The National Agency for Education was tasked in 2020 to develop digital tools for study and career guidance to strengthen guidance in the school system and contribute to the possibility for more students to make informed choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In Sweden, free school choice is applied and neutral, reliable and quality-assured information is needed for the individual to be able to make an informed choice. In 2020, the Swedish National Agency for Education was tasked by the education ministry with strengthening study and career guidance in the school system to contribute to more students having the opportunity to make well-founded educational and career choices. This would be done by developing digital tools for study and 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.
Up-skilling of newly arrived immigrants so that they can be integrated in VET and 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 2015, the government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme 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 purpose is to increase equity for individuals lacking a corresponding Swedish primary education or missing the prerequisite knowledge for the upper secondary level, by preparing learners for upper secondary education or enabling them to secure employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Swedish National Agency for Education will develop vocational courses at a basic level (EQF level 2). These courses will provide fundamental vocational skills, include practical elements, and are counted as partial qualifications which can lead to complete a qualification at lower secondary level, providing access to programmes at upper secondary level (EQF level 4). The courses should meet the skills needs of different industries and be able to lead to work after completing the training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of National Vocational Education for adults at upper secondary level (NVE) is to strengthen the connection between the skills needs of working life and VET for a faster establishment on 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.
NVE programmes last between six months and one and a half years and can lead to a qualification at SeQF level 4 (EQF level 4), when programmes last at least one year. To gain access to the programmes, the entry requirements are pass grades from secondary education or for learners to have their prior learning validated. The NVE programmes have flexible opportunities for learners to validate prior learning for exemptions, and thereby shorten the time in training. Students are entitled 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.
The purpose of the legislative changes is to strengthen the role of validation within the education system and the labour market, ensuring that individuals' skills are recognised regardless of how they were acquired. The amendments also aimed to promote lifelong learning by creating a framework in which individuals can continuously update and develop their skills. Additionally, the changes sought to facilitate the supply of skills, allowing employers to more easily match the right...
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 2023, regulations were introduced in the Education Act regarding initial mapping and validation within municipal adult education. The legislative proposals in the bill entail the following in brief:
a requirement is introduced for the local municipality to ensure that anyone wishing to have their skills mapped prior to education or assessment within adult education is offered an initial mapping;
a duty is established for the provider of adult education to ensure that a student in need 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.
This policy development aims to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6 for individuals with considerable professional experience in a given vocational field. Thereby these professionals should be empowered to move on to new and more advanced positions or change career paths through more flexible HVE.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2020, the HVE-flex pilot programme was launched, aiming to ease and speed up gaining higher vocational education (HVE) qualifications at EQF levels 5 and 6. It targets professionals, who already have skills in a working field but, due to new demands in current profession and position, need upskilling and reskilling. The Swedish National Agency for Higher Vocational Education (MYH) is in charge of the HVE-flex programme, which consists of:
exploring and developing models for validating 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 objective is to promote efficient skills provision and lifelong learning in the long term and facilitate transition to the labour market. The aim of the initiatives included in the assignment is to reinforce the conditions for authorities and other actors to create and provide digital services that strengthen individuals' positions in the labour market while meeting the skills needs of the private and public sectors.
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 June 2021, the government gave several national authorities involved in education and employment the mission to develop digital services that provide data about education and the labour market, as well as to establish forms for the management of a coherent data infrastructure for the provision of skills and lifelong learning. These authorities shall jointly investigate the conditions for, and begin work on, developing common concepts or translation keys between existing conceptual...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to address skills mismatch and improve alignment between the skills needed in working life and the actual skills workers have.
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 characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the measure is to ease the transition from unemployment to municipal adult education, which includes VET at upper secondary level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide upper secondary learners on three-year lasting VET programmes a realistic opportunity to become eligible for admission to tertiary education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education received a government mission in 2020 to support secondary VET providers in including subjects and courses in all VET programmes that learners need to complete to become eligible for admission to tertiary education. For eligibility to tertiary education, learners need to complete two modules in Swedish and one module in English. These courses are elective for secondary VET learners but are not necessarily a realistic option within the framework of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To set up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the expansion of HVET is to ensure that adults are better qualified for the labour market, which will lead to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Swedish Government has increased the funding to the Agency for Higher Vocational Education, to ensure that employers have access to qualified professional skills to create growth. The Agency for Higher Vocational Education has been able to approve more than a 56% increase in the number of study places between 2014 and 2019. The most rapid expansion has taken place in the last two years with an increase of 36% from 2017 to 2019.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Creating fast tracks for newly arrived migrants, to reduce the time from arrival to entry in occupations that face skills shortages.
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 government started consultations with social partners, the Public Employment Service (PES) and other government agencies to create fast tracks for newly arrived migrants and to reduce the time from arrival to entry in occupations that face skills shortages. An agreement involving employer and employee organisations assigned the PES responsibility for creating fast track paths for labour market integration. Employment services at local and regional level managed the programme 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.
To increase the digital skills of learners in response to 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.
In March 2017, the government approved new curricula to address the ICT strategy objectives. Programming skills are now embedded in primary and lower secondary education, especially through technology and mathematics. Amendments include qualification-tailored digital skills. For example, the Child and recreation programme stresses the responsible use of digital technology to support children. The new curricula were implemented, including all VET programmes, in 2017/18.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Education
Swedish Association of Local Authorities and Regions (SKR/ SALAR)
Since there are no nationally determined VET programmes in municipal adult education, the objective has been to propose a cluster of courses that meet the competence requirements for different vocational areas.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, the government commissioned the National Agency for Education to recommend vocational packages for adults. These packages are clusters of courses agreed with industry as entry points into the labour market. They will not only consist of partial qualifications, but also include building blocks that may be transferred and accumulated towards a full qualification. In April 2017, the mission was amended to include bridging programmes aimed at young people, mostly recently...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the national strategy for validation is to ensure that significantly more individuals are able to have their knowledge and skills validated throughout the country at all levels of the education system and to have a broader range of qualifications in working life. Further, as a pathway to a qualification, validation should have the same high level of legitimacy as formal education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, a National Delegation for Validation was appointed by the Swedish Government to follow up, support and promote coordinated development work in the area of validation at the regional and national level and to propose a national strategy for validation. The Delegation proposed a strategy in March 2017, expressing its view of the significance and function of validation, and of the development areas that need to be prioritised. A formal consultation on validation was launched by the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The national qualifications framework aims to increase employability and mobility in the labour market as it facilitates comparison of qualifications gained through studies and/or work experience.
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 legal basis supporting the Swedish national qualifications framework (SeQF) came into force on 1 October 2015. The SeQF was referenced to the European qualifications framework (EQF) in June 2016 and can be considered to have reached (an early) operational status. It is operated by the National Agency for Higher Vocational Education assisted by a council comprising representatives from social partners, national education and employment agencies and student organisations. A register 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.
Introducing a vocational profile in higher education preparatory 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 September 2018, the government asked the National Agency for Education to develop a vocational orientation for the Business management and economics programme which is a higher education preparatory programme. The National Agency for Education will propose a vocational outcome that will serve as a hybrid between higher education preparatory programmes and vocational upper secondary programmes. The new orientation will serve as a pilot for introducing a vocational profile in higher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Improving regional cooperation in an effort to solve the mismatch between the labour market needs and the choices learners make, due to the limited offer of education and training providers.
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 government launched an enquiry with a mission to propose a regionalised model of upper secondary provision (IVET and CVET) to ensure that a variety of programmes are made available to learners. The objective is to better align the supply of IVET to regional labour market needs.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 counteract skilled labour shortages by attracting both genders to VET tracks which are normally dominated by only one gender.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government commissioned the National Agency for Education in December 2017 to propose curricular changes to modify traditional gender patterns (including VET programmes). The proposal was presented to the government in December 2018 and explicitly stated that the curricular requirements concerning gender equality are also pertinent in work-based learning. Once curricular changes to impede traditional gender patterns will be approved, teachers, school leaders, adult educators and VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Easing progression from upper secondary VET to higher education for all adults, regardless of place of residence.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Amendments to the 2010 Education Act came into effect in January 2017, granting adults the access right to study courses needed for progression to higher general or vocational education to all upper secondary VET learners. This included not only the right to access courses needed to comply with general eligibility for tertiary education, but also the right to access courses needed for meeting specific entry requirements for any tertiary programme for which the learner has applied.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 determine whether competence tests may strengthen upper secondary vocational education for young people, adults and newly arrived migrants by increasing their labour market relevance and cooperation between the world of work and education, and by easing validation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education was commissioned in December 2016 to investigate if competence tests at the end of the programme may strengthen upper secondary vocational education by increasing their labour market relevance and by increasing cooperation between the world of work and VET.
In December 2017, the mandate of the National Agency for Education was amended to include a pilot phase to determine whether competence tests may also ease validation of adults' and newly arrived migrants'...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Allowing people who have gained their professional experience abroad to recognise their experience so that their educational or professional integration can be facilitated.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education launched, in March 2018, a skills mapping web-based tool for persons who have experience in professional work, or equivalent experience, from other countries. The tool assists individuals to become aware of their skills, which in turn can shorten their study time and contribute to improved integration through access to the labour market. It provides information of core content and knowledge requirements for courses in the upper secondary education system 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.
Opening up municipal adult education as a second chance education and as an opportunity for career changes; inclusion of adults with intellectual disabilities into municipal adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government set up an enquiry: A second chance and another chance - an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult education as a second chance education and as an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To provide low-qualified unemployed adults the possibility to continue their education and so aid their later integration on the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2017, the parliament approved the introduction of a new financial support to stimulate low-qualified unemployed adults (aged 25 to 56) to begin, or resume, their studies. The target group comprises the unemployed registered with the employment service with low education levels and in need of education at primary or secondary levels to establish themselves in the labour market. The financial support is SEK 8 984 (about EUR 830) per month for full-time studies and lasts up to 50 weeks....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Encouraging the unemployed aged 20 to 24 without upper secondary qualifications to start or return to education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2015, the government adopted an ordinance, according to which study within the so-called education contracts may be combined with work or work experience, enabling the learners to both apply for study aid and receive remuneration from work.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Action plan for adult education addresses four strands:
higher vocational education;
liberal adult education through folk high schools;
adult IVET and adult apprenticeship in IVET;
adults' right to general education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan for adult education (Kunskapslyftet, the knowledge boost) was introduced in 2015. It is aimed at supporting the Swedish government's goal of lowering unemployment rates. Relevant legislation/regulation and funding arrangements have been changed/adopted. The plan aims, at the same time, to address skilled labour shortages and enable people to (re)train.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to evaluate and follow up relevant policy initiatives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Institute for Evaluation of Labour Market and Education Policy (IFAU) undertook a major study to follow up the transition from CVET by:
graduates;
learners who completed their education but did not receive a diploma;
drop-outs.
IFAU surveyed the extent to which CVET learners were in employment and how their income developed and made a comparison with higher education students. In 2016, the research institute Ratio conducted a study on productivity development in technology...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Evaluation of Labour Market and Education Policy (IFAU)
The objective is to evaluate and follow up the transition of VET graduates to the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Agency for Education developed an extensive graduate tracking system to follow up what VET learners and apprentices do after completion of a VET programme, providing in-depth analyses of transition from school to working life. The knowledge gained feeds into planning at both national and local level. Data were collected two years after graduation and were processed during the reporting period. In November 2017, the first statistical data and a report were made available 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.
To strengthen the work-based learning (WBL) component of VET programmes and links between education and businesses.
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 end of 2015, a National commission (Välja yrke) made proposals to the government to strengthen the involvement of social partners in providing VET. The options discussed included developing regional support structures. As a result a State grant was put in place for the development of regional support structures for WBL placements for social partners and stakeholder organisations. The total sum awarded for 2018 and for 2019 was SEK 10 million (about EUR 950 000). The grants targeted...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 companies' involvement in training provision.
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 enhance the cooperation at regional level between upper secondary VET providers (adult education programmes included) and companies providing work places, the State grants for companies were broadened through an amendment of the the Education Act and the Ordinance of upper secondary education in November 2015. The funding scheme covers initial VET programmes which can be followed as school-based VET and apprenticeship based pathways. Further, since 2016 enterprises that participate 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 of the measure is to promote training programmes deemed to be difficult to offer in VET schools by providing the specialised parts of the VET education in a trade school. Trade schools are intended to gather learners from over the whole country to fill classes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of inquiry (Yrkesprogramsutredningen) in 2015 had already suggested establishing trade schools/industry schools for the provision of school-based training for upper secondary VET programmes in trades and industries that are too small, and have too few applicants, for VET institutions to have the required infrastructure to provide the related school-based training. A government proposal to parliament was approved in 2017. A total of 10 trade schools have been selected 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.
To further strengthen the work-based learning component of VET programmes at all levels and to strengthen links between education and businesses.
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 State grants measure (used as an incentive for education providers to offer VET as an apprenticeship path) was expanded in 2018 to also offer learners in bridging programmes (programmes for learners not eligible for national upper secondary programmes) financial support to cover their extra living costs, so they received the same economic benefits and conditions as learners in national VET programmes. The measure is part of policy initiatives to promote work-based learning and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the work-based learning component of VET programmes at all levels and to strengthen links between education and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Swedish National Agency for Education, has been playing a key role in the development of apprenticeship. It cooperates with a wide range of stakeholders (VET providers, municipalities, social partners and enterprises); it provides advice to VET institutions and employers, trains supervisors at workplaces, and stimulates cooperation at regional level between schools and businesses. Since 2015, it has organised workshops and provided guidance and support to companies and social partners....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
