To increase participation in initial vocational education and training (VET) programmes.
To offer every young person the opportunity to enjoy personal and professional development through IVET and to become self-assertive and proactive in making their own professional choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development, together with the support of the education ministry, runs annual information campaigns to raise public awareness that initial VET can be a first option for young people. This can provide them with the opportunity to acquire competences (both general and professional) and attitudes and skills leading to a qualification at EQF level 3 or 4 that is recognised on the labour market as well as offering an option to continue to higher education.
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 was to implement quality assurance procedures in Slovakia based on international experience and to set the quality indicators adjusted to the national environment and culture.
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 EQAVET implementation report (2016-20), containing measures to strengthen quality assurance in IVET, has been prepared. At the end of 2016, ŠIOV, the quality assurance national reference point (QANRP), joined a European project aiming to introduce peer review in the country. Another Erasmus+ project Mobility for quality (June 2017 – November 2018), run by ŠIOV, resulted in training the staff of the institute as well as practitioners from education institutions 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 Education, Research, Development and Youth
State Institute of Vocational Education (ŠIOV)
Ministry of Education, Science, Research and Sport (until 2024)
The main objective was to develop methodology and occupational standards which serve as the basis for aligning learning outcomes and qualifications to the labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 employment service (HZZ)
Ministry of Labour, Pension System, Family and Social Policy (MROSP)
To promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills’ demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards,...
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 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Legislation aims to address the needs of each learner and provide the adequate environment to achieve their goals, promoting equity and equal opportunities throughout compulsory 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 legislation introduced in 2018 and amended in 2019, aims to promote inclusive education and enable schools to recognise and respond to learners' diversity, individual needs and capabilities. It established a flexible learning model, which addresses the unique needs of learners and targets the acquisition of common knowledge throughout their school paths, regardless of the specific education or training programme in which they are enrolled. This legislation offers learners opportunities...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Directorate General for Education (DGE) (until August 2025)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Education, Science and Innovation (MECI) (since April 2024)
To develop qualifications based on the learning outcomes approach.
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 Agency for Qualification and VET (ANQEP) introduced a new methodology for designing qualifications based on learning outcomes. It applies to VET qualifications at levels 2, 4 and 5 of the NQF.
Since 2016, ANQEP has been organising and monitoring several training courses for coordinators and trainers from professional schools where qualifications will be developed according to this new methodology. It has also been carrying out training sessions for the different VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
To facilitate access to educational resources that are specifically used for distance learning or education 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.
In education authority VET, the education community can find and create structured teaching material ready to be downloaded and used by teachers and learners in Procomún, the Repository of open educational resources (OER) of the ministry, operated by the National Institute for Education Technologies and Teacher Training (INTEF). Another initiative is the Educational Technology Observatory, which provides a virtual library with articles for teachers written by teachers about how to use...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2018, the Council of ministers approved EUR 8.6 million (three times the previous budget), jointly financed by the European Social Fund, for VET teacher training, upskilling and mobility. The distribution criteria, agreed by the Autonomous Communities, take into account the number of teachers and the number of secondary schools and / or baccalaureate centres and / or VET centres. CPD training provision for teachers also encompasses guidance practitioners.
The framework for VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since September 2017, several collaboration agreements between the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE), the education ministry, and 11 Autonomous Regions have been approved. The agreements allow for implementing work plans of 25 national reference centres (Centros de Referencia Nacional, CRNs), of the 52 planned. CRNs are public institutions specialised in the different professional branches, in charge of carrying out innovation and experimentation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During the fourth quarter of 2018, the National Institute of Qualifications (INCUAL) carried out a review of the entire national catalogue of occupational standards. It aimed to set up a 2019 work plan that would accommodate the need for updating occupational standards and (where appropriate) designing new ones which could have greater significance or impact on employment.
The INCUAL is responsible for defining, updating and adapting the Spanish national catalogue of occupational 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.
Ministry of Education, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
To ensure high-standard and regularly updated teacher competences supporting quality teaching and 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.
The National Centre for TVET Development implemented several projects through which continuing teacher and trainer-in-companies training was offered.
One of the projects aimed to improve the skills and competences of teachers and trainers involved in work-based learning, through an Erasmus+ pilot training programme (DALIVET 2014-16). An accredited training course was introduced to increase the competences of 23 vocational education and training (VET) school teachers and 22 trainers. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Directorate for Continuous Teacher Training
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
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 qualifications system (Sistema Nacional de Qualificações, SNQ) aims (among others) to improve VET quality by promoting trainers’ initial and continuing professional development (CPD) and enhancing their technical and pedagogical capacity. In this context, it was necessary to develop standards for initial and continuing training for trainers and tutors in the light of the new pedagogical approaches and technical developments.
In recent years, the country has developed and put 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.
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.
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education
Ministry of Investment and Economic Development
Foundation for the Development of the Education System (FRSE)
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2016, the National Centre for Supporting Vocational and Continuing Education (KOWEZIU) launched the two-year ESF co-funded project ‘effective educational and vocational guidance for children, adolescents and adults’, aimed at creating an effective guidance system in education and training. In 2016, KOWEZIU was merged with the Centre for Education Development (ORE), which continued the implementation of this project. In 2017, testing of the newly developed educational and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
support quality in VET schools by strengthening cooperation between VET schools and higher education institutions;
develop and disseminate exemplary practice of cooperation among VET schools and 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.
In May 2018, the education ministry launched the first call for projects aimed at strengthening cooperation between VET schools and higher education institutions. The call covers the development and dissemination of exemplary practice of cooperation between vocational schools and higher education institutions, including:
exemplary teaching programmes, which include the description of how the vocational school and the higher education institution cooperate;
proposals for organising classes by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The Integrated skills strategy aims to provide a strategic approach to building, maintaining and using human capital to increase employment and economic growth, and to promote social inclusion and participation.
The main goals of the strategy are:
designing a coherent policy for shaping and developing skills;
coordinating the actions of stakeholders involved in supporting skills development;
ensuring equal access to information on the demand for, and supply of, skills, career counselling 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 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy – Zintegrowana Strategia Umiejetności – ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
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 2017, the education ministry published an action plan on teacher shortage. The plan is being implemented to encourage regional stakeholders to stimulate circular careers and hybrid teaching to tackle shortages of (technical) teachers.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 link between VET and the dynamics of the labour market;
ensure a better connection to higher professional education (HBO);
increase the quality of education;
increase student satisfaction and reduce dropout.
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 a September 2015 policy letter (Kamerbrief met visie op mbo), the education ministry drew attention to 21st century skills, their relevance for VET and ways to develop them. The letter announced an evaluation of the implementation process of the renewed qualifications framework and its effect on VET courses in the years ahead, and to assess whether further steps were needed to adapt VET qualifications for the future. Qualifications already included key competences such as the Dutch 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, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
The aim of the experiment (pilot) is to investigate whether vocational education based on qualifications with national and regional components:
improves the link between education and the regional labour market;
strengthens teacher and employer ownership of programme development;
strengthens the quality and innovation of education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Making room for the region initiative, approved in 2018, will allow VET colleges (MBO schools) to draw up regional elements in national qualifications in cooperation with the (regional) business community. The new qualifications would be based on national qualifications (60% of the teaching time should be based on the national qualification) providing substantial room for addressing regional needs. A secondary aim of the initiative is to strengthen teacher ownership of programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Cooperation organisation for VET and the labour market (SBB)
Council for upper secondary VET schools (MBO Raad)
The national education strategy (guidelines) 2021-27, sets highly qualified, competent and excellence-oriented teachers a priority. The strategic aim is to revise approaches to teacher training and improve status and prestige of the teaching profession.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening strategic approaches to the training of teachers:
annual identification of training needs for teachers based on evidence and using advanced teacher skills’ assessment tools and methods;
targeted and needs-based planning of teacher training at municipal level, providing equivalent support facilities for all educators;
developing unified, coordinated and monitored VET by ensuring effective cooperation between stakeholders in teacher professional development;
support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase the quality of VET and adult education by developing a system for in-service training of teachers in such 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 October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
A systematic review of VET programmes and a transition to modular training, alongside the setting of new qualifications standards, have been viewed as essential steps to modernising the training of professionals to make the system as flexible and up-to-date as possible, while also abandoning obsolete and unprofitable programmes. The reorganisation of this area is aimed at enabling people more quickly to acquire attractive qualifications in the labour market and employers to obtain 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 spring 2015, the Ministry of Education, Science and Sport decided that formal IVET and CVET programmes would consist of mandatory (85%) and elective (15%) modules grouped into introductory, professional and final categories. These would be competence-based and in line with sectoral qualifications standards, while a credit system would be introduced, with one academic year corresponding to 60 credits. More than 60 modular programmes were finalised by 2016, prepared by expert groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Their main aim of policy in this area is to provide state-of-the art technologies and equipment in physical environments to learners engaged in VET to help them acquire skills for jobs. The idea was that specialists trained at centres would better meet the needs of the labour market and employers, as well as more quickly find a job that matches their qualifications and adapt more easily to specific workplaces. A further expectation was that use of these centres’ infrastructure would...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral 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.
supporting and monitoring apprentices during their training;
linking in-company with school-based training;
supporting the deployment of the knowledge during in-company training;
transferring the essential competences for the implementation of working activities;
supplying useful elements to the training institution to assess the apprentice and the effectiveness of training 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.
The 2015 Jobs Act (legislative decree No 81/2015), on the apprenticeship system, and the inter-ministerial decree of 12 October 2015 refer to the role and tasks of trainers in companies and teaching staff.
A trainer in a company is required to (in cooperation with the school-based trainer) ensure training success for young people. The trainer is entrusted with supporting the apprentice’s integration in the company, aiding the learner-employee during the in-company training course, 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.
Particular emphasis, in line with the National plan for digital education (PNSD), is given to the following goals:
creation and development of innovative environments for teaching and learning and improvement of schools’ digital equipment;
develop and strengthen teacher, learner, school director and staff digital competences;
develop and strengthen teacher, learner confidence in applying innovative teaching and learning methodologies in order to stimulate the process of learning 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 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.
The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal 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 (until 2022)
Ministry of Education, Universities and Research (until 2019)
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
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 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for 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.
Ministry of Education and Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
One of the most important tasks is to have theory and practical teachers in VET who are well aware of the most up-to-date technologies of a given sector i.e. who adapt the challenges of Industry 4.0 for teaching in IVET. The only way to fulfil this need is if further training of professional teachers is organised within the corporate environment. They also need to be prepared to use new teaching methods that are appropriate for preparing students for their final examinations and the labour...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry responsible for VET outlined its priorities in the decree, VET in the service of the economy, which was approved by the Government in February 2015. The decree calls for a career scheme for school-based vocational trainers and a motivational system that allows the differentiation of remuneration and recognition of extra work. To expand career opportunities and raise the standards of professional work, alternative pathways are also being recommended for teachers to progress in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The primary objective of the measure is to promote social inclusion through a well-educated workforce prepared for the challenges of the 21st century, of which VET is one of the most important platforms. Improvements ensure a modern education and training infrastructure, in line with the training structures and methodologies developed and modernised in recent years.
Building on the commitment and awareness of the green and digital transition and sustainable development throughout society is a...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET has an important role to play alongside higher education and public general education, as learners' decisions as employees and/or managers after graduation are based on the knowledge, skills and experience they have acquired. If students leave VET equipped with green and digital skills, they will make responsible choices in their professional and personal lives.
The development of green skills provide a solid basis for lifelong learning and employability.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
Centre for Digital and Pedagogical Methodologies
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
The policies are aimed at reducing the number of early leavers from vocational education and at people with no qualifications through a VET system that is flexible, provides quality and relevant training quickly can adapt to the technological changes of the fourth industrial revolution. In continuing training, the aim is to renew and strengthen the skills, competences and knowledge of adult workers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 reform of the 2011 Act on VET enabled graduates of three-year VET programmes to automatically continue their studies in the same school for two additional years and to take the upper secondary school leaving examination (matura), which is the entry requirement for higher education. It also introduced the possibility of obtaining two State-recognised VET qualifications free of charge in vocational schools and higher vocational schools, instead of only one as previously. As a result,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, the National Office of Vocational Education and Training and Adult Learning has been responsible for the development and operation of the national careers guidance system. A careers orientation working group was set up in 2015 to survey and coordinate careers orientation in VET centres and to develop methodological guidelines. Based on its work, a nationwide careers orientation event was organised in 2016 (Night of the Professions) and since then it has been held annually....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2017 Act CXCII amending the 2 011 Act on VET and adult training opened up the way for establishing sector skills councils (SSCs) from July 2018. The 2017 ACT CXCII and the governmental Decree No 213/2018 (XI.22.) reinforced the role of employers in education and training.
Sector skills councils are platforms of cooperation between all VET actors to align VET curricula to the needs of the economy. To be representative, at least 51% of their members are economic stakeholders from the same...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initiative for the Modernisation of continuous professional development (CPD) system for VET teachers aims to propose an innovative, improved, open and flexible model of CPD based on identified needs, relevant content, state-of-the-art training delivery methods, advanced IT tools and a broad network of experts. It is expected to advance the professional standards, competences and the reputation of VET school teachers in Croatia by raising the quality, availability and relevance of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project Modernisation of the continuing professional development (CPD) system for VET teachers started in June 2017and lasted until 2021. In 2018, an analysis of international best practices and the current teacher training and professional development system in Croatia was carried out, based on market research of general, professional and sector-specific training needs of VET teachers. Guidelines for professional development of VET teachers were drafted, along with recommendations for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This policy development aims to support the uptake of JMO by companies and learners through grants for SMEs, scholarships for students and the promotion of VET for crafts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the period from 2016 to 2018, the ministry responsible for economy awarded grants to Croatian small and medium-sized enterprises (SMEs) that offered apprenticeships to VET students in craft and trade occupations. In 2016, 34 grants were awarded (total budget of EUR 283 966). The focus was on rare craft and trade occupations. In 2017, the scope was expanded to SMEs offering apprenticeships in all craft and trade occupations (a total budget of EUR 742 999 was awarded for 98 grants, joint...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Regional centres of competences (RCK) in VET are expected to connect education with the labour market, act as regional focal points, and establish cooperation with other VET schools and stakeholders within the same sector. The objectives of RCK include promoting innovative learning models, teaching excellence (including mentors), high-quality infrastructure and technology, constructive and creative cooperation with social partners, public sector, businesses, research and higher education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2018, following a public call procedure, the ministry responsible for education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:
the quality of VET provision;
the number of students in sectors;
regional distribution of schools;
balanced geographic representation of the future centres.
The centres were appointed in five priority sectors:
tourism and hospitality;
mechanical engineering;
electrical engineering and ICT;
health...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Skills Investment plan (Plan d'investissement dna les compétences, PIC) is a government initiative aimed at improving job related skills and employability of 1 million job seekers and 1 million young people. Launched in 2018, this 5-year plan focuses on providing training programmes to help people gain qualifications that match the needs of the job market. Its goal is to reduce unemployment and promote social inclusion by investing in the development of skills that are in demand,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
Regional councils for employment, training and vocational guidance
It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Skill sets are 'homogeneous and coherent sets of competencies that contribute to the autonomous exercise of a professional activity, which can be evaluated and validated'. Reforming vocational qualifications into skill sets (blocks de compétences) started in 2016. The first qualifications restructured into skill sets through legislation (decrees 2016-771, 2016-772 and 2016-1037) are the professional skills certificate (CAP, EQF level 3), the vocational baccalaureate (Bac-pro, EQF level 4)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
France Compétences
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the 2018 legislation is to transform radically the French continuing vocational training system and apprenticeships to meet the needs of businesses, particularly those of very small and medium-sized enterprises, and to promote access to training for all workers, especially the least qualified.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2018 Law for the freedom to choose one’s professional future provides for:
the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
reforming funding mechanisms to establish a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
To enhance digital literacy and technical expertise in response to emerging needs in different sectors - including ICT, automation and cyber-technologies- by providing targeted vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the 2016 State-Regions partnership agreement, 500 new training courses are offered in VET upper secondary schools (lycées professionnels) since September 2017. Almost 70% of these courses lead to national diplomas, with more than 20% of them being offered in apprenticeships or combined school-based / apprenticeship pathways. On completing an initial VET programme, graduates my continue with a second training programme leading to additional qualification, either to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Modernising IVET aims at making school-based VET more effective (securing ability to self-direct lifelong learning and employability), more attractive (addressing challenges of the 21st century such as digital technology and energy transition), and more open to Europe and the world (through stronger partnerships with institutions in other countries).
The new phase in the transformation of the school-based vocational system is designed to meet two major objectives:
faster transformation of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
support the transformation of companies, building employee loyalty and improve risk prevention.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2018, a report was published detailing the results of a pilot initiative launched in 2015 that explored new approaches for work-based learning through scheduled and guided on-the-job training. This pilot involved collaboration between the Ministry of Labour and stakeholders such as social partners, the National Employment, Training and Vocational Guidance Council (CNEFOP), the National Agency for the Improvement of Working Conditions (ANACT), and training funds (OPCAs). The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
National guidance policies aim to provide learners with information and guidance on their future education and career options, including apprenticeships, and to provide individualised support for forward planning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pathways for the future (Parcours d’avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.
A practical guide for the implementation of the Parcours d’avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Regional authorities
Ministry of National Education and Youth (until 2024)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d’apprentissage) and the professional development contract (contrat de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
To offer open educational resources, training and technological solutions to help Spanish teachers incorporate this skill into their teaching practice through programming and robotics activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The School of Computational Thinking was set up in the academic year 2018/19 to train teachers to develop programming and robotics in their classrooms. This initiative is coordinated by the National Institute for Education Technologies and Teacher Training (INTEF) in collaboration with the Autonomous Communities, which provide their own teachers for the project, as the education ministry does not have the competence for the teacher training in the regions.
In primary education, teachers use...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
To promote teacher training in the technological, methodological and social aspects of integrating digital resources into their daily teaching practice.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Vocational Training, through the National Institute of Educational Technologies and Teacher Training and the Autonomous Communities, elaborated, in 2021, a new reference framework for digital competence in teaching through a commission dependent on the Working Group on Learning Technologies. This framework was approved by the Sectoral Conference on Education at its meeting on 30 March 2022 and published by Resolution of 4 May 2022 of the Directorate General for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment – this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
National Institute of Qualifications (INCUAL)
National Institute of Qualifications (INCUAL)
Red.es
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae) until 2022
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio).
The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
VET policy priorities in 2016-20 include the need to improve the quality of the practical training component of VET programmes, both, in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry has contributed to promote work-based learning by supporting VET skills competitions at national (Spainskills), European (EuroSkills) and international levels (WorldSkills). All regional education authorities are also fostering different kind of events to promote dual VET among students, families and companies.
Trade unions are also contributing to the development of dual VET. In January 2018, General Union of Worker (Unión General de Trabajadores – UGT) published a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
Promoting excellence and accelerating digitalisation in the training of skilled workers in inter-company training centres (ÜBS to CoVEs), especially for SMEs, with digital equipment and innovative training concepts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Education and Research (BMBF) initiated the programme of promoting digitalisation in competence centres and inter-company training centres in 2016. The Federal Institute for Vocational Education and Training (BIBB) has the task of supporting the planning, establishment and further development of inter-company vocational training centres (ÜBS). Inter-company training centres are meant to be learning places to include digital innovation for skilled workers. For this,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
To improve the intercultural competences of trainers and thereby to enable them to work with refugees and newly arrived migrants.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the enormous influx of refugees in 2015-16, BIBB expanded its support offer to trainers on developing intercultural competences and training refugees. Since 2016, diverse activities promoting the intercultural competences of in-company trainers were provided on the web portals Foraus.de (BIBB), Ueberaus.de (BIBB) and stark-fuer-ausbildung.de (Strong for apprenticeships, by the DIHK chambers association).
The project Qualiboxx was replaced in 2016 by the online platform Überaus...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Association of German Chambers of Industry and Commerce (DIHK)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
North Rhine-Westphalia Ministry of Culture and Science (MKW)
Federal Office for Migration and Refugees (BAMF)
Federal Ministry of Economics and Climate Protection (until 2025)
In-company trainers need to be qualified to be up to the challenges of in-company training processes (regarding digitalisation, sustainability, demographic development, heterogeneity). the Federal Institute for Vocational Eudcation and Training (BIBB), monitors the up-to-date competences needed by trainers as well as the Ordinance on Trainer Aptitude (AEVO) and corresponding framework curriculum, thus contributing to quality assurance in the training of trainers. Accordingly, the policy...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, BIBB has funded eighteen ‘VET for sustainable development’ projects (BBNE). They experimented and evaluated relevant curriculum concepts, digital teaching, learning materials and examination questions on green skills for initial and continuing VET, e.g. on energy saving and energy efficiency, carbon and water footprint, or thinking about resources.
In 2016, new funding guidelines also relevant for the continuing professional development (CPD) of trainers were covered in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
German Economic Institute (IW)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Update teachers’ digital skills to respond to the increasing impact of digitalisation and industry 4.0.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under its Digital pact for schools programme (2019-24), the Federal Government aims to fund the digital infrastructure in all German schools, including vocational schools, to promote the uptake of digital skills. Vocational schools have been gradually provided with high-quality digital equipment including professional administration. This investment goes hand-in-hand with investment of Federal States, promoting digital competences of teachers and the development of new digital teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States (Länder)
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Federal Ministry of Education and Research (BMBF) (until 2025)
German Research Centre for Artificial Intelligence (DFKI)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers, especially in small and medium-sized enterprises (SMEs). This strengthens initial and continuing VET and ultimately makes it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The web portal, Digital media in VET, has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
The objectives of the Alliance for initial and further training are:
reducing the number of young people without school leaving certificate;
providing each person with a path leading to a VET qualification;
reducing the mismatch between applicants seeking apprenticeship places and companies offering them, and supporting the regional mobility of applicants;
strengthening further training, particularly advanced VET at tertiary level;
increasing the number of apprenticeship places and companies...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.
Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Government Commissioner for Migration, Refugees and Integration
German Trade Union Confederation (DGB)
Association of German Chambers of Industry and Commerce (DIHK)
Confederation of German Employers' Associations (BDA)
The aim of these measures is to provide guidance for young people for initial VET as well as career counselling for adults throughout their working life
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Building upon the results of its pilot project Continuing education and training guidance, the Federal employment agency launched in 2017 a more comprehensive Lifelong vocational guidance project. The project targets both young people and adults. In 2018, it was piloted at four locations.
The Lifelong vocational guidance (Lebensbegleitende Berufsberatung, LBB) is based on the Federal employment agency 2025 strategy of the employment service, which provides better support for customers during...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead – amongst...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Central Office for Further Education in Skilled Crafts (ZWH e.V.)
The goals of InnoVET are to increase the attractiveness, quality and equivalence of VET as well as to initiate new learning location collaborations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2019, the Federal Ministry of Education and Research (BMBF) launched the project Shaping the future – innovations for excellent vocational training (InnoVET) and ran the first call. It invited projects targeted at increasing the attractiveness, quality and equivalence of VET through innovation and excellence, with a focus on higher VET.
Proposals were expected to put emphasis on:
innovative training, especially above DQR level 5, geared to the needs of companies and providing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Institute for Vocational Education and Training (BIBB)
The final goal of standard support instruments (Social Code, SGB III) in the transition from school to work and of the policy programme Educational chains is the completion of a qualification by all young people by supporting them in the following fields:
obtaining a general school leaving certificate;
making the transition from school to training;
completing a full VET qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Nationwide standard support measures anchored in the Social Code (e.g. SGB III) cover the transition from school to work, for example with various forms of vocational preparation and continuous support during training. The main measures are: vocational orientation, training entry and placement support, introductory training (internship placement), vocational preparatory measures, assistance during training and vocational training grant.
In 2016, measures within the Educational chains...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal States (Länder)
Federal Institute for Vocational Education and Training (BIBB)
Federal Employment Agency (BA)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry for Research, Technology and Space (BMFTR) (since 2025)
Securing the future skilled workforce by promoting VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Given the increasing trend towards academic education, the Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs (BMWi) have set up a joint campaign to present dual VET (apprenticeship) as an attractive option. The campaign, You + your apprenticeship – Practically unbeatable! addresses more specific target groups. Its allocated budget is EUR 6 million per year. A motivational message is broadcast through various media channels such as cinema,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWE) (since 2025)
Federal Ministry of Economic Affairs and Climate Action (BMWK) (until 2025)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Chambers of industry and commerce (IHKs)
German Confederation of Skilled Crafts (ZDH)
Federal Institute for Vocational Education and Training (BIBB)
The updating and restructuring of training occupations ensures the quality and competitiveness of dual training in Germany. Training regulations are revised at regular intervals and new ones are created, if needed, so that qualifications meet the current demands of the economy, policy and society. In order to ensure the quality of vocational training, the standardised national training regulations set out qualifications, examinations, the structure of training and training requirements.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry for Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ) (since 2025)
Federal Ministry of Education and Research (BMBF) (until 2025)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cyprus Pedagogical Institute (CPI)
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, the Council of Ministers adopted the ordinance for State education standards (SES) for obtaining a professional teaching qualification. The ordinance increases the number of learning hours for teacher initial training by 30% to 50%. It introduces new areas of study (for example, conflict management, violence prevention, ICT in education and inclusive education) and training methods (such as distance learning). The teaching qualification is acquired after completing a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The latest amendments in the Pre-school and School Education Act (into force since January 2018) envisage financial stimulus for schools which provide VET training for qualifications needed in the labour market. The enrolment plans for VET schools for 2018/19 and 2019/20 is intentionally focused to provide more places for learners in these specialities.
All learners enrolled in programmes for the acquisition of VET qualifications in specialties with labour market shortage and State-protected...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. 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.
Support training actors in adapting to changes and innovations in the professional context: diversity and precariousness of the target audience, explosion of new technologies, new learning and communication methods.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
FormaForm is a partnership scheme set up by vocational training actors Le Forem, Bruxelles Formation and IFAPME. It started as a project to pool resources and strengthen organisations by developing a common training offer for VET trainers. The main mission is thus to offer training and integration professionals tailor-made and innovative services to develop their skills for the benefit of their respective target groups by pooling resources and expertise. The services are available free 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.
To address the skills required by the digital society for today and tomorrow.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following five axes:
defining digital content and resources for learning,
providing support and training to teachers and heads of school,
defining modalities of school digital equipment,
sharing, communicating and disseminating,
developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital 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.
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors.
Amongst the implemented measures available to the public, Cités des métiers aim to be centres of excellence in guidance, entrepreneurship, working and training. They also contribute to the promotion of technical professions, to the organisation of events linked...
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 centres of excellence in guidance, entrepreneurship, working and training were set up, namely one Cité des métiers centre in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the academic year 2017/18, all students enroling in initial teacher education at bachelor level have to take a non-binding admission test on study skills and motivation and knowledge of Dutch. Students enroling in initial teacher education programmes for primary education take additional tests on knowledge of mathematics and French. Taking the exam is compulsory, but admission to the programme is not linked to the results on the admission test. The admission test is meant to assist 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.
Social partners (Employer organisations and worker unions)
The aim of validation is to help individuals to achieve personal development, to contribute to a higher level of employment, to improve access to formal education systems and to stimulate lifelong learning. Developments at policy level aim at an integrated approach to validation, bringing existing separate validation measures together in a single comprehensive strategy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There is increased cooperation between different validation providers (inside as well as outside education) and the willingness to create a single framework linking validation processes to the Flemish qualifications framework (FQF). In July 2015, the concept for an integrated framework for validation in Flanders was approved by the Flemish government; a task force was set up to develop the integrated policy framework and to draft a decree on validation. A cost-benefit analysis has been...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Flemish Department of Education and Training
Flemish Department of Work and Social Economy (until 2025)
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
Flemish public employment service (VDAB)
Flemish Department of Work, Economy, Science, Innovation and Social Economy
The government of Flanders aims to intensify and increase the share of work-based learning in higher education and formal adult education programmes to close the gap between education and the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2018, the Flemish Parliament adopted the law to integrate higher profession-oriented education (formerly called HBO5 programmes) into a fully fledged component of higher education (as short-cycle programmes leading to an associate degree). To stress this difference, the name HBO5 was taken out and replaced by the associated degree programmes (HBO programmes). At least one third of the learning period in this type of programme must be work-based, which is intended to attract adult...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Flemish Department of Education and Training
Flemish Department of Work and Social Economy (until 2025)
Flemish Partnership Dual Learning
Flemish Department of Work, Economy, Science, Innovation and Social Economy
The objectives of the digital competence model are:
acceptance: the Austrian DigComp competence framework should become and remain a work base for the development and improvement of the digital competences of all citizens which is as widely accepted, as broadly understood and as coherently interpreted as possible;
updating: the Austrian DigComp competence framework and the application scenarios derived from it are to be updated continuously and, if necessary, expanded by 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 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) published the Digital competence model for Austria (DigComp 2.2 AT). The tool is intended for supporting the assessment and description of personal digital competences and the identification of possibilities for further development. It is based on the DigComp reference framework of the European Commission.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Finance (BMF)
Federal Ministry of the Arts, Culture, Civil Service and Sport (BMKOES)
Federal Ministry of Education (BMB)
Federal Ministry of Economy, Energy and Tourism (BMWET)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Promoting the apprenticeship scheme granting access to higher education aims to:
increase the share of apprentices opting for the apprenticeship scheme giving access to higher education (Lehre mit Matura), from under 10% in 2014 to 15% by 2020;
allow training companies to receive subsidies for the extension period.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 amendment reduced red tape by allowing the apprentice and the training company to agree to extend the training period for the duration of the exam preparation without having to ask the consent of the regional apprenticeship advisory board.
Education providers who offer the Berufsreifeprüfung receive funding which is determined periodically. At the end of the respective funding period, an evaluation usually takes place. In 2015, the new funding period started until 2018, accompanied...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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) (until 2025)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour and Economy (BMAW) (until 2025)
Federal Ministry of Economy, Energy and Tourism (BMWET)
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
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 We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as new...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
