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The Prison Education Taskforce is co-chaired by the Minister for Law Reform and the Minister for Further and Higher Education, Research Innovation and Science. The Taskforce includes representatives from both government departments, the Irish Prison Service, SOLAS (the national agency for Further Education and Training), the National Apprenticeship Office, the Probation Service, the University of Maynooth and former prisoners.

The Taskforce is implementing innovative approaches in prison...

A review was conducted in partnership with the OECD. The review concentrated on four areas:

• balance in skills;
• lifelong learning;
• innovation;
• governance.

The report identified four priorities:

Priority 1: Securing a balance in skills through a responsive and diversified supply of skills.

Priority 2: Fostering greater participation in lifelong learning in and outside the workplace.

Priority 3: Leveraging skills to drive innovation and strengthen firm performance.

Priority 4: Strengthening skills...

The position paper of this policy is underpinned by a Universal Design (UD) approach and aligns with the Public Sector Equality and Human Rights Duty.

The Framework to implement the policy outlines the enhancement of the overall learner experience within FET by:

1. develop & standardise supports and apply good practices;
2. integrate supports via Universal Design (UD);
3. technology to address support needs;
4. more consistent & reflective financial supports;
5. cross-FET Programme Independent Learner...

The strategy was developed by SOLAS, in partnership with consultants KPMG and in consultation with Ireland's sixteen (16) Education and Training Boards (ETBs), public bodies, government departments and key industry stakeholders. The strategy examines crucial sectors including construction, agriculture, transport, energy, hospitality, and finance, identifies critical skills gaps, and presents strategic and sector specific recommendations. The strategy also outlines ways in which FET can equip...

Developing the framework was a collective and collaborative process by the whole of the FET sector, focussing on the needs of learners, who were also a key stakeholder and consulted during the process of drafting the framework.

A writing group was set up that included many different stakeholders in the FET Sector. This group was an important space to discuss ideas and challenges and was imperative for shaping the final content.

There was a 12-month development process, comprising four...

The above report was carried out under the direction of the National VET Team. VET Team is a national panel of key experts from across the Further Education and Training sector that advises Léargas on VET practice, policy, recognition and accreditation of skills. The purpose of the VET Team is to promote and support the implementation of EU VET tools in projects funded by Erasmus+.

The report explored the concept of transversal skills to establish consensus in terms of definition and identify...

The 2023 Innovation and Collaboration Fund was EUR 1 million, with the maximum grant of EUR 50 000.

Organisations that work in the public, not-for-profit, community and voluntary sector were eligible to apply. A minimum of two organisations working together in partnership were required to make an application, with one organisation as the lead applicant, and the other organisation(s) as the partner(s).

The target groups for the ALL Innovation and Collaboration Fund included:

• older adults (55+),
...

The Strategic vision for the development of dual VET (DVET) in Bulgaria-2030 (hereinafter Strategic vision for the development of DVET) was drafted by an expert team, with the financial support of the Fund for the preparation of support measures under the Swiss-Bulgarian cooperation programme. It outlines the general framework for the development of dual VET until 2030, and corresponds to the main strategic documents for the development of education, training and learning in the country,...

The project is a comprehensive initiative to update and develop educational materials for SAEK (Former IEK) programmes. It is expected to include three distinct actions:

1. Conducting a study to investigate the characteristics, specificities, and challenges in the field of initial vocational education.
2. Developing an educational methodology and producing training guides and educational materials based on it. This action includes the development of a training guide for both learners and trainers,...

The Green Devolved Capital Grant is to l be distributed to the 16 Education and Training Boards (ETBs) who deliver VET to assist them to hit their targets for 2030 as set out in the Public Sector Climate Action Mandate.

The ETBs can use the funding of EUR 8 047 500 in 2024 to improve operational sustainability in their owned buildings as they move towards low energy usage, high energy efficiency, and a low carbon impact building stock.

This policy development focuses on enhancing the innovation, attractiveness, and modernisation of VET in Hungary. It aims to achieve this through specific initiatives such as:

Integration of modern technologies: implementing digital tools and resources in VET programmes to ensure that students gain relevant professional knowledge and soft skills needed by the industry 4.0;

Cooperation with industry: establishing partnerships with key economic actors to create apprenticeship opportunities that...

The tool will support the students making career decisions, provide the VET schools for the basis to adjust the open curriculum, and enable the entire VET system to modernise vocational standards and VET programmes.

Towards achieving these goals, several projects have been developed to support teachers in acquiring the necessary competencies, integrating digital technologies into teaching, and enhancing the overall quality of education.

Artificial Intelligence for Teachers (AI4T) (2021-2024)

The AI4T Erasmus+ K3 project, collaboratively developed by France (coordinator), Slovenia, Italy, Ireland, and Luxembourg, aimed to train teachers and school leaders in AI applications for education. With a focus on...

According to the project plan, a fully functional online labour market platform is set to be developed in three phases. Initially, a prototype and the first working version will provide users with labour market needs forecast data. The next phase will introduce data on labour market trends and the alignment between supply and demand. By 2028, the platform is expected to offer comprehensive insights into occupational and skills gaps, proposals for mapping competences in education programmes,...

As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and...

The amendment to the Act on employment services established the Sector Councils Alliance (SCA) as the interest association of legal entities. Membership is stipulated by law containing labour and education ministry representatives, representative associations of employers and representative associations of trade unions. Admission of other members is possible based on the statute of the SCA agreed with the government.

According to law, the SCA 'establishes sectoral councils covering relevant...

The main activities of the project comply with the three aforementioned objectives and six measures. The Ministry of Investments, Regional Development and Informatisation (MIRRI) serves as the National Coordination Unit while the project operator is the State Institute of Vocational Education in partnership with the Swiss Federal University of Vocational Education. Switzerland has committed up to CHF 5 750 000 covering a maximum of 85% of the total eligible project expenditures over 55...

Internationalisation of VET involves supporting international mobility for educational staff and learners, as well as transnational cooperation among VET providers, particularly through the Erasmus+ programme. Through mobility and transnational cooperation, learners will strengthen their language, digital, and other skills while gaining the opportunity to undertake work-based learning abroad, and teachers will enhance their teaching skills. This measure will also support transnational...

The most comprehensive update of VET curricula in over two decades in Croatia began in 2018 with the adoption of the National Curriculum for VET and continued within the framework of the project Modernisation of the VET System, supported by EUR 17.7 million from the European Social Fund (ESF) and implemented by the Agency for VET and Adult Education from 2017 to 2023. The central features of the VET reform in Croatia include a modular structure of VET curricula and a strong focus on skills...

In response to the challenges affecting VET, the National Education System Development Plan for the period up to 2027 proposes a number of measures, building on key reform initiatives from the previous strategic period. The specific measures related to VET (Area 3 of the Plan) include:

3.1. Continuing the VET curricula reform and introducing new modular, outcome-oriented curricula to VET providers.

3.2. Supporting VET providers in implementing new curricula, programme profiling, and aligning...

The Policy for the Digital Transformation of Education describes the actions necessary in the face of the digital revolution and sets the framework for state policy in the area of​ ​the digitalisation of education in the following time perspectives: short-term (until 2027), medium-term (until 2030) and long-term (until 2035 ).

It comprises two complementary perspectives: developing digital competences of students and teachers, using digital technologies to strengthen...

The target groups of the Database include all the adults with links to the labour market (including students aged 18+ who are preparing to enter the labour market). The Labour Office has expanded its activities beyond unemployed persons to include those who are in employment and want to acquire the competencies needed to retain their current jobs. Additional target groups include persons on parental leave, self-employed persons and senior citizens with links to the labour market (working...

The strategy was developed with the support of EU funding (Erasmus+ 101051428-SNFA-ERASMUS-EDU-2021-AL-AGENDA-IBA).

During the design phase, the labour ministry consulted employers, professional training providers, social partners, regional employment agencies, and NGOs.

The cooperation pillar focuses on updating legislation and strengthening the role of partnerships in adult training, alongside capacity building for training providers.

The personalised learning pillar promotes flexible...

To advance efforts in urgently combating climate change and its impacts, in 2023 the government introduced the 'National Programme for Circular Economy 2023-2030'. The ambition laid down in this programme is to become a circular economy by 2050. In all parts of the economy and society initiatives will be developed, amongst which education and labour market. Labour market ambitions are outlined in the 'Action Plan for Green and Digital Jobs', by Ministry of Economic Affairs and Climate...

The purpose of the Skills reform committee is to make structured proposals so that skills reform contributes to the development of skills for the green transition, increased innovation and competitiveness and good public welfare services. The reform will help to reduce recruitment challenges and prevent dropouts from working life as a result of a lack of skills. The work of the committee must embrace all groups in working life, and the committee must come up with proposals for measures that...

The White Paper details the government's policy in the following areas:

1. dimensioning of the education system;
2. access to education throughout the country;
3. funding of universities and colleges;
4. learning in working life;
5. qualification of the labour force reserve;
6. use of skills from abroad.

For IVET and CVET, this means:

Dimensioning

The county authorities are responsible for upper secondary and higher vocational education. At the upper secondary level, the county municipalities must balance factors...

Law No 5082/2024, published in Government Gazette A 9/19.1.2024 and titled 'Strengthening the National System of Vocational Education and Training and Other Urgent Provisions', aims to further enhance the National system of vocational education and training (VET) established under Article 1 of Law No 4763/2020 (A 254). This objective will be achieved by:

1. expanding collaboration between vocational education and training institutions, and
2. strengthening synergies between different levels of the...

The pilot implementation takes place in the construction sector. It involves an analysis of existing ILA schemes in Europe and national feasibility study, simulations, an online portal (linked to the existing training provider authorisation platform), promotional campaigns, and a study on the use of ILA.

ESF+ and other funds are to support the implementation as of 2025. The implementation will initially last until 2027.

Main beneficiaries of ILA are the construction sector employees and...

The Ministry of Education and Culture has appointed a working group to design, pilot and produce the graduate tracking model simultaneously in general upper secondary education and VET. The content and schedule of the surveys are planned while taking into consideration research and the goals of general upper secondary and VET, and EU-level policies.

The working group is set to work from 2024 until 2026.

The Ministry of Education and Culture and the Finnish National Agency for Education have decided to prepare the AI guidelines in collaboration with education providers, scholars and other experts in the field and considering existing academic and policy work, such as the AI competency framework for teachers (UNESCO).

The guidelines are to support the early childhood education and care, pre-primary education, primary and lower secondary education, general upper secondary education, VET, and...

The new operational guidance for VET providers requires legislative changes and is prepared together with the reform of VET funding system to make sure that the new funding and guidance models create a coherent whole.

Approximately 40 VET providers will pilot the new operational guidance model in 2026-33. They will be able to provide qualifications more freely and without individual authorisations granted by the Ministry of Education and Culture. These VET providers will also be able to...

The Ministry of Education and Culture has appointed a working group to prepare the legislative changes needed to reform the VET funding system. The reform is prepared simultaneously with the reform of the operational guidance of education providers.

The legislative changes in the VET funding system are planned to come into effect in 2026.

The reform of the support for learning is based on the government programme that came into effect in 2023. The reform covers all levels of education from early childhood education and care to upper secondary education. The reform requires legislative changes, and the implementation is supported by the Finnish National Agency for Education. The implementation is also supported by government grants to help VET providers to develop special needs support in their own organisations and in...

With regard to the first objective, in 2022, the ten-year programme 'Digital Education Well Organised', now called Edu-V, was allocated EUR 34 million from the National Growth Fund. During its first year, representatives from VET schools and suppliers of digital teaching and learning resources collaborated on developing an agreement system to ensure easy, secure, and reliable access to digital educational resources. By 2024, the agreement system was finalised, and its implementation began...

The Masterplan basic skills from 2022 focuses on enhancing education through five key pillars:

1. supporting educators with resources and training,
2. providing evidence-based learning materials,
3. strengthening school-community links,
4. implementing monitoring systems,
5. and establishing clear curriculum guidelines.

Immediate actions include creating support teams for schools and launching subsidies for targeted interventions. The plan aims for long-term integration with national programmes like the NPO...

Through the Agreement on the entrepreneurship package, the government and the majority of parties in parliament want to strengthen opportunities for entrepreneurs in Denmark and develop a stronger entrepreneurial culture nationwide.

The agreement parties have agreed to strengthen the entrepreneurial culture through different initiatives within five key action areas. Within the key action area Promoting talents, the agreement allocates funds to strengthen entrepreneurial environments in VET...

The cooperation with the OECD, with its methodology for skills strategies, is an action decided in the context of the proposals of the European Skills Agenda in relation to national skills strategies. More precisely, the European skills agenda recommends joint action by the Commission and EU Member States to develop national skills strategies based on the relevant OECD methodology.

Activities related to the development of the skills strategy are also reflected in the national documents within...

The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments....

To facilitate the introduction of individual learning accounts (ILAs) in Bulgaria, the Bulgarian Industrial Capital Association (BICA), developed two pilot models for ILAs.

According to the first model employers may create individual accounts for their employees. These accounts record the qualifications and skills gained through training. It encourages' enterprises to invest in their employees by contributing to these accounts.

The second model envisaged sectoral funds or one state fund to...

The Danish Agency for Education and Quality (STUK) took a series of actions (e.g., preparing guidance material for apprenticeship learners, VET providers, teachers and administrative staff at VET schools) as part of an information campaign on the rights of apprentices who have experienced offensive actions, including bullying and sexual harassment.

As part of this campaign, all relevant information is available at all VET schools in Denmark. Through QR codes on posters, students and...

Higher commercial examination (HHX) has become an increasingly popular option for Danish youths (upper secondary learners) during the last few years. Simultaneously, because of declining youth cohorts, it has become more difficult to offer higher commercial examination and higher technical examination (HTX) programmes in rural areas. Therefore, the government via the education ministry, together with the parties behind the Finance Act 2024, has allocated a special grant of in total EUR 670...

The coherent plan for the education system consists of different reforms and initiatives across the entire education system thus targeting a wide array of groups. Although the plan is not an explicit national implementation plan (NIP) measure, many of its initiatives could be considered relevant touching upon various EU priorities. More precisely the intervention areas are the following:

1. Prepared for the future I - new flexible university paths.This reform aims to provide students with new...

The Prepared for the future IV - more skilled workers for the green transition agreement is a component of a holistic education reform plan encompassing various education levels. The Prepared for the future IV - more skilled workers for the green transition agreement includes several key elements to ensure more skilled workers for the green transition. It is divided into two main areas: one focusing on the green transition and the other on making VET more attractive.

Making VET more...

To address the need for skilled professionals with the right competencies for the green transition, three climate VET institutions have been appointed to be key drivers of the green transformation across all vocational schools. These schools will train students to become skilled workers with the knowledge and abilities needed for key areas like transforming the energy sector, green transportation, climate-friendly farming, and sustainable construction. The three climate-focused VET...

The working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training in...

The EQAVET Network develops knowledge and capacity through various exchange and learning activities. These activities address the current thematic priorities and are organised as part of a comprehensive work programme.

One important activity is peer learning activities, which enable EQAVET national reference points (NRPs) to share and compare approaches to specific topics. These activities foster collaboration and provide valuable insights into different perspectives and practices within the...

The research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable or...

The process of review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel's work.

The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to regional...

Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET and...

The National FET Strategy defined that CotFs should have the following characteristics:

1. consolidation: CotFs are single integrated colleges;
2. dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, exploring opportunities for co-delivery with HE institutions;
3. access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
4. consistent learner...

Ireland's Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...

In 2017, the Council of Experts at the Ministry for Education, Science and Sport, in line with legislative authorisation, defined 11 national indicators. The package of national indicators contains all 10 EQAVET indicators and comprises: relevance of QA systems for VET providers, investment in training of teachers and in-company trainers, participation rate in VET programmes, completion rate in VET programmes, placement rate in VET programmes, utilisation of acquired skills in the workplace,...

The policy roadmap 'Green Skills for FET 2021-30' sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Ireland (2019) and the Action plan for apprenticeships 2021-25....

The external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.

The external review examines the following aspects:

Governance and management of quality

The review evaluates the comprehensive oversight...

The Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.

Competences and qualifications for the digital and green transitions

The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the circular...

A tool for issuing and collecting digital credentials, the Odznaka+ (Badge+) application, was created in 2021 as part of the project. Its purpose is the inclusion of innovative and socially needed qualifications in the integrated qualifications system (IQS), as well as reducing barriers to the development of IQS by providing support to its national and regional stakeholders'. It was created by the Educational Research Institute and commissioned by the Ministry of Education and Science. The...

The SkillsPoland competition consists of:

1. development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
2. conducting study visits as part of professional competitions in other countries;
3. implementation of a promotional campaign for SkillsPoland competitions;
4. conducting regional eliminators for competitions in 30 sectors;
5. organising of three nationwide SkillsPoland competitions in 30 sectors;
6. participation of representatives from...

The main objective of the activities of the combined National Europass and Euroguidance Centre is to implement Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework aimed at providing better quality services in skills and qualifications (Europass). The National Europass Centre (NEC) deals with coordinating the issuance of Europass documents and promoting the Europass initiative, in particular for career counselling and information...

In Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.

The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.

In 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. They work closely with the National Europass and Euroguidance Centre, also run by the Foundation. The Team's main tasks include promoting and advising on the practical application of EU instruments related to supporting educational mobility, ensuring high-quality...

Sectoral skills centres (branzowe centra umiejetnosci) are to be technologically advanced education, training and examination centres in a given industry.

This initiative comprises the following main activities:

1. announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
2. construction of a new...

Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:

1. diagnosis of the functioning of vocational education for SEN learners;
2. development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
3. identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN...

The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.

Winners and featured participants receive the title...

As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued several regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.

The regulations allowed:

1. the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...

The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.

The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...

The action plan includes the following five specific measures:

1. implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
2. provision and professional development of staff for the VET system;
3. the development of career guidance and promotion of VET;
4. implementation of innovative and durable mechanisms of cooperation at national and international levels in VET, favouring...

The contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:

1. a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
2. an evaluation report on the adequacy of the curriculum (and the overall teaching design)...

In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical and...

EOPPEP - in its capacity as an EQAVET NRP - is authorised to run an Erasmus+ programme entitled Towards an enhanced post-COVID VET (EPOS - VET).

The programme foresees the development of an integrated quality assurance methodology for IVET. This methodology will be piloted in three selected innovative IVET specialities which are provided by thematic and experimental IEK.

The selection criteria of the IVET programmes (for which internship in companies, usually SMEs is obligatory) entail:

...

Various projects have already been initiated and launched in recent years that serve to achieve the stated objectives. With the National implementation plan (NIP), these activities were bundled and intensified in 2022.

The sub-projects included in the bundle of measures 'Green transition' are the responsibility of the Ministry of Education, Science and Research (BMBWF) and, as far as apprenticeship training is concerned, also of the Ministry of Labour and Economy (BMAW) and the Austrian...

Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.

Specifically, the following measures will be pursued within the framework of the initiative, starting in...

Within the framework of the Education of the economy initiative of the Austrian Economic Chamber, various activities and measures have been implemented since 2018, partly in cooperation with the Ministry of Economy, to advance digitisation in apprenticeship training both in terms of content and administration.

This includes increased consideration of digitalisation in content-related modernisation and new establishment of apprenticeship occupations, support of in-company training and trainers...

The ReBusk (Reboot Build Up Skills) project aims to implement the requirements of the EU Call Life 2021 CET Buildskills at national level.

As a first step, the national qualification platform is to be reactivated in order to involve the diverse stakeholders in the construction sector in the entire process. Consequently, a status quo report on the national situation in the construction sector will be prepared with a focus on education and training. A key result of the status quo report is the...

In order to set up the action plan for the green transition in education and training, the Federal Ministry for Climate Protection (BMK) together with the Vienna Public Employment Service (AMS) and the Vienna Chamber of Labour (AK) initiated the 'Just transition working group on training and further education'. The Federal Ministry of Labor and Economics (BMAW) was involved in line with its responsibility in the area of ​​vocational training.

In several workshops, this...

In 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a 'semester-based upper secondary education' (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In...

The Erasmus+ VET team Austria, located at OeAD, the Agency for Education and Internationalisation, plays an essential role in pursuing these goals. This is a network of professionals with expertise in European VET topics and Erasmus+. OeAD, in cooperation with BMBWF, has defined the following procedure in connection with the above objectives.

Activity 1: Status quo survey and feedback from practitioners

In the course of this activity, interviews with practitioners from Boards of Education and...

Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):

1. centres of excellence in VET;
2. in-company training centres;
3. higher VET transformation;
4. quality assurance in IVET and CVET;
5. prevention of early school leaving;
6. basic skills;
7. individual learning accounts;
8. a new system of lifelong learning introduced...

Developing WBL and practical training includes the following measures:

1. VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
2. quality assurance of WBL and practical training.

The following measures are foreseen:

1. development of the professional qualifications system, modernisation of professional standards and the creation and implementation of skills profiles;
2. creating, developing and supporting the implementation of a skills classification and competences catalogue in VET;
3. further development of the jobs and skills forecasting system OSKA, updating of the methodology for general analysis and sectoral surveys, extension of analytical capacity;
4. supporting the...

In order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:

1. building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
2. pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
3. field-related training for vocational teachers,...

This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.

Development of a digital platform for VET

The digital platform for VET is expected gradually to...

The strategy was developed in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.

It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.

The strategy proposes a multi-annual framework plan with measures to be...

The development of the transferable credit system includes methodology for granting transferable credits for the professional training of adults including categories of skills to be considered for certification of competences: key, technical and occupation-related. It facilitates mobility and complies with the general provisions regarding competences acquired in education and training, including adult training.

Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.

The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...

The following measures are envisaged:

1. developing the principles for skills-based curriculum development in VET;
2. developing principles for addressing the skills needed for the green transition, including competences supporting the development of environmental awareness in VET;
3. a total of 2 830 people to be trained in VET, higher education and continuing education under the green transition actions in 2022-24;
4. a total of 2 000 people to be trained in VET, higher and continuing education as part...

The following measures are foreseen:

1. carrying out a study on the VET institutions network in 2023;
2. designing the network of VET institutions in line with the reorganisation of secondary education and in connection with the development of the school network in other areas of education;
3. implementing a performance-based funding model for VET;
4. defining selection principles and criteria for centres of excellence in VET, defining R&D links, and drawing up a concept for centres of excellence;
5. empowering...

The subject of bilateral VET cooperation is usually the intentions of a partner country to reform its VET system. Project funding in international VET cooperation serves to make expert knowledge and implementation competences from Germany available to the partner countries. Examples of good practice are developed and tested on various VET topics and can stimulate reforms in the partner countries. Pilot projects are funded by BMBF, which regularly publishes relevant funding guidelines to...

WorldSkills - the World Skills Championships - and EuroSkills - the European Skills Championships - take place alternately every two years. The WorldSkills Germany network promotes and supports national and international competitions of non-academic professions. Founded in 2006, the WorldSkills Germany association currently unites over 80 members. In addition to companies and associations, these include Chambers of Skilled Crafts and guilds or industry associations, as well as the BMBF and...

The minister delegated for vocational training announced an ambitious reform at the end of 2022.

Law No 2022-1598 of 21 December 2022 on emergency measures relating to the functioning of the labour market includes several provisions that reform VAE along three lines:

1. simplification: facilitating the admissibility stage, shortening routes and harmonising funding rules;
2. making validation paths more secure: the law individualises and strengthens the support provided to candidates, giving them...

The XR action plan was concretised into four closely-intertwined actions:

Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme, constantly...

On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business...

Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.

Centres of vocational excellence have...

The 2022 law removes the possibility of creating and open new private schools and private vocational schools and also extending their existing study programmes. The law establishes that, to be approved, private schools must provide a real supplement to the study programmes in the public schools, something not offered in the public school. For example, private schools of a recognised type, such as the Montessori schools or an international school, can be approved.

Future development of every VET provider is to be stated in its development strategy, shaped in consultation with the sectoral expert councils and local municipalities. The strategies are aligned with the sectoral and regional development plans.

The government is investing in the development of a skills-oriented labour market. This entails describing the required knowledge, skills and behaviours for the performance of activities in terms of skills: a common skills language, called CompetentNL, is being developed for this purpose. CompetentNL is an online skills dictionary in which all possible skills are categorised and described and which is linked to the complete and continuously updated VET qualification structure. CompetentNL...

The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.

The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together with...

There are different kinds of initiatives and events to promote and disseminate VET:

Professional Education and Training Campaigns (Campanha de Educação e Formação)

The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education as...

Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights and...

WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions by...

The National platform for the progress in VET, as a team of experts, is established as a response to the European Commission's encouragement to its member states to strengthen vocational training and adapt more flexibly to the needs of the labour market. The European Commission emphasises the necessary fundamental changes in the area of skills development, as a means for recovery from the social and economic impact of the COVID-19 pandemic.

The platform focuses on the further development of...