was resubmitted for public discussion. This discussion was expected to pave the way to introducing curricular reform and also reforms embedded in the National recovery and resilience plan (RRP). Public discussion and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country's economic structure and public sector and measures of immediate impact.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public sector
digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation (Until April 2024)
Secretary of State for Modernisation and Digitalisation
The main objectives of this policy development are to:
promote links between schools providing general education and specialised artistic programmes;
improve the integration of curricula of different programmes at basic and upper secondary levels, respecting the specificities of each one;
review access procedures to higher education for specialised artistic programmes graduates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ministry of education has approved the creation of a working group which will analyse the specialised artistic programmes. The main tasks of this working group are to:
describe and analyse the evolution over time of these programmes;
evaluate their current model of funding;
propose alternative scenarios for the reorganisation of these programmes, regarding, for instance, the curriculum or pedagogic methods;
recommend new ways of quality assurance;
recommend new methods of assessing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (Until April 2024)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI)
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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.
Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The strategic objective of the Youth + Digital training programme is to reinforce the quality and effectiveness of vocational training and professional qualifications. Its specific objectives are:
to align professional training with the real needs of the labour market;
to improve the professional skills of young adults to support 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.
In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.
The 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.
Institute for Employment and Vocational Training (IEFP)
Ministry of Labour, Solidarity and Social Security (MTSSS)
The goal is to create an attractive, open and permeable system of VET fields of study, developed as a result of a consensus of the relevant decision-making bodies and employers' representatives and more responsive to trends in employability of upper secondary school graduates. The aim of the system innovation is primarily to clarify, simplify and define the fields of study, that will be developed in close cooperation with employers.
It is embedded in the Strategy 2030+: Roadmap of key...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The middle component of support is embedded in the Strategy 2030+, specifically in Strategic Line 4 - Increasing professional capacities, trust and mutual cooperation, measure 4.1.2.: Introducing the middle component of support.
The middle component of support does not have a direct decision-making power but plays only a supporting and coordinating role. It provides targeted support to schools, secure coordination of their activities in a given location, and acts as an intermediary 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.
Through their activities in schools, the middle component will contribute to reducing administrative and non-pedagogical burden on schools, creating space for headmasters and other members of school management to develop pedagogical leadership and increase the quality of education. Impacts of development and support activities in schools on improving the quality of students' learning, key learning outcomes and securing equal opportunities in education will also be monitored in cooperation...
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 Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three key strategic goals...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term plans...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government has implemented several measures aimed at students to counteract these negative consequences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the government agreed several measures:
vocational colleges, colleges and universities receive funding to pay students to conduct academic follow up of other students;
the student organisations receive funding to pay students to start social, low-threshold services, such as social activities for students;
the student organisations receive funding for social, low-threshold services for mental health work;
the mental health student support telephone line receive extra funding 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.
Provision of practical training in real-life environment is not mandatory for employers in the Czech Republic. VET school directors are exclusively responsible for the quality of practical training, yet they can influence the quality of workplace training only to a limited extent. The standard should be motivational for employers; it should support the comparability of conditions and circumstances under which practical training is implemented. The standard will be developed in line with the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education, Youth and Sports focuses on expanding options for students to get practical training in a real work environment with the use of elements of the dual system of VET. Favourable conditions will continue to be created to increase the involvement of experts from practice in teaching and implementation of internships for pedagogical staff in companies. Cooperation with employer representatives will be developed based on the Agreement on the division of responsibilities...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The Digital competences development for educators (DCDE) programme aims to strengthen and further develop teachers' digital competences in order to promote the effective use and integration of digital technologies in the teaching and learning process. The intended outcomes of the programme are:
teachers should use online learning environments, electronic learning tools, open digital educational content and learning communities, in order to enhance their professional development and lifelong...
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 Cyprus Pedagogical Institute (CPI) of the Ministry of Education, Culture, Sport and Youth has introduced Digital competences development for educators (DCDE). The programme is offered through a distance-learning approach and methodology, utilising CPI's e-learning environment. It consists of an introductory module and 10 learning modules with content on thematic areas that have been defined through a process of diagnosing the needs of teachers but also following European and 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.
Cyprus Pedagogical Institute (CPI)
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
For both initial and continuing vocational education and training, it is primary issue to increase the relevance of educational programmes in relation to the changing qualification requirements of the labour market.
The aim of the project is to map future competences and create updated competence pyramids for 10 selected sectors, in which the most robust shifts concerning the requirements for workforce qualifications are expected to occur. The objective of the project is to develop and expand...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the framework of the Competence 4.0 project (2019-22; Operational programme Employment, Ministry of Industry and Social Affairs), the Confederation of Industry of the Czech Republic, Czech Chamber of Commerce and the consultancy company TREXIMA jointly participate in mapping new future competences associated with the introduction of Industry 4.0 in the Czech Republic.
Other expected project outputs include:
analyses of international studies and labour market trends;
methodology of mapping...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to ensure students' welfare, including VET students at vocational colleges (EQF level 5), social contact with each other and ensure that they complete their studies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The expert group is led by the Ministry of Education and Research and Universities Norway (UHR), the National Council for Higher Vocational Training, the Norwegian Directorate of Health, the Norwegian Institute of Public Health and student representatives. Students and the community council will also be involved in the work.
There have been regular meetings with all principals, students and organisations since March 2020 to map concerns, to discuss possibilities for improving the situation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Ministry's long-term objective and task is to create conditions for all higher education institutions to provide quality education to students in full-time, combined and distance forms of study, as well as through lifelong learning courses that are open to the general public; to carry out research, development, artistic and other creative and professional activities, the outputs of which will support the social, economic and cultural development of the country; and, to make higher...
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 SP2021+ formulates a general vision for higher education and its significance for society.
Six priority objectives have been set:
develop competences directly relevant to life and practice in the 21st century;
improve the availability and relevance of flexible forms of education;
improve the efficiency and quality of doctoral studies;
strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
build capacity 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.
The objective of the pilot is to gain knowledge about how financial incentives can influence participation in further education and training for skilled workers and whether it has an important connection to the labour market.
The pilot should show if a scholarship scheme makes a vocational career more attractive and if it motivates skilled workers to invest in further education and 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.
Skilled workers were selected as the target group because they leave working life relatively early and traditionally seldom participate in continuing education. The pilot will be based on a random selection where one group is selected to receive information about further education for skilled workers and offers of a scholarship, while another group will only receive information about further education. A third group will receive no information and is used as a control group.
The pilot will...
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 skills reform aims to ensure that no one is excluded from working because of lack of competence. Everyone should have the opportunity to renew and supplement their competence and to work longer.
The second goal is to close the skills gap between what working life needs in terms of skills and the skills of the employees.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work on the reform started in 2019 and will develop further in the years to come. The government has initiated several measures to reach the objectives of the reform:
Stimulating individuals and companies to invest in education and training through:
making it attractive to invest time and money in education and training;
flexible loans and scholarships;
flexible education and training schemes (providing a framework for other policy developments, such as grants for flexible continuing...
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 response to the COVID-19 pandemic the physical presence of trainers in the classroom or training areas is no longer required, there is no obligation for the training programmes -provided to unemployed or employed individuals- to be carried out at a certified vocational training centre (VTC) or at the premises of the enterprise, while Internet connectivity and ability to use e-learning tools is a precondition for all participants (organiser, trainers, trainees).
For increased flexibility,...
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)
promote employment and reduce unemployment by improving the employability of the unemployed;
provide opportunities for the unemployed to enter/re-enter employment by upgrading existing or by acquiring new knowledge and skills;
encourage organisations to offer suitable training programmes to the unemployed.
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 Special scheme for the vocational training of the unemployed in organisations of the public and broader public sector, local government authorities, non-governmental organisations and non-profit institutions, caters for the vocational training and work experience of unemployed individuals and is part of HRDA's activities for the integration of the unemployed and inactive persons in employment . The scheme also provides opportunities to organisations to utilise human resources through 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.
Human Resource Development Authority of Cyprus (HRDA)
Improved VET provision and better alignment to labour market needs can contribute to boosting growth in underdeveloped regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Catching-up regions initiative, in cooperation with regional authorities, aims to identify challenges and priority areas at regional level to direct investments to. Improving VET programmes in line with labour market needs can foster economic development in regions lagging behind.
The initiative was initially carried out in the Prešov region in 2018. In 2019, a report was published providing specific suggestions on how to improve secondary VET. The cooperation with the Banská Bystrica...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Prešov Self-Governing Region
Banská Bystrica Self-Governing Region
Košice Self-Governing Region
Ministry of Education, Research, Development and Youth
Ministry of Economy
Ministry of Investments, Regional Development and Informatisation
Ministry of Education, Science, Research and Sport (until 2024)
The proposals are intended to avoid delays in the education and training of as many young people as possible.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ministry proposed two temporary legislative amendments to provide young people in VET the opportunity to take a bridge course to general education competence in the school year 2020/21.
Learners with an apprenticeship contract may be admitted to a one-year bridge course extension even if they have not completed the craft or journeyman exam. It was suggested that the right of young people to education should be expanded. Young people who complete the second year of a vocational programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life for everyone.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
implementation of actions in the national context related to Council recommendation on graduate tracking;
ensuring quality of VET provisions and labour market relevance of VET skills and qualifications;
development of pilot model for VET graduate tracking, which combines analysis of administrative data in education and the labour market with sociological survey among VET graduates;
testing the model in three regions (NUTS III): Burgas, Stara Zagora and Vratsa;
elaboration of a prototype for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET graduate pilot tracking project (No 609397-EPP-1-2019-1-BG-EPPKA3-EQAVET-NRP) is funded by the Erasmus+ programme. It is implemented by the education ministry in the period April 2019 to March 2021.
A graduate tracking mechanism (prototype) has been developed under the project to monitor the career development of VET graduates. The prototype was presented and adopted by the Consultative Council for VET and the education minister on 29 September 2020. The prototype includes a sequence...
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 changes is to make it easier to foreign vocational qualifications to be recognised in Norway. This is intended to enable more people to use their qualifications in Norway.
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 suggested changes relate not only to formal education but also include a comprehensive review of what people can do when it is being considered whether they can practice their profession in Norway. Additionally, some of the principles in the act and associated regulations shall also apply to individuals with professional qualifications from third countries.
A set of principles were suggested:
the approval principle: when processing applications, emphasis must be on the overall...
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 measure is to ease the transition from unemployment to municipal adult education, which includes VET at upper secondary level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...
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 policy development is to get as many apprentices as possible to take their trade or journeyman certificates without significant delays.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are normally several requirements for conducting trade and journeyman exams.
The government adopted changes regarding dispensation from the requirements for trade and journeyman certificates for those affected by the COVID-19 pandemic.
The goal is for the county municipalities to be able to conduct trade and journeyman exams for as many apprentices as possible. The same applies to final exams for apprenticeship candidates and internship candidates. The most important aspect is that no...
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 hearing is to clarify what rules will apply during the outbreak of COVID-19, to ensure that the rights of children, young people and adults in education and integration are safeguarded as much as possible.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Research sent temporary regulations based on the COVID-19 Act on a hearing. Due to the outbreak of COVID-19, the Norwegian Directorate of Health decided to close kindergartens, schools and other education institutions. With kindergartens, schools and other education institutions closed, it would be impossible to fulfil all the rules of the Ministry of Education in full. To ensure that children, young people and adults would be protected as much as possible in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide upper secondary learners on three-year lasting VET programmes a realistic opportunity to become eligible for admission to tertiary education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the national VET team is to support the implementation of EU VET tools in Erasmus+ projects in Lithuania; its objectives are to:
raise the awareness of Erasmus+ potential applicants and beneficiaries about EU VET tools;
improve the understanding of Erasmus+ potential applicants and beneficiaries about the implementation of EU VET tools in the projects in the national context.
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 work plan of the national VET team, to be established in 2021, will focus on:
carrying out analysis on the use of EU VET tools in the national context;
providing promotional material about EU VET tools (one e-booklet and two newsletters);
organising discussions engaging the National Authority and relevant stakeholders on the implementation of EU VET tools in Erasmus+ projects, a monitoring seminar and presentations on the use of EU VET tools in Erasmus+ 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 aim of the measures is to use a combination of testing and counselling to find a further career path that best suits a person's interests, skills, personality traits, wishes and ideas so that they can make their education and career choices more easily.
This should also reduce a certain mismatch problem in the labour market by better matching the skills needs of companies and the skills development of young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the Career check for young adults was introduced by the Austrian Economic Chambers and rolled out in five federal provinces. The career check is a combination of testing and counselling that supports young people in their career development. The development of the career check started in 2019 in cooperation with experts from the career centres of the regional Economic Chambers with the support of the Austrian Federal Economic Chamber.
The career check includes a test and an...
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.
Regional entities of the Austrian Economic Chamber (WKO)
The aim of the project is to develop a concept for career guidance (educational and occupational orientation) for the federal province of Salzburg. It is coordinated with all key stakeholders and implemented from a medium-term perspective.
In particular, the aim of the project is to develop a concept that:
provides a sufficient, comprehensive range of offers in the field of career guidance for all target groups and regions in Salzburg, taking into account an optimal and efficient use of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The basis for this concept was the most comprehensive possible survey of the status quo of the career guidance offers and needs of young people and adults in the province of Salzburg, taking into account all subgroups and regions. Short-term and long-term proposals for measures were also included in the project.
First, the existing orientation and guidance offers in the province of Salzburg were surveyed and categorised with regard to their content, formats, target groups and regional...
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 measure is intended to support training companies in continuing apprenticeship training in the during the crisis of the Covid-19 pandemic, by enabling them to outsource in-company training for a certain period of time without incurring any costs;
in addition, the number of new apprenticeship places on offer is to fall as little as possible, both for autumn 2020 and thereafter.
This results in the following policy guidelines to:
enable apprenticeships in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In close cooperation between the Vienna Economic Chamber (WKW), the Vienna Chamber of Labour (AK), the Vienna Public Employment Service and the Vienna Employment Promotion Fund (waff), as well as conceptually supported by the two research institutes ibw and öibf, a model of a new, innovative training association was developed. It was finally implemented at the beginning of 2021, offering apprenticeship training companies the possibility of continuing their apprenticeship training for a...
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 action plan for entrepreneurship education has the following objectives:
at the societal level, it will be a matter of dealing with the political, social and economic significance of the sustainable development goals (SDGs) and working effectively and efficiently to achieve these goals;
at the individual level, it will be about promoting the continuous development of professional expertise and interdisciplinary competences, strengthening autonomous and independent action and enabling...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, the National action plan for entrepreneurship education was presented, the core element of which is the Map of actions for children and young adults in the field of entrepreneurship education.
The plan was developed from a cooperative venture between the Federal Ministry of Digital and Economic Affairs (BMDW), the Federal Ministry of Education, Science and Research (BMBWF) and other ministries, including the Federal Ministry of Labour, Family and Youth (BMAFJ) and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Association for the Promotion of Cooperative Education, Science and Research (genoBWF)
the establishment of a quality framework for schools that describes the essential characteristics of school quality and forms a binding, content-based foundation of the quality management system for all schools;
the quality framework is intended to contribute to a common understanding of the essential characteristics of school quality at all levels of the school system and to serve as an orientation for successful school and teaching development;
it is a basis for all essential initiatives...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the introduction of the Board of Education, which started its operational work in October 2019, a new administrative authority was created in which the administrative tasks of the Federal and State governments are brought together. The nine offices (one in each province) perform uniform tasks throughout Austria that were previously constitutionally based in the offices of the State governments and organised differently from province to province.
Within the Boards of Education, 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.
Federal Ministry of Education, Science and Research (BMBWF)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
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 counteract the expected decline in apprenticeships due to COVID-19, those companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020 are being supported with EUR 2 000. The bonus of EUR 2 000 for each new apprentice is paid out in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period.
The decisive criterion is the date on which the apprenticeship...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
To maintain the willingness of companies to conclude new training contracts, additional funding is being introduced for training contracts concluded during the COVID-19 pandemic.
The legal basis of apprenticeship training was also adapted to allow short-time work for apprentices to secure and maintain apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To keep the apprenticeship system running, the following two key measures were taken in response to the COVID-19 crisis:
Apprenticeship bonus
Companies that hired apprentices during the coronavirus crisis from 16 March 2020 until 31 October 2020, receive a bonus of EUR 2 000 for each new apprentice, which is paid in two instalments: EUR 1 000 when the apprenticeship starts and EUR 1 000 if the apprenticeship relationship is continued after the probationary period. For apprentices who were...
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, Family and Youth (BMAFJ) (until 2020)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
InnoVET stands for innovation in vocational education and training (VET): innovation in labour market-oriented courses.
It is a project of the Flemish government for schools offering technical secondary education (TSO) or vocational secondary education (BSO) courses, to familiarise teachers and students with the labour market of today and tomorrow. This is done by stimulating labour market-oriented schools to develop and test innovative materials and methodologies through projects, with the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a Flemish evidence-based research facility - commissioned by the Flemish Ministry of Education and Training - carried out a study to formulate an answer to three questions, together with teachers, directors, business leaders and networks:
What are the major technical challenges facing education?
Which training needs for teachers are related to this?
What does good professionalisation look like to meet those needs?
The resulting policy development consists of three phases:
2018-19:...
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 up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the plan is to suggest reforms and specific measures that will increase the country's per capita GDP to reach 92% of the EU-27 average by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area education includes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the agreement is to ensure initiatives that will contribute to increased applications to VET programmes in the welfare and service sector, as well as a strengthened retention of students and a long-term solution to the shortage of apprenticeships in the social and health sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2020, a tripartite agreement was made between the government, Local Government Denmark (KL) (the national association of municipalities), the national association of the Danish Regions and the largest trade union confederation in Denmark (FH).
The agreement outlined several points:
from 1 July 2021, the municipalities commit to employing adult apprentices, aged 25 and above older in social and welfare programmes, from the second part of the basic VET course (the basic course 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.
Local Government Denmark (KL)
The National Association of the Danish Regions (Danske Regioner)
Danish trade union confederation (FH)
Ministry of Social Affairs, Housing and Senior Citizens
The objective of this initiative is to move the physical-based guidance activities (such as Bridgebuilding) from primary to secondary education and replace info-courses for parents with new and enhanced digital activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This initiative consists of:
enhanced e-guidance for students and parents to deliver guidance on choices in secondary education;
webinars on the options for youth education;
info-letters to parents about the options for youth education (digital);
peer-to-peer guidance among students on the options for youth 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.
With the federal programme Securing apprenticeship placements, the Federal Government [Federal Ministry of Education and Research (BMBF), Federal Ministry of Labour and Social Affairs (BMAS), Federal Ministry of Economic Affairs and Energy (BMWi)] wants to support training companies in all sectors of the economy and training institutions in the health and social professions in the current difficult economic situation. It aims to motivate them to maintain their apprenticeship placements and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Due to the COVID-19 pandemic, the Federal Government (BMBF, BMAS, BMWi) decided on key measures to support apprenticeship and to secure skilled labour in June 2020 with a total funding budget of up to EUR 500 million. The first funding phase started in August 2020 (with retroactive improvements in December 2020) followed by the second funding phase from November 2020. The funding support covers the apprenticeship year 2020/21. The grants are paid via the employment agencies (BA).
The funding...
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)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
The innovation programme INVITE aims at increasing participation in CVET by connecting existing learning platforms, improving the transparency and quality of digital CVET offers, and allowing a low-threshold, individual, modular approach, building on existing skills, in a secure digital environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting point was the innovation competition INVITE, initiated by BMBF within the National skills strategy and is implemented by the Federal Institute for Vocational Education and Training (BIBB) with the support of an IT consulting company (VDI/VDE Innovation + Technik GmbH). The competition has had a two-stage structure (outlines: April-September 2020 / applications: January-March 2021). It addresses platform operators, continuing education providers, academic institutions...
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)
Federal Institute for Vocational Education and Training (BIBB)
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET provision, curricula, examination
In December 2016, the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure accessibility of career education in all general and vocational education schools; and Latvia's participation in the Euroguidance network aimed at supporting the development of the European dimension of lifelong guidance, supporting competence development of guidance practitioners, and providing information and communication on the European dimension of guidance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2015, the Government adopted regulations on career education. Within this framework, the State Education Development Agency (VIAA) launched a national ESF project Career support in general and vocational education schools (2016-20) to ensure accessibility of career education in all general and vocational education schools. New methodological materials were developed. In 2017-18, more than 20 seminars and two national conferences for schools' career guidance teachers/specialists...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure that all VET providers apply a common procedure and criteria for awarding scholarships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations on scholarships have been amended to ensure the principle of equality and provide for a clear procedure for awarding scholarships, thus ensuring that all VET providers apply common basic criteria for eligibility and amount of scholarships. The regulations set the criteria, purpose and procedure for awarding scholarships and their amount.
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 introduce apprenticeships in formal VET and promote sustainable collaboration mechanisms for apprenticeship/ WBL implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.
The Erasmus+ project 'National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)' was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange of...
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.
COVID-19 has fundamentally affected the national education and training system. As of March 2020, the education ministry ruled that education provision should continue digitally (remote learning, homework) as necessary.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
After the outbreak of the COVID-19 pandemic in March 2020, and according to the recommendations of the National Public Health Organisation, the education ministry launched several digital tools enabling distance learning as a response to the challenges posed by schools' closure. Priority was given to the implementation of distance learning in the last year of upper secondary education, but it was also applied at all education levels (including VET). As far as post-secondary VET (IEK) is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the policy development is to certify those individuals exercising career counselling both, in private and public IVET and CVET 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.
In 2015, the National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP), in cooperation with social partners and responsible ministries, developed a career/vocational guidance practitioner occupational profile. It is based on the results of a scientific study on accreditation of career guidance counsellors. The career/vocational counsellor occupational profile sets the skills, knowledge and competences for career guidance practitioners in non-formal education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 4610/2019 reduces the number of examinations in upper secondary VET programmes offered by vocational upper secondary schools (EPAL) by more than 50% (Article 117). It also changes the type and the method of assessment, including the final assessment, of these programmes and of apprenticeship programmes offered by EPAL. According to the respective Ministerial Decrees, in upper secondary VET programmes offered by EPAL schools some subjects are assessed through a written examination (open...
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 rationale underlying the MCAST strategic plan 2019-21 is the determination to adapt and grow as a well-functioning VET institution in a rapidly evolving modern world. MCAST considers itself fundamental to a strong and prosperous Maltese economy that delivers jobs industry needs. In the provision of its academic and training programmes, MCAST aims to be always relevant and responsive to industry's needs, particularly with the advent of Industry 4.0, driven by cyber-physical systems. MCAST...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The MCAST Strategic blueprint 2030 underpins its strategic direction. This is informed by the college's contextual challenges that include: meeting the ever- changing economic and industry needs, a drive towards boosting the esteem of vocational and professional education and training (VPET) in Malta and abroad, its physical infrastructure, and enhancing its autonomy and self-regulation. The college's strategic horizon for the forthcoming years is informed, aligned and directed by relevant...
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.
Malta College of Arts, Science and Technology (MCAST)
Target 4 aims to 'raise levels of student retention and attainment in further, vocational, and tertiary education and training'. The reform aims to support tackling early school leaving and to provide an education system for all learners by addressing their different learning aptitudes, intelligence and patterns.
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, measures to support the work on all forms of work-based learning for young people and adults include partnerships with social partners and other stakeholders. In this respect the education ministry is entering into partnership agreements with economic operators to provide work-based learning experience for students in lower and upper secondary (13-16 years).
These pathways are part of the project, MyJourney: achieving through different paths, which seeks to promote increased links...
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 for Education (MFED)(until 2022)
Ministry of Education and Employment (MEDE) (until 2020)
to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow's industry trends and requirements;
to promote an international outlook while embracing cultural diversity;
to promote professional development through lifelong learning opportunities;
to perform and solicit practices which are ethically correct and environmentally friendly;
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
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 implement plans for action to carry out the recommended improvements and ensure that:
all vacant senior and middle management positions within ITS are reviewed for fitness for purpose and filled in;
the Internal Quality Assurance Committee (IQAC) or equivalent becomes a statutory entity with dedicated financial and human resources;
the statutory relationship between the board of governors, the board of studies, the programme quality validation board and the IQAC or equivalent is clarified...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of Tourism Studies (ITS)
Malta Further and Higher Education Authority (MFHEA)
National Commission for Further and Higher Education (NCFHE) (until 2021)
The objective is to enable professional and non-professional experience to be recognised with a view to obtaining all or part of:
vocational certificates and diplomas (provided by the Ministry of Education) - vocational capacity certificates (certificat de capacité professionnelle, CCP) - vocational aptitude diplomas (diplôme d'aptitude professionnelle, DAP) - technician's diploma (diplôme de technicien, DT);
Secondary school leaving diploma (baccalaureate) of the general education (Diplôme...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.
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 Transition plan 4.0 which includes the training tax credit development aims to promote company investments in continuing vocational training (CVET) on the main technologies that support the technological and digital transition of 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 Transition plan 4.0 is managed by the Ministry of Economic Development and includes the measure Training tax credit 4.0.
Training tax credit 4.0 for companies is related to the percentage of the corporate costs of employees during the training activities. The maximum annual total amount can be EUR 300 000 for small companies and EUR 250 000 for medium and large companies.
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 measure is to create conditions for the formation, recognition and validation of mastery qualifications (skills) acquired in employment and elaborate a model of the subsystem of 'mastery skills acquired in the workplace' that can be used in various sectors of the economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To work towards that goal, the ministry organised a discussion on the subject involving representatives of Lithuanian industry, business and employer associations. Participants were selected with a broad mandate to represent business associations and individual companies, uniting the vast majority of Lithuanian organisations and having knowledge across a wide range of business needs.
Participants in the discussion acknowledged that the assessment and recognition of high-level competences...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The teacher portfolio is an online tool developed for teachers to give substance to their professional development. The portfolio enables teachers to keep track of their professional development and competences and record both formal and informal learning. It also features a catalogue functionality with courses, training and other education opportunities. Teachers can build their own portfolio and use the tool as a network to establish contact with other teachers. The portfolio is 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.
To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal 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 government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:
The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
The Invest in young people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report details further analysis of the Cedefop's European Skills for Jobs Survey data for Ireland to give a more in-depth picture of the situation for workers in Ireland. This analysis informs policy decisions to address the ICT skill gaps in the Irish economy and identify emerging skills requirements in the shift towards digitalisation.
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.
Raising the attractiveness, flexibility and permeability of upper secondary VET programmes; developing trilateral cooperation amongst IVET schools, higher education and companies involved in dual VET; creating upper secondary VET institutions that can be entrance pathways to higher education; creating VET programmes for vulnerable students to reduce the rate of those leaving school without a qualification; strengthening career guidance; cooperation with higher education, which enjoys a high...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary from the school year 2020/21 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:
Five-year technological programmes (Technicums)
The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the secondary...
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.
IVET schools and adult education and training providers have to operate as an Accredited Examination Centre (AEC) to raise the quality of the VET programmes they offer. The National Accreditation Office (Nemzeti Akkreditációs Hivatal) is entitled to certify an AEC, based on the standards defined by the Hungarian Standards Institution (Magyar Szabványügyi Testület).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An important innovation of the Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult 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.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
National Accreditation Authority
Hungarian Institute for Transport Sciences and Logistics (KTI)
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The Hungarian government has taken official measures - through governmental decrees - to impede the expansion of this epidemic.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
International mobility programmes have been suspended and, as of 16 March 2020, the education process continued digitally (remote learning, homework and assessment).
According to the Ministerial Decision of the Minister responsible for VET No SZFHÁT/100762/2020-ITM, published on 10 November 2020, general education (non-vocational) classes and vocational theoretical classes in VET institutions were organised online, as well as those parts of practical training that do not require a physical...
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 measure is to establish, through bilateral governmental or other types of agreement with EU member countries and third countries, short and long-term VET mobility programmes to boost and support global economic cooperation and workforce mobility, and to promote professional skills that can be acquired in the Hungarian VET system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the example of the Stipendium Hungaricum Scholarship created in higher education, the mid-term VET policy strategy 4.0 envisaged creating and operating a VET Stipendium Hungarian Scholarship.
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.
Participation in the survey aims to support policies on how best to align the skills of the workforce, increase motivation and labour market capacity and explore best national and international practice and labour market processes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Starting in 2015, PIAAC, directed by OECD, measured the proficiency in key skills (literacy, numeracy and problem solving) of those aged 16-65; it used direct data collection on the basis of a representative sample in a ten-year cycle.
In Hungary, the realisation of the first wave of the survey started on 3 September 2015 and the results became public in November 2019. The implementing body is NOVETAL (National Office for VET and Adult Learning) in cooperation with the Central Statistical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The objective of the policy development is to create, support and implement innovation-related curricula, teaching methods, technologies, digital content and teaching material in VET and AL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnottképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system - NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer - NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...
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 goal of the modifications is to differentiate traditional school-based VET programmes from short-term courses, and to ease the mutual recognition of the VET qualifications of EU member countries.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Sector Skills Councils
VET Innovation Council
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
Hungarian Chamber of Commerce and Industry
VET Innovation Council
Sector Skills Councils
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The objective of the expansion of HVET is to ensure that adults are better qualified for the labour market, which will lead to economic growth.
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 Swedish Government has increased the funding to the Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The Agency for Higher Vocational Education has been able to approve more than a 56% increase in the number of study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.
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 education quality monitoring system based on statistical information, the results of comparative educational research, the achievement of students at the national level and other indicators characterising the results of the work of education institutions: analysis of the results of centralised examination and accreditation and licensing, as well as evaluation of the quality of teachers' work, the use and analysis of information, taking into account the medium and long-term...
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 approach to quality assurance was reviewed in 2016 and the outcomes of the review have been published. As a result, the Cabinet of Ministers approved new regulations concerning the procedures for accrediting education institutions, examination centres, general and vocational education programmes and evaluating the professional activity of heads of schools. The revision also supported the increased use of EQAVET indicators, including the collection of data on teachers 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.
To review and increase the basic funding of VET programmes.
To ensure that VET providers under the auspices of local governments and other founders are eligible to receive State budget financing.
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 2019, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group 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.
The overall objective is to make the Czech Republic again one of the world's most advanced countries.
The main horizontal objectives of the strategy are:
to use these state-of-the-art technologies to help the Czech Republic to become an innovative economy and to support domestic companies and brands and further economic growth;
strengthen the safety and security of the population;
increase their comfort in everyday life;
ensure fast, efficient and helpful communication with the State.
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 NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.
The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Government Programme 2019-23 states: 'We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach to completing...
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 reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
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 government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students' income;
increasing opportunities for retraining, continuous professional development and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Service Centre for Continuous Learning and Employment
The government aims to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education. The extension of compulsory education was planned to come into force in 2021.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparations to raise the minimum school leaving age to 18 years of age and introduce free upper secondary education help avoid discontinuing education due to the financial costs of attending VET.
A range of study and support options for completing compulsory education, such as voluntary additional comprehensive school education, folk high schools, workshops and rehabilitation and preparatory education may be included.
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 expand the national framework for qualifications and other competence modules.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
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 strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
One of the priorities of the labour ministry is to stimulate the employability of SME employees. The budget of the Learning and development incentive scheme for SMEs (SLIM-regeling) is dedicated to creating learning environments within companies and to facilitate employees engaging in (parts of) a VET course in working time.
The objective of the Ministry of Economic Affairs is to mitigate shortages of technical staff by stimulating SMEs to engage in retraining and upskilling activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The labour ministry took action to stimulate lifelong learning in SMEs by launching the Learning and development incentive scheme for SMEs (SLIM-regeling) in 2020. SME entrepreneurs can apply for a subsidy up to EUR 25 000. The total amount allocated to the scheme is EUR 50 million. Larger companies (non-SMEs) in the hospitality, agriculture and recreation sectors can also apply for a subsidy, as well as partnerships of SMEs, sector organisations, sector training funds, education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the law is to achieve a better match between the training offer and labour market demands and subsequently a more efficient spatial distribution of the training offer for labour market needs and accessibility for learners (travelling distances).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Self-regulation is a tradition in the VET sector, but the Act on macro-efficiency in VET gives the Minister for Education the right to deprive a VET college of its rights in case of non-compliance with one of the following obligations:
to allocate learners to courses with a sufficient labour market perspective;
to achieve an efficient regional distribution of VET programmes.
The Council for upper secondary VET schools (MBO Raad) and the Cooperation organisation for vocational education,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
The education ministry, following the suggestion of the Education Council, will develop a new system of teacher qualifications to make room for career moves within and between the education sectors. The initiative refers to teachers in primary education, secondary education and VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry aims to design compact qualifications, which can be combined in different ways. For example, a teacher will be able to specialise in one subject in primary, secondary and vocational education or in a number of subjects in one education sector, or in a combination of subjects and education sectors. Current and future teachers will be the beneficiaries.
The design of the teacher training courses in a modular system should allow for stacking competences, fitting within 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.
improve the links between the demand and supply side of the adult training market;
increase participation in funded lifelong development activities, for instance by replacing the tax training deduction scheme with a subsidy: the STAP budget (Stimulans ArbeidsmarktPositie).
Through the Subsidy scheme for flexible vocational education third pathway VET, the education and labour ministries intend to stimulate public and private VET institutions and emerging new (regional)...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.
On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.
Through the Subsidy scheme for flexible vocational education third pathway...
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 Social Affairs and Employment
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Cooperation organisation for VET and the labour market (SBB)
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
National umbrella organisation of social partners (Stichting van de Arbeid)
the reduction of fragmentation in the field of research;
the alignment of research with development needs at school level;
making scientific knowledge retrievable and accessible to users in schools;
the improvement of education professional's ability to assess education decisions on the basis of scientific insights;
providing more time and money for research and development (R&D) in education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, five associations representing all education sectors launched an action plan to strengthen the knowledge infrastructure in education. A working group will set up an agenda for the near future and will give substance to the aim of strengthening the knowledge infrastructure with the involvement of various parties, such as education researchers, experts and teachers. The working group will advise the sector councils and the education ministry on how to proceed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Council for upper secondary VET schools (MBO Raad)
Council for Primary Education (PO-Raad)
Council for Secondary Education (VO-raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Association of Universities (VSNU) (until 2022)
Universities of the Netherlands (Universiteiten van Nederland)
Ministry of Education, Culture and Science
Netherlands Initiative for Education Research (NRO)
The legislation aims to strengthen the position of upper secondary VET students via six measures.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will be...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to supplement elements enabling the deepening competences of adult in further 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 project is aimed at creating and coordinating a network of further education entities. Within the project, reorganisation of the National register of qualifications (NSK) should take place, consisting of adapting the offer of authorisations to the needs of the labour market and optimising the network of authorised entities that award qualifications, among which are also VET schools. An emphasis will be put on the development of digital competences: educational programmes 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.
Ministry of Labour and Social Affairs
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
