Definition and implementation of the initial teacher training, in which the basic knowledge and skills of the profession are integrated.
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 2015 reform, a candidate for the teaching profession first has to take preliminary tests in the three national languages (German, French and Luxembourgish) followed by a competitive examination (concours) organised by the Ministry of National Education. Then an induction phase is obligatory; by law amendment of July 2019, the duration of the initial induction phase has been reduced from three to two years. During this phase, which combines theory and practice, participants...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Settling-up of a national organisation whose missions are to elaborate, organise, implement and evaluate the initial training cycle and the continuing training programme of national education staff.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2015 established the Training Institute for National Education (Institut de Formation de l'Education Nationale, IFEN) to organise professional induction and continuing professional development (CPD) for teaching and socio-educational staff, including VET teachers. Its tasks include advising and supporting schools in developing CPD plans for their staff. This reform made initial training (and CPD) more coherent and improved the quality of teaching by harmonising the induction...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 anticipate the impacts of technological advances on jobs and to test (as a 'proof of concept') the usefulness of supporting companies and their employees in the transformation of their work, jobs and skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2018, the Ministry of Labour, Employment and the Social and Solidarity Economy, in cooperation with the Ministry of Economy and the Public Employment Service (ADEM), launched the pilot project Digital skills bridge. The project is targeted at people in work but whose positions are changing or at risk due to the digital transformation. The project is open to all companies, regardless of sector of activity or size, and offers them technical assistance to plan the company's future jobs...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 the Social and Solidarity Economy (MTEESS)
Provide teachers and learners with a set of tools allowing the development of cultural and historical knowledge.
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, Children and Youth encourages and accompanies many projects and initiatives of educational interest through its Department for Coordination of Educational and Technological Research and Innovation (SCRIPT). Several websites providing digital teaching material for school teachers have been created: the portal Multi-script provides access to online and printed educational material and online applications for both primary and secondary education. It grants access to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Culture
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Encourage the emergence of secondary schools that not only foster links with the economic and social world, but also lead learners to develop cross-curricular skills that enable them to engage with the future through entrepreneurial challenges.
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 Jonk Entrepreneuren Luxembourg asbl (created in 2005) brings together representatives from the school and business worlds, to perpetuate and boost the 'entrepreneurial spirit' movement in Luxembourg's education system. It has two major objectives: explaining to and teaching young people throughout their school curriculum that self-employment is an alternative to hired employment, and giving a taste for entrepreneurship, innovation, creation and leadership.
They implement several projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
The Ministry of Education digital education strategy aims to focus first on IT infrastructure and security and, second, on the introduction of coding and computational thinking in school curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Digital Education strategy was developed, including five dimensions broken down into specific projects; the strategy's major focus is on IT infrastructure and equipment.
In 2015, the National Youth Service and Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) developed the Bee Creative project. This contributes to developing digital literacy and creativity (programming, security, design, communication) and entrepreneurship, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Reintegrating vulnerable groups into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The employment reintegration contract, which alternates practical and theoretical training, was implemented in 2016. It allows:
employers to pass on their experience and to give a real employment perspective to older jobseekers, people with reduced working capacities or disabled persons;
jobseekers to illustrate their specific capacities while at the same time acquiring new competences.
The duration of the employment reintegration contract is 12 months. To benefit from an employment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 facilitate the recognition of diplomas from third countries and their integration into education or onto 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.
A regulation adopted in 2016 amends the recognition of diplomas or certificates acquired in third countries under certain conditions (which are not covered by the European convention on the equivalence of diplomas leading to admission to universities or the convention on the recognition of qualifications concerning higher education in the European region) as equivalent to national diplomas. The diploma must be delivered by a higher education institution recognised by the third country 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres 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.
Diversification of the landscape of secondary schools into 'different schools for different pupils' (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), allowing schools to exploit their pedagogical autonomy to open up prospects for 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.
In July 2016, the Government approved the draft legislation that set the outlines of a modernised secondary school. The aim was to promote different schools for different pupils (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), and schools that exploit their pedagogical autonomy to open up prospects for the future. The main priorities of the reform are diversification, the promotion of talent, as well as fostering e-skills. Within this framework, schools are allowed to set up projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Guidance-related projects aim at improving guidance services for at-risk young people, to support their social inclusion, active participation in lifelong learning and their smooth integration into working life, thereby preventing school 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.
Since 2014, following the adoption of the Youth guarantee, the public employment service (ADEM) and the National Youth Service (Service national de la jeunesse, SNJ) on behalf of the Ministry of Education, Children and Youth have been implementing guidance-related projects, many of which were part-funded by the European Social Fund (ESF) and the Erasmus+ programme.
The Act! Jeunes project, offered an alternative programme of vocational training using, among others, theatre approaches to help...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 facilitate the integration of migrants and asylum seekers into the education and labour market system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Ministry of National Education, Children and Youth, in collaboration with Caritas, set up six integration courses of grade 5 level (classes de 5e intégration pour adultes) for adult newcomers, applicants and beneficiaries of international protection who did not complete primary education, did not have a recognised education level or did not have the language skills required to enter the Luxembourgish education or training system.
The two-semester track is offered as day or...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
National School for Adults (ENAD)
National Centre for Continuing Vocational Training (CNFPC)
The objectives of the policy development were to first and foremost support schools, learners and their parents in the guidance process, and provide the most appropriate guidance system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2016, the Ministry of National Education, Children and Youth announced changes in the guidance process. To ease 5th Grade (third year of lower secondary school) learners' choice between the many vocational programmes offered, a new guidance procedure was introduced in 2016/17. In the new approach, decisions about possible career paths are only made after extensive discussions between teachers, learners and parents throughout the cycle and the analysis of a series of documents. 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.
Reintegrating vulnerable groups into 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 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Ministry of Family Affairs, Integration and the Greater Region
Upskilling and reskilling measures for jobseekers and vulnerable groups aim to increase their employability and facilitate their reintegration into the labour market, simultaneously responding to the labour market need for skilled labour.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ADEM, in cooperation with different stakeholders, developed the following main upskilling and reskilling measures for jobseekers.
Skill you up
Since 2018, ADEM and the Chamber of Commerce have offered an ESF-part-funded Skill you up initiative, targeting jobseekers aged 30+ who have completed five years of secondary education and wish to enter a new occupation and/or a new sector of activity. Developed to help employees in the financial sector, affected by redundancy, to redirect their career...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (ADEM)
Chamber of Commerce
Chamber of Skilled Trades and Crafts
Chamber of Employees
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Giving parents their place in the education strategies implemented for the best possible future of children and young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Act of 1 August 2018 created a national representation of parents for minor learners in primary, secondary and differentiated education (éducation différenciée). The representation comprises four parents of learners from primary education, six parents of learners from secondary education (general and technical) and two parents of learners in differentiated education. The mission of the representation - either on its own initiative or on request of the Ministry - is to express an opinion...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Strengthening the competitiveness of enterprises and contributing to economic growth and reducing unemployment.
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 Public Employment Service (ADEM, Agence pour le développement de l'emploi), the Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS) and the Luxembourg Employers' Association (UEL) launched in 2015 the programme, Companies, partners for employment (Entreprises, partenaires pour l'emploi). The programme was extended from 2018 to 2020 and its main objectives were to increase the recruitment of jobseekers, bridge the gap between vacancy requirements and jobseeker...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
This platform of discussion and reflection is meant to allow for a larger, continuous debate, independent of the political changes in the country.
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, Children and Youth created in 2018 the Lëtzebuerger Bildungsdësch, a national conference on education, which includes all major stakeholders (scientific experts, civil society, etc) to shape the outlines of education priorities.
Several institutions took part in the conference.
Ministry of National Education, Children and Youth
Directors' board of primary and secondary education
Department for Coordination of Educational and Technological Research and Innovation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Programme Council was created to allow for more exchange and debate around education matters and bridging the education and professional worlds.
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 Programme Council was created in 2018. It is an autonomous body and provides advice to the Minister concerning school programmes and their design. It analyses societal change (political, environmental, economic, digital, humanitarian, cultural) and their possible effects on the Luxembourgish education system and programmes. It provides advisory opinions or recommendations on curricula, on its own initiative as well as on request of the Minister.
The Council consists of eight...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 TEVA Barometer is to support the provision of guidance and to inform partners involved in initial VET (IVET) governance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Training Observatory of the National Institute for the Development of Continuing Vocational Training (INFPC) set up the TEVA Barometer. This uses data from the TEVA study (Transition école- vie active - transition from school to working life), which has been monitoring more than 7 000 VET learners since 2009, and was a new tool to follow the early career stages of recent secondary education graduates in 74 VET trades and occupations. The Barometer provides 20 annually updated...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Training Observatory of the National Institute for the Development of Continuing Vocational Training
Creating and deploying tools to support secondary schools on the ground in their development efforts.
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 development plan (Plan de développement de l'établissement scolaire - PDS) was introduced by the law of 15 December 2016. Within this framework, schools are requested to describe their curricular and extracurricular activities in the PDS to outline their profile and analyse their general situation. The plans are to be set by a school development committee (Cellule de développement scolaire, CDS). The CDS is coordinated by the school directorate and involves school staff appointed...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Providing a neutral view and to contribute to an objective debate on the situation of the school system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Observatory of School Quality was created by the law of 13 March 2018 at the Ministry of National Education, Children and Youth. Its role is to examine the organisation and functioning of schools, at all levels of education. The Observatory is composed of eight observers who work in complete independence and produce, every three years, a national report on the school system with findings based on research and recommendations. These reports inform the debate on education policies...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main aims were to promote the skilled craft and trades, create a positive and competitive image of vocational training while encouraging young people to believe in their talents and to develop them, motivate more young people to participate in national and international competitions of trades and talents, recruit new tutors from the school and professional environment and provide incentives to partners (schools, companies) to make the necessary resources for participation available.
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 Chamber of Commerce launched several initiatives to promote apprenticeship. In 2016, the Winwin promotion campaign was introduced, aiming to encourage companies to offer more training places for apprenticeship and uses apprentices and training companies as testimonials. In parallel, in 2016, the campaign TalentCheck was launched, and targeted potential apprenticeship candidates. It offered a self-evaluation tool to learners to help them prepare their future professional projects. It can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Developing VET programmes and extending apprenticeship programmes to respond to labour market changes through offering new programme pathways in collaboration with professional chambers: the Chamber of Employees, the Chamber of Commerce, the Chamber of Skilled Trades and Crafts, and the Chamber of Agriculture.
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 2015-16, the following technician programmes have been offered in the form of apprenticeships:
Technician in administration and business (three initial years at school and during the last year three days per week in a company);
Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
Technician in logistic services: the first year at school and during the last...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 revised VET Act of August 2016 introduced the concept of the final integrated project in initial VET in the CCP programmes (Certificat de capacité professionnelle, Certificate of professional competence). Integrated projects combine theoretical knowledge and on-the-job practical training. The revised act abolished the intermediate integrated project for some VET programmes, including those on full-time attendance, as it proved to be an organisational burden for technical secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to develop optimal approaches for ensuring high-quality VET teachers and trainers in compliance with modern labour market 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.
A training programme for trainers in companies has been in progress since 2015 within the Erasmus+ project Developing apprenticeship: in-company trainer training and apprenticeship promotion. The programme is dedicated to the professional development of trainers in companies. Knowledge and skills have been listed for each of the 11-course modules. Online training material has been prepared to support their training during and beyond the project. The programme was piloted with a limited...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Lithuanian Association of VET institutions (LPMIA)
The aim is to increase the quality of vocational and adult education by developing a system for in-service training of teachers in vocational education and adult education institutions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the education ministry approved and prioritised the organisation of VET for teacher-related CPD within the framework of sectoral practical training centres and innovative companies. In the 2015-16 period, traineeships in companies were funded for 100 VET teachers from the engineering, construction, trade, transport and services sectors.
In October 2016, a national-level project was launched aiming to create a CPD system for vocational teachers and adult educators. The project is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 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.
The aim of this policy is to ensure that VET and adult education include modern content in line with the Lithuanian qualifications framework. Tasks in this area include:
developing and / or updating modular VET programmes and related learning tools;
introducing interactive e-learning tools in VET and non-formal adult education programmes;
improving the processes involved and quality with regard to the development of key competences for entrepreneurship and learning to learn.
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 Qualifications and VET Development Centre (KPMPC) launched a national project entitled 'Development of the Lithuanian qualifications system' (Phase 1) (No 09.4.1-ESFA-V-734-01-0001). In November 2017, the design began with an interactive e-learning tool to aid with learning to learn and entrepreneurship competences. The tool was tested in 18 VET and non-formal adult education programmes in 2018.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to ensure that training content corresponds to the needs of the economy;
to ensure the training of specialists needed in the labour market;
to provide opportunities for employees to update their qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, an amendment to the procedure on how formal VET (IVET and CVET) programmes should be designed was approved by the Ministry of Education, Science and Sport. It set new principles for VET curricula and underlined that key competences should be integrated into learning, together with competences needed to acquire qualifications. The EU's framework for key competences was used as a basis in this area. In 2017, the Ministry of Education, Science and Sport initiated changes to VET that...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A range of projects for continiuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million 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.
to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
to develop the assessment of general competences acquired by a person;
to develop a system for the recognition of foreign qualifications;
to monitor the assessment of a person's acquired competences.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages 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.
implementing the recommendations of the European Parliament and Council on the establishment of a European credit system for vocational education and training (ECVET);
promoting the development and use of ECVET as a principle of lifelong learning as part of the Europe 2020 strategy for smart, sustainable and inclusive growth;
promoting and developing the applicability and use of ECVET in Lithuania by adapting the relevant conditions and tools;
promoting 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 2014, national ECVET experts participated in public information activities and discussions with stakeholders in Lithuania, presented reports at events of the Education Exchanges Support Foundation,events at national VET institutions and at different events in Europe, and prepared information articles on ECVET. Experts also conducted ECVET-related training and guidance activities for representatives of VET providers, companies and other interested institutions, and began to advise...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to ensure the quality of non-formal VET programmes and processes;
to establish a reliable and effective mechanism for the recognition of competences acquired through non-formal VET;
to create preconditions to provide the State with reliable knowledge about the scope of non-formal 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.
Until 2018, only formal VET programmes were registered in the State register of studies, training programmes and qualifications (SRSTPQ). On 22 November 2018, the Ministry of Education, Science and Sport issued a Description of the procedure for the preparation and registration of VET programmes and their modules. From then on, all VET programmes had to be registered, whether formal or non-formal, including CVET ones. Under this policy, formal VET schemes, prepared in accordance with 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 main goal of policy in this area is to make entry into VET programmes as accessible, understandable and transparent as possible in the age of digital technology and the internet. The aim is to create preconditions: make data on accession to programmes systematically organised, properly accounted for and easily comparable; ensure the transparency of the accession process; and facilitate and make the process of planning admission to VET programmes more effective.
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 2017, the electronic system used for admission to higher-education establishments was extended to VET institutions, which had previously organised the admissions process on their own. Since then, the system has covered 19 universities, 21 colleges and more than 70 VET institutions. As in the past with traditional education, admission to VET institutions in the early years of the centralised system was organised only once, in the summer. However, as early as 2018 the decision was made...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
The strategic goal of this policy is to aid the creation and development of non-formal adult education and continuing education, guaranteeing an accessible, socially just education system that meets the needs of individuals and society in the labour market. The programme's objectives are to:
create and develop a sustainable system of adult education;
reconcile lifelong learning with the needs of the country's economy and society.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme, which was approved by the government in April 2016, relates to the country's 2013-22 national education strategy. It aims to create a coherent adult education system and matching lifelong learning with the needs of society and the economy. Among the measures planned (and already implemented by 2018) was the creation of a network of adult education coordinators at municipality level. To support the network, the Qualifications and VET Development Centre (KPMPC) is putting in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to ensure the availability and quality of VET, that qualifications meet the country's economic needs, and the balance between supply and demand for specialists at the national and regional levels. Tasks include reorganising the network of State VET institutions; optimising the supply of VET programmes for the acquisition of first qualifications on a territorial basis; improving the provision of educational assistance in VET institutions; and ensuring high-quality access to VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2017-20 action plan for lifelong learning was adopted by the Ministry of Education and Science in June 2017, and was later amended in December 2017. The plan replaced the former 2014-16 action plan for VET development and, in part, the 2014-16 action plan for non-formal adult education. It aimed to define objectives and measures for further development of systems for VET and lifelong learning, as well as the organisations responsible, and funds required and their sources (national budget...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
When amending the VET Law in 2017, three main goals were identified:
to change the VET system fundamentally in response to changes in the State's economic development;
to change the management and funding of VET schools in a way that would attract more social partners and more funding;
to change the quality assurance system to increase the prestige of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The goal is to allow enhanced and more intensive involvement of employers in the management of VET institutions and policy-making. A further aim is to balance the strategic development of particular VET institutions with regional and sectoral needs of local economies.
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 network of VET institutions was reformed, with the number of schools reduced to 67 at the start of 2019. In the same year, the model of governance for VET institutions was changed. From then on, the governance bodies included representatives from municipalities, businesses and VET schools with the aim of ensuring that the views of more stakeholders were taken on board when organising VET initiatives.
Following growth in the involvement of stakeholders at a strategic level 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, Science and Sport
Association of Lithuanian Chambers of Commerce, Industry and Crafts
Sectoral professional committees (SPCs) are advisory bodies formed to ensure cooperation between all VET stakeholders in a particular sector of the economy. They support the effectiveness of the sector's qualification system and the labour market relevance of VET programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A joint Order of the Minister of Education, Science and Sport and the Minister of Economy and Innovation on the Tasks, Functions, Committee, Formation and Financing Procedures of Sectoral Professional Committees was drafted in 2018. It was approved by the ministers in the middle of that year.
Sectoral professional committees (SPCs) are funded by the Ministry of Education, Science and Sport, while their activities are supervised and coordinated by the Qualifications and VET Development Centre...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 strengthening work-based learning, with a particular focus on apprenticeships, is outlined in national VET policy documents, with the aim of expanding the scope of such schemes and involving more companies in them. For apprenticeships, on-the-job training is particularly important because learning in the specific work environment makes it easier and faster to acquire the skills needed to serve that role. This form of training is especially beneficial for those who want to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2015 introduced provisions for the implementation of apprenticeships. It stipulated that apprenticeships can be organised by a VET institution together with employers, with practice and theory to be provided in alternating periods at the company and VET provider. The measures stated that a teacher should be appointed by the VET school to manage apprenticeship training in the workplace, while company staff appointed by the employer are put in charge of organising 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.
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.
The Erasmus+ KA3 project WBL-Balt (2014-17), led by Latvia and launched in June 2015, aimed to strengthen cooperation between Latvia, Lithuania and Estonia in implementing methods including developing work-based learning and apprenticeships.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Baltic Alliance for Apprenticeships (BAfA) was established on 22 June 2015 in a bid to increase the competitiveness of those in the region's labour force partaking in VET schemes, with a particular emphasis on work-based learning (WBL). The aim was to raise the status and attractiveness of Baltic VET schemes and encourage regional approaches to their implementation. The ministries of education in Latvia, Lithuania and Estonia committed to cooperating in the promotion of apprenticeships...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Qualifications and VET Development Centre (KPMPC)
Kaunas Chamber of Commerce, Industry and Crafts
Lithuanian Association of VET institutions (LPMIA)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET teacher training is regulated by the Good school reform (Law 107/2015). According to this Law, teachers' in-service training becomes continuing. It also provides incentives to support continuing teacher training and systematic need analysis mechanisms. Teachers' in-service training must be in line with the school plan and with the priorities of the education ministry. As part of the Good School Law, the priority areas for teacher training in the period 2016-19 are:
organisational 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)
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2017, the council of ministers approved several legislative decrees aiming to complete the implementation process of the Law 107/2015 The Good school reform. One of the decrees defined new criteria for the recruitment of school teachers. Applicants must be university graduates and must pass exams that take place twice a year. The number of job openings will be estimated based on the needs of each school. Successful candidates attend a three-year training course (work-based learning)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The purpose of introducing entrepreneurship education in Italy is to develop learners' attitudes, knowledge and skills, useful not only for their eventual development in the entrepreneurial field, but in every work environment.
Strengthening entrepreneurship skills also means fostering transversal skills, to underpin a proactive mind-set and active citizenship through creativity, innovation, evaluation and risk-taking, so promoting the ability to plan and manage projects.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A non-compulsory entrepreneurship education syllabus for upper secondary school, based on the EntreComp framework, has been developed with the involvement of about 40 stakeholders (including national representatives, foundations, business and other civil society actors). The syllabus contains suggestions for topics to support curricular initiatives. Education providers, according to the topic they intend to strengthen (digital innovation, social innovation or any particular local need) can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
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)
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as 'digitalisation';
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A National strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
According to the National strategy for lifelong learning (2012 agreement on a National strategy and the 2014 guidelines on school guidance and counselling system) Law 145/2018 has changed the objectives of the school-work transition pathways to transversal competence and guidance pathways, (PCTO, Percorsi per le Competenze Trasversali e per l'Orientamento). Personal, social and learning to learn competence, citizenship competence, entrepreneurship competence, as well as cultural awareness...
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 ( Law No 107/2015- Buona Scuola) aimed to increase specific skills: foreign language (English) and communication skills, through the development of content and language integrated learning, literacy and the Italian language for foreign learners; mathematical-logical and scientific skills; digital skills, ICT, computational thinking; critical and conscious use of social networks and media; musical and artistic skills; entrepreneurial skills; citizenship skills; legal 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 country's priority is the implementation of the national plan for quality of education and training, with the direct involvement of the labour and education ministries and the regions and in closer cooperation with social partners. Actions supervised by the labour ministry include the revision of the national accreditation system, the definition of an evaluation of the VET system, the definition of the informative system on vocational training in line with EQAVET indicators, and 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 National plan for quality of education and training was revised in 2017 and was approved by the State-regions Conference on 21 December 2017. The plan provides a framework within which territorial articulations are allowed, in compliance with the autonomy of regions. It aims to reduce and prevent training failure and dropout through the continuous improvement of the training supply as well as the promotion of a quality culture.
The plan is consistent with the EQAVET recommendation and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the system is to ensure interoperability between public information tools and databases, to allow the evaluation of public funds in VET, and to feed the 'electronic worker folder' on issues concerning the assessment of competences acquired in formal, non-formal and informal 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.
Amongst the main reforms of the labour market outlined in the Jobs Act, the legislative Decree No 150/2015 provided the management of a unique information system on active policies whose one main branch is represented by the National statistical system for VET (SIU Formazione). It represents the unique informative source of data for monitoring VET funding schemes and programmes which are carried out and managed by the Regions and autonomous provinces. According to the constitutional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 cooperation framework with industry has the following objectives:
to introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
to set up a specific pedagogical methodology aimed at reinforcing the school-work exchange programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 13 July 2015, the Italian government adopted a reform of the national education system 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 students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.
The two policies work closely...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 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)
integrate training and employment of young people within a dual system by reinforcing those apprenticeships linked with the education and training system, and particularly within initial vocational education and training (IVET) pathways;
reinforce apprenticeship for higher training/education and research;
introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
set up a specific pedagogical methodology aimed at...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (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 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Children
Ministry of Education, Science and Culture (until 2021)
To turn this development around and improve reading literacy amongst Icelandic learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2018, the Directorate of Education has been leading a national campaign for literacy, where all schools at compulsory and upper secondary level are offered assistance. The main emphasis is on compulsory schools, managed by the municipalities, where many have already amended their policies. A movement to assist learners lacking competences is in progress. Many have to deal with dyslexia and get special assistance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure the same opportunities in Icelandic society for immigrants as for natives, i.e. in the education system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An action plan for the reception of immigrants was approved by the Parliament in 2016, stating that students/learners with a foreign background should have the same opportunities for education as those born in Iceland. Various steps have been taken by individual elementary and upper secondary schools to facilitate better integration, such as by cooperation with NGOs, but specific funding for the actions listed in this action plan has not yet been provided. The Directorate of Education also...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Children
Ministry of Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
Ministry of Transport and Local Government (until 2021)
To streamline and equalise the professional support given to the councils and thereby increase their productiveness and better coordinate their work.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The occupational councils provide the education minister with guidance on vocational education at the upper secondary school level. The councils are responsible for defining job descriptions and competence requirements and provide reviews of upper secondary qualifications. The councils also keep a record of companies and workplaces that meet requirements for workplace learning. The coordination role was moved to the Directorate of Education instead of SA-Business Iceland. The Directorate 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.
Increase oversight of all parties involved, make the logbook more easily accessible - digitally - for learners, schools and workplace trainers alike and simultaneously make VET more attractive for learners. The system will also function as a venue for schools to assist learners in finding apprenticeship work placements and for the workplaces to advertise their apprenticeships. Further, the system will increase the overall quality of workplace learning and ensure that apprentices do get 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 Directorate of Education hired a special project manager to develop and coordinate the digital logbook for VET learners, which would serve as an important quality management tool for apprenticeships and increase the attractiveness of VET. The education ministry had planned for a major industry organisation, SA-Business Iceland, to coordinate the work with the occupational councils but by early 2020 the Directorate of Education was also entrusted with that task. The new digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
To improve the country's skills anticipating and matching 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.
In 2016, Cedefop provided technical advice to Iceland to improve its 'governance of skills anticipation and matching'. The aim was to improve the management and coordination of skills anticipation efforts, making existing skills anticipation initiatives more useful for policy, and to improve the linking of skills intelligence to education and training. In 2018, a report on Iceland's skill foresight needs was published, stating the need for a strategy for skills anticipation and matching 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 Social Affairs and Labour
Ministry of Education, Science and Culture (until 2021)
The Prime Minister's Office
Ministry of Higher Education, Science and Innovation
To improve and strengthen VET and make 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.
For 2015-17, the main emphasis in the education ministry was the elaboration of proposals that a specific working group delivered in 2015. The main ideas of the working group were:
the school should be responsible for the training of learners throughout their studies, including the workplace training;
the basic education at the commencement of VET needs to be broader and more subjects need to be offered for those who have not yet decided what they would like to study;
to develop further the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
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 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Department of Education and Skills launched, in June 2018, the EXPLORE programme to address the lack of digital skills among older workers and to increase Ireland's rate of participation in lifelong learning. In each of the nine regions in the regional skills forums network, managers approached Education and Training Boards (ETBs) to provide basic digital skills to workers in the manufacturing sector. Programmes are delivered, to small groups of learners, in flexible formats to suit the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, SOLAS commissioned a report on best practices in entrepreneurship education and training in the FET sector. The report outlined a number of key findings, including the need to augment entrepreneurship education in the sector, the need for an action plan on entrepreneurship education, and the need for enhanced resources and more flexible service in terms of entrepreneurship education teaching/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.
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 for growth initiative was launched by Enterprise Ireland and the Department of Education and Skills to all regions. The inclusion of other government agencies ensures that a comprehensive and coherent picture of skills needs can be gained at the government level. The initiative guides small and medium enterprise (SME) representatives to think strategically about their current and future skills needs. It also introduces them to tools and questionnaires, which help them identify...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Social Protection
Enterprise Ireland
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of Employment Affairs and Social Protection (DEASP) (until 2020)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As stipulated in the National skills strategy 2025, a National Skills Council (NSC) was launched in April 2017 and is chaired by the education minister. It oversees and advises on identified skills needs and how to ensure delivery of the corresponding skills. The NSC includes representatives from senior levels in the public and private sector. It is an advisory, non-statutory body under the remit of the Department of 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.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To take on board skills needs at regional level, the Department of Education and Skills set up and funded nine regional skills forums in May 2016. The forums are part of the National skills strategy. Their main purpose is to facilitate cooperation and engagement between employers and education and training providers to make sure that the content of programmes is aligned to labour market needs. They also promote digital skills amongst older workers. Each forum is guided by a steering group...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).
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 PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.
The PLSS consists of three elements:
national programme database (NDP) - a depository of all programmes/courses designed to be run by FET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland's Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:
the readjustment of the balance between PLC...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 SPAs define how ETBs contribute to achieving national performance targets for FET success in 'generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery' (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on 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.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
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 successful implementation of similar projects in previous years, in 2015 the Chamber of Commerce and Industry organised further training programmes to prepare another 2 000 trainers in companies for the master craftsman examination, and also set up the largest training programme ever organised by a chamber in the country, training 5 000 practical teachers. In addition, new training for trainers in companies was introduced in 2018 targeting those without a master craftsman...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Act CXCII, which came into force in January 2018, introduced a mandatory requirement for trainers in companies (nationally referred to as practical training instructors in companies); they must successfully complete training and pass the examination organised by the Hungarian Chamber of Commerce and Industry. The chamber, in cooperation with State representatives, set the requirements for the training and examination to become a trainer in companies. This requirement is compulsory from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
One of the 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 project GINOP 6.1.2-15 intends to develop the digital competences of disadvantaged adults. The aim is to improve the digital knowledge and skills of the digitally illiterate population of working age. The budget of the programme is HUF 22.9 billion.
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 2016-20 Narrowing the digital gap national project (GINOP 6.1.2-15) aims to boost digital competences through free-of-charge training for the working-age population across the country, especially for low-skilled adults. The project's aim is to reduce digital illiteracy among adults, to develop their digital basic competences to increase their employability and to contribute to the competitiveness of the economy. The 35 hours of training is based on the training programmes under the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-23 Training for low-skilled and public workers national project provides literacy and other competences that are relevant in the labour market. It is being carried out by a consortium consisting of the National Office of VET and Adult Learning, the Ministry of Interior, Ministry of Innovation and Technology and 18 county government offices.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
In formal school education students must acquire knowledge of a foreign language, which is indispensable for their own personal career development, for their further education and for the course of their future work.
In upper secondary VET the aim is to acquire one foreign language, at B2 level in foreign language skills in Technicums and, in vocational schools, at a foreign language communication skills level that meets the requirements of the given job position.
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, government Decree 1516/2017, VIII. 14 introduced financial support for young people under 35 to acquire a foreign language certificate. Beneficiaries will receive reimbursement for the language certificate fee up to a ceiling of 25% of the national minimum wage for the year concerned.
From the school year 2019/20, students in grades nine and 11 in (general education) grammar schools and vocational grammar schools can participate in a two-week individual or group language course....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The primary objective 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.
Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.
Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the National Office of VET and Adult Learning introduced VET framework curricula for vocational grammar schools. Designed by the working committees of the Chamber of Commerce and Industry and based on national standards and examination requirements, the curricula, apart from vocational competences and skills, also include personal, interpersonal and methodological competences and set out appropriate learning methods.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
The GINOP 6.2.2 project, which began in 2016, aims to make vocational education and training more effective, developing the competences of upper secondary VET students, increasing the quality of their school performance and preparing them for lifelong learning, thus reducing the number of students leaving VET programmes without a qualification or reducing the number of early school leavers.
The GINOP 6.2.3-17 project aims to facilitate the overarching development of VET institutions to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To achieve its target of reducing early school leaving to less than 10%, Hungary has introduced two projects since 2016: Reducing the number of students leaving VET without a qualification - GINOP 6.2.2 VEKOP/15 and Overall development of VET structures - GINOP 6.2.3 - 17. Vocational training programmes are free of charge for SEN learners. They are also allowed to remain in full-time education regardless of their age. The 2019 reform opened up new opportunities for workers of any age to get...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
The HuQF was referenced to the European qualifications framework (EQF) in February 2015. Consideration is being given to introducing qualifications acquired in non-formal learning contexts, as well as some remaining CVET qualifications, master craftsman, and postgraduate specialisation programmes. Strengthening the learning outcomes approach has been identified as a key area for further work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Human Resources
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
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.)
The Strategy 4.0 and the Act on VET aims to increase the apprenticeship offer through the creation of Sectoral training centres, the development of active company cooperation in VET centres and through strengthening the participation of SMEs in practical 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.
Incentives are given to companies that provide practical training. These include the reduction of contributions to the State based on the number of training placements they provide, as well as receiving extra funding for making investments, recruiting instructors and maintaining apprentice workshops.
As a general rule, enterprises that fulfil specific requirements and are registered by the chamber of commerce and industry, may conclude 12 apprenticeship contracts simultaneously (or, depending...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Ministry of Agriculture
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Hungarian Chamber of Commerce and Industry
Hungarian Chamber of Agriculture (NAK)
Hungarian Chamber of Healthcare Workers
Hungarian Institute for Transport Sciences and Logistics (KTI)
The main aim is to make VET attractive both for the students and also for their parents.
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 September 2016, specific scholarships were introduced for apprenticeship programmes that provide qualifications in high demand on the labour market. Twenty qualifications are covered. In addition, since 2016 financial remuneration and other benefits provided to apprentices have also been available in adult education (monthly payments in evening and correspondence courses have been reduced to 60% and 20% of those provided in full-time education).
From the academic year 2020/21, the Szabóky...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 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 VET Innovation Council offers the formal framework of this dialogue and common thinking. It is a major advisory body on VET, adult learning and adult education policies.
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 Innovation and Technology, in charge of VET and adult training, established the VET Innovation Council (SZIT) in September 2018. Its aim is to provide a continuous forum between the government and the relevant stakeholders in the VET system. It consists of representatives of governmental bodies, training organisations, chambers, trade unions, advocacy organisations, big companies, the Hungarian Academy of Sciences, student representatives and Roma.
Four thematic working 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.
To improve quality and efficiency in a heavily fragmented institutional VET structure, the integration of VET schools into VET centres aims at offering greater autonomy in administrative and financial management and quality training better aligned with 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.
Government Decree 120/2015 classified VET institutions into categories and allowed for the reorganisation of VET schools into 44 VET centres in the counties. A maximum of three centres can be set up in each county with a minimum number of 2 000 learners in each.
The centres serve as an intermediate level of administration between the schools and the National Office of VET and Adult Learning (NOVETAL), which exercises the governing body's powers and ensures the coordination and implementation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
To offer students involved in upper secondary VET programmes in-company experience, an up-to-date technological and working environment and to contribute to quality labour supply for 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.
In 2015, the VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:
assisting students in concluding practical training contracts with employers;
reforming qualifications to meet labour market conditions;
setting up the chamber guarantee to assist learners who could not find a practical 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2019 framework for career advancement and rewards to teachers encourages mentorship and peer collaboration, teaching innovation, CPD, production of teaching resources and open digital education content, participation in projects, as well as contribution to the education system through engagement in working groups for policy development, research or experimental programmes in education. Adopted in 2019, the Regulation on career advancement contributes to evidence-based decision-making on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 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.
The e-School initiative aims to digitally transform school management, teaching and learning in all publicly financed schools in Croatia at the primary and secondary education levels. Its specific objectives are to:
ensure purposeful, reliable and secure ICT environment in line with school needs;
improve digital competences of teachers and learners;
advance efficacy and coherence of processes in the education system;
support school leadership in promoting the digital maturity of schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From 1 March 2015 to 31 August 2018, the Croatian Academic and Research Network - CARNET - carried out the pilot project e-Schools: Establishing a system for developing digitally mature schools. It addressed the improvement of ICT infrastructure in schools, raising digital competences of teachers and students, introducing digital educational contents in teaching and learning, and developing data management systems. During the pilot project, IT infrastructure was improved in all participating...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Croatian Academic and Research Network (CARNET)
Education and Teacher Training Agency (AZOO)
National Centre for External Evaluation of Education (NCVVO)
Faculty of organisation and information science of the University of Zagreb (FOI)
Curriculum reform aims to modernise teaching and learning in general education at primary and secondary levels; it affects general education subjects in VET only at CROQF level 4.2 / EQF level 4.
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 curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.
Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cedefop has conducted thematic country reviews (TCR) on apprenticeship since 2014 to support countries that wish to set up or improve the quality of work-based learning (WBL), including apprenticeships (Cedefop, 2019).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the beginning of 2017, the Croatian government started a joint project with Cedefop for a comprehensive analysis of the national apprenticeship system. The project includes interviews with apprentices and companies involved, as well as several exchange forums. The aim is to help national stakeholders to plan further development of the national apprenticeship scheme. In 2017, two rounds of interviews were held with 90 respondents from 11 education institutions and 24 companies in six...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
The objective of this policy development is to modernise the implementation of VET programmes, by introducing dual model of education, in particular to:
align programmes to labour market needs;
strengthen the capacities of VET schools for implementing curricula (through in-service training of VET teachers and trainers, investment in premises and equipment);
develop a quality assurance model, with particular emphasis on the quality of practical training outside VET schools and 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 Dual education experimental programme was launched in 2018/19 by the ministry responsible for education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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.
