This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.
Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.
Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.
This is the first national Further Education & Training (FET) Strategy for the Green Transition and aims to shape the response and contribution of the sector towards meeting Ireland's climate action targets to halve Ireland's greenhouse gas emissions by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To highlight the opportunities for Vocational Education and Training organisations to enhance Transversal Skills through participation in Erasmus+ funded mobility projects and examine the value of Erasmus+ mobility opportunity as a mechanism for the acquisition of Transversal Skills for VET learners and 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.
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...
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This section lists main bodies that are responsible for the implementation of 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...
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This section lists main bodies that are responsible for the implementation of 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 Education System Development Plan for the period up to 2027 aims to support the internationalisation of VET through calls for participation in mobility for educational staff and learners, and developing a strategy for the internationalisation of VET.
Key indicators are defined as:
number of learners in VET involved in mobility activities;
number of educational staff in VET involved in mobility activities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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This section lists main bodies that are responsible for the implementation of 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 Education System Development Plan defines the strategic priorities and measures for education at all levels for the period up to 2027, including specific measures for IVET and adult education, based on the analysis of development needs and challenges for each priority.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In response to the 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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The government's main goal for the integration work is to get more people into work, build strong communities and good community arenas, promote equality, and combat negative social control. The government aims for a policy where society both makes demands and offers opportunities. Adults granted residence in Norway must, as quickly as possible, become part of and contribute to society on an equal basis with everyone else. Immigrants must experience that they meet the same expectations, and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government wanted to examine possible changes to the Integration Act in 2024 to enable more people to complete upper secondary education (EQF 4), especially vocational education and training (an alternative not a full EQF qualification but a certificate of competence for a vocation (EQF3)), within the framework of the introduction programme. This includes making greater use of the recognition of prior learning and considering a longer duration of the programme for a larger number of...
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This section lists main bodies that are responsible for the implementation of 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 Inclusion
Norwegian Directorate for Higher Education and Skills
The Agenda for VET 2023-27 'Working together on talent' outlines the strategic vision and key objectives for vocational education and training (VET) in the Netherlands for the years 2023-27. There are three main priorities, each of which has three to five specific objectives:
Equal opportunities:
Contributing to the equal treatment of all students in the Netherlands.
Improving student welfare and strengthen (integral) safety in schools and learning companies. Increasing the accessibility 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 Agenda for VET Working Together on Talent is a covenant signed in 2023 by eight key VET stakeholders: the education ministry, Association of Netherlands Municipalities (VNG), Association of Educators in VET (BVMBO), National youth organisation for VET students (JOB), Cooperation organisation for VET and the labour market (SBB), Council for private providers of education and training (NRTO), Council for upper secondary VET schools (MBO Raad) and the National association of employers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for private providers of education and training (NRTO)
National association of employers (VNO-NCW/MKB Nederland)
Council for upper secondary VET schools (MBO Raad)
Association of Netherlands Municipalities (VNG)
Association of Educators in VET (BVMBO)
Cooperation organisation for VET and the labour market (SBB)
National youth organization for VET students (JOB)
The objective of the plan and its initiatives is to create a more coherent national educational landscape.
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 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:
Prepared for the future I - new flexible university paths.This reform aims to provide students with new...
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This section lists main bodies that are responsible for the implementation of 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 key objectives are to improve VET provision so that students acquire the right skillset for the green transition; and to enhance VET attractiveness.
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 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...
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This section lists main bodies that are responsible for the implementation of 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 2020 VET recommendation, peer reviews are aimed at improving mutual learning, enhancing the transparency and consistency of quality assurance arrangements in the provision of VET and reinforcing mutual trust between EU Member States.
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 2020 VET recommendation a peer review is described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are not aiming at accreditation procedures. based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national...
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This section lists main bodies that are responsible for the implementation of 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 2020 VET recommendation, peer reviews are aimed at improving mutual learning, increasing the transparency and consistency of quality assurance arrangements in the provision of VET, and reinforcing mutual trust between EU Member States.
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 2020 VET recommendation peer reviews are described as 'a type of voluntary mutual learning activity supporting improvement and transparency of quality assurance arrangements at system level. The are aiming at accreditation procedures based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training'.
A peer review offers the chance to the country hosting it to reflect on its practices of quality assuring its national VET...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
It is important to develop professional collaborations that involve students and teachers in Hungarian vocational training in regions outside the borders. This can generate a positive trend in the labour market, that would strengthen the integration and the relations of Hungarian vocational training in Hungary and beyond.
The goal is to support the development of the professional and general skills of Hungarian communities beyond its borders in a way that matches increasing European and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
promoting a positive image of VET as an attractive career path;
strengthening cooperation between schools providing vocational training, vocational training centres and enterprises, firms, HEIs, local and regional government.
increasing the involvement of employers in the practical training process;
providing learners with opportunities to develop their interests and talents related to the profession;
support for professional development of teachers 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 SkillsPoland competition consists of:
development of organisational and substantive assumptions for the PolSkills competition at the regional and national level;
conducting study visits as part of professional competitions in other countries;
implementation of a promotional campaign for SkillsPoland competitions;
conducting regional eliminators for competitions in 30 sectors;
organising of three nationwide SkillsPoland competitions in 30 sectors;
participation of representatives from...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Foundation for the Development of the Education System (FRSE)
dissemination of the Europass-Mobility electronic document;
support for advice on and use of the digital Europass service;
facilitating access to information on learning opportunities in Europe, mainly in connection with learning mobility.
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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Science (from 2021 until 2024)
Ministry of National Education
Foundation for the Development of the Education System (FRSE)
Offering small supplementary certificates for specific skills in demand on the labour market in regular IVET 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.
Standardised supplementary certificates are required by regulation in some occupations, especially as regards work safety or environmental standards. Several secondary schools have sought accreditation by national authorities to assess and deliver these certificates. Training, usually a short course, is integrated into the regular modules in IVET but follows the standards set by the relevant accreditation body. If learners pass the module they are awarded the certificate as well. The...
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VET Department of the Ministry of Education, Children and Youth (SFP)
The Vocational education pathway (Parcours d'Enseignement Qualifiant, PEQ) has been set up based on the strength of the CPU system, and is gradually to be implemented for all learners of qualification education (technical and artistic) and vocational education.
The objectives are:
positive orientation towards qualification education, so that it becomes as often as possible a first choice;
the upgrading of technical professions and the sectors that lead to them;
simplification of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the evaluation of the CPU system, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ.
PEQ applies to all secondary learners of qualification education (technical and artistic) and vocational education, either school based or in the dual system and includes those VET programmes offered to learners with special education needs. The pathway...
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The main objectives of the packages of measures are:
the timely further and new development of training opportunities in the area of school-based and dual VET as well as in further training with a focus on green skills;
integration of green skills into existing and new training regulations and curricula;
creation of a uniform teaching principle as a basis for a common understanding of the topic that enables the teaching of relevant content across all subjects, forms and levels 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.
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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Labour and Economy (BMAW)
Federal Ministry of Education, Science and Research (BMBWF)
BMBWF, which is responsible for the VET schools (i.e. three- to five-year school-based VET programmes), is pursuing the following specific goals with the establishment and further development of a structure for increased internationalisation in VET:
promotion of international competences among students and teachers;
supporting VET schools in implementing their internationalisation projects/strategies;
promoting the European and international dimension in VET schools;
promote Erasmus+...
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 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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
To aid lifelong learning and recognition of competences and qualifications through establishing a system of transferable credits used in the professional training of adults.
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 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.
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The Federal Government wants to support further the development of VET in the partner countries and to strengthen Germany's international cooperation in VET. The aim of the Federal Government's bilateral VET cooperation is to help partner countries effectively integrate elements of practice-oriented or dual VET into their respective systems by sustainable support in line with the partner country's context and needs. Another objective is to support German companies abroad in their efforts to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 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...
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Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry for Economic Cooperation and Development (BMZ)
Federal Foreign Office (AA)
UNESCO-UNEVOC
Association of German Chambers of Industry and Commerce (DIHK)
At EuroSkills, Europe's best skilled workers compete in their disciplines in the fields of crafts, industry, services and future skills for the title of European champions. In order to internationalise further the German system of initial and continuing vocational education and training (VET), the participation and organisation of the German national vocational team is supported by the Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs and Energy...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
In a globalising society, there is a need for competencies in the work environment, which often exceed specific technical competencies. These allow working in an internationally influenced environment and include intercultural competencies, speaking foreign languages, self-management and adaptability.
To respond to the need to internationalise the Flemish VET institutions
VET institutions that 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.
Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders, but mobility of educational staff should...
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With the Excellence Initiative for vocational education and training (VET), the Federal Ministry of Education and Research (BMBF) is providing targeted impetus for a necessary boost in attractiveness and modernity. The aim is to contribute to the necessary change in society's appreciation of VET. The Excellence Initiative for VET is a crucial part of the Federal Government's skilled labour strategy.
The initiative aims to increase the attractiveness of VET for all young people. A special...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the Excellence Initiative for VET policy projects are combined into an overarching agenda. Individual activities will be launched successively during 2022 to 2026. Over EUR 750 million have been earmarked for this purpose.
In order to give new impetus to VET, the Excellence Initiative focuses on three central fields of action.
Improving individual opportunity support for talents in VET, to ensure that skilled workers and young people can develop their potential in the best possible way:
...
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Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary standards;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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Institute for Employment and Vocational Training (IEFP)
The purpose of the national Training abroad scheme and the Erasmus+ programme is to facilitate access for students to foreign internships, to internationalise vocational education and to equip companies for global competition.
the student acquires international competencies, not least cultural understanding and language skills;
the student develops maturity and independence;
the student acquires experiences with work tools, methods and workplace culture in other countries;
in seasonal...
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 Training abroad scheme(OPU) is a Danish mobility programme that allows students in Danish VET to gain international experience by completing training periods abroad after finishing their basic course. The trainee/apprentice can spend all or part of their training abroad. The scheme is funded by AUB, the Employers' Reimbursement System (Arbejdsgivernes Uddannelsesbidrag). Depending on whether the trainee has a Danish apprenticeship or not either the Danish employer or the...
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Denmark's hosting of EuroSkills 2025 is an ambitious part of the strategy to encourage more young people to choose a vocational education pathway. EuroSkills 2025 is thereby much more than an international competition with medals at stake and ambitions for Danish success on the podium: it is also a way to focus on the more than 100 exciting vocational education programmes in Denmark and the opportunities that VET provides for young people, including ambitions to develop their talent and 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.
Denmark will be hosting EuroSkills 2025 in the city of Herning from 9-13 September 2025. It will be Denmark's largest educational event in history. Hosting the event is seen as a great opportunity for the National skills team to demonstrate Danish quality and competencies to the whole of Europe, as well as winning medals and being strong role models for other young people. EuroSkills 2025 is regarded as an event that will collectively inspire young Danes and other Europeans to look towards...
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The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
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 six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
investment in...
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Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The primary objective of the pilot testing is to verify the effectiveness of the recognition of international ICT certification standards. The pilot also aims to identify the opportunities and conditions under which it would be possible - by means of an Amendment to the School Act and the relevant implementing Decree on Detailed Conditions on Completing Education by the Maturita Examination in Upper Secondary Schools - to replace part of the exam in the education field Informatics and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 October 2020, the Ministry of Education, Youth and Sports launched a pilot aimed at recognising international ICT certificates, that prove students' knowledge and skills not only in informatics and information and communication technologies (in upper-secondary general schools, Gymnázia) and in education in information and communication technologies (in secondary VET schools) but also in digital competences in the profile part of the Maturita examination: Maturita in 4-year programmes...
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Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The aim of the initiative is to double the number of apprenticeships abroad from 1 000 in 2020 up to 2 000 by 2027.
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 order to learn more about motives and expectations, as well as existing obstacles to mobility and potential incentives for mobility abroad, the project Partnership commissioned ibw Austria: Research and development in VET in 2020 to conduct the study 'Foreign mobility in apprenticeship training'. The results were presented at the OeAD on 30 September 2021 and a concrete objective and five action priorities for increasing apprenticeship mobility were derived from it.
The study shows that...
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Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The strategy views Norwegian participation in Erasmus+ and the European Education Area as crucial for increasing the quality and relevance of education, and believes that this contributes to solving major societal challenges related to inclusion, diversity, digital and green transformation. The government is aiming at wider participation in Erasmus+, so Norway can make full use of the opportunities offered by the programme.
The government has set the following goals for participation:
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy is focused on strengthening and improving Norwegian participation in Erasmus+ and the European Education Area, in order to provide more learners, youths and students, teachers and staff with opportunities for intercultural learning and exchange in Europe. The quality of education and training is to be further developed through international cooperation.
The government also wants more Norwegian interests to be able to cooperate with the best environments in Europe in order to...
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Through several of the programmes, Norway will have access to important research, infrastructure and technology that it cannot develop alone.
It is important for the country to be part of European investment in digitisation: Europe can build the necessary capacity in areas such as artificial intelligence, supercomputers and cybersecurity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.
These priorities are nationally important and affect several areas in the society, as well as vocational education and training.
Norway...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 programme aims to develop micro, small and medium-sized enterprises (SMEs) in Portugal by strengthening the professional skills of their employees in those areas.
The main objective is to qualify and train human resources in order to:
increase their employability, promote the integration of unemployed people in companies and contribute to preventing the risk of unemployment, in the case of the employed, and simultaneously increasing their contribution to the success of the employer's...
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 training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.
The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.
Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140 hours...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Portugal Global - Trade and Investment Agency (AICEP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To improve the quality of VET and diversify its learning opportunities through internalisation and learning mobility.
To monitor and further expand the use of mobility opportunities.
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 following measures are foreseen:
promoting learning mobility in VET: supporting the internationalisation of VET, including support for the implementation of Europass, improving data collection and analytics, monitoring and analysis of learning mobility;
participating in Erasmus+ and other development and cooperation projects, and mobility schemes to mobilise best international experience;
participating in EU-level debate and development activities on the creation of key profiles for VET 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 support measures want to give more VET learners the opportunity to make an internship or part of their apprenticeship in another country. The aim of the measures is to provide young people with worldwide learning experiences in VET and thus to address the need of globally operating companies for skilled workers with international professional competence and at the same time to increase the attractiveness 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.
Outgoing mobility:
Erasmus+: as shown in the Study on Mobility (NA at BIBB, 2018), Erasmus+ funds about half of all outgoing mobilities of VET learners. Since 2015, Erasmus+ has also been promoting the internationalisation of VET learning venues through accreditation of vocational schools and companies for a simplified participation in the VET mobility programme.
VETworldwide: to expand IVET mobility outside the EU, BMBF and NA at BIBB initiated the programme VETworldwide...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Erasmus+ National Agency for VET (NA at BIBB)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for low-skilled people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Le Forem (The Walloon Office for Vocational Training and Employment)
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 8 or 12 weeks duration. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. Language classes are offered to learners involved in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
Initiated by employers' representatives and based on the experience of the ESF project 'Dual education and increasing attractiveness and quality of VET', amendments to the VET Act came in force from 1 September 2021 aimed to:
significantly strengthen the influence of employers' representatives on the provision of secondary VET, for example by:
extending the responsibilities of the Employer Council for Dual VET to the entire system of vocational education and training that is also visible...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening the position of 'sectoral assignees' and the Employer Council for VET over the VET system as a whole from 2021 induced a debate over creating a new institution covering the VET system as a whole. The Sector Councils Alliance has been newly created to take over some responsibilities from the education and labour ministries from 1 January 2025.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Research, Development and Youth
Ministry of Education, Science, Research and Sport (until 2024)
The Ministry's long-term objective and task is to create conditions for all higher education institutions to provide quality education to students in full-time, combined and distance forms of study, as well as through lifelong learning courses that are open to the general public; to carry out research, development, artistic and other creative and professional activities, the outputs of which will support the social, economic and cultural development of the country; and, to make higher...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The SP2021+ formulates a general vision for higher education and its significance for society.
Six priority objectives have been set:
develop competences directly relevant to life and practice in the 21st century;
improve the availability and relevance of flexible forms of education;
improve the efficiency and quality of doctoral studies;
strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
build capacity for the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET provision, curricula, examination
In December 2016, the ESF project 'Development of sectoral qualifications system for vocational education development and quality assurance' was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to provide a learner- centred curriculum which promotes creativity, innovation, self-reflection, and personal independence;
to develop specialised technical, leadership and entrepreneurial skills in line with tomorrow's industry trends and requirements;
to promote an international outlook while embracing cultural diversity;
to promote professional development through lifelong learning opportunities;
to perform and solicit practices which are ethically correct and environmentally friendly;
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the measure is to establish, through bilateral governmental or other types of agreement with EU member countries and third countries, short and long-term VET mobility programmes to boost and support global economic cooperation and workforce mobility, and to promote professional skills that can be acquired in the Hungarian VET system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the example of the Stipendium Hungaricum Scholarship created in higher education, the mid-term VET policy strategy 4.0 envisaged creating and operating a VET Stipendium Hungarian Scholarship.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high level 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.
In 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating 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.
It is expected that exchange of students and cooperation across national borders will become clearer, more predictable and safer.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new regulation intends to ensure that:
conditions for approval are clarified, for easier assessment of whether the conditions have been met during the approval period;
conditions for withdrawal of approval specify the criteria on which the assessment is based;
exchange organisations and school owners make information on relevant cultural and safety issues related to their stay available to students and their guardians at an early stage;
responsibilities will be clearly defined, including the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to strengthen Nordic cooperation and ensure continuous safety in the Nordic region.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This paper discusses the most important development features of Nordic cooperation. The first chapter describes a number of measures that have been implemented in recent years to follow up the government's goal that Nordic cooperation should be developed and strengthened. In the second part of the report, the government, based on current societal challenges, highlights how we can work to ensure the Nordic region remains safe. The Nordic countries cooperate on education and research 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.
This policy development aims at developing a quality assurance system based on continuous improvement in IVET.
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 online guide, Qualéduc, was made available to education institutions and inspectorate bodies in April 2016 to help them develop a quality assurance system based on continuous improvement.
By March 2017, 25 out of the 30 existing education districts (académies) had been involved in Qualéduc. Two national conferences were organised in 2016 to promote the use of this tool among schools and inspectorate bodies. The tool has since been complemented with sections to guide on how to adapt 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 National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The priorities of the VET system development programme 2016-20 are directed at increasing relevance, quality, excellence, attractiveness and inclusion, as well as the international dimension 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.
The VET system development programme 2016-20 provides the strategic framework for VET development and reform. The programme was adopted by the Croatian Government in September 2016 and a related action plan was adopted two months later by the ministry responsible for education. It is planned according to the following principles:
quality assurance, which will increase the transparency of VET, strengthen confidence in the system and lifelong learning;
partnerships, which will ensure 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.
TPR is primarily aimed at strengthening the capacities of EQAVET national reference points (NRPs) and VET providers in quality assurance at European and national levels. It complements national quality assurance mechanisms and also drives reflection on the national quality assurance framework based on the transnational exercise.
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 Agency for VET and Adult Education (ASOO) is involved in a transnational peer review exercise in cooperation with three other EQAVET NRPs. In 2017, five quality areas along with the corresponding quality criteria were examined in one transnational peer review meeting and follow-up consultations. In 2018, four quality areas were revised (Pedagogical framework and planning the pedagogical process, Teaching and learning, Assessment and certification, and Learning results and outcomes) and a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:
the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To promote the attractiveness and the excellence of VET, this policy development aims to reform the model of VET student competitions with a strong focus on skills' demonstration, visibility and the involvement of companies and key stakeholders in VET. This is expected to improve the reputation of VET as a desirable and high-quality education option for Croatian students and introduce students to excellence, professional skills at an advanced level, high professional standards, contemporary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2017, an initiative on Promoting student competences and VET through skills competitions and fairs was launched to modernise VET student skills competitions in Croatia and encourage participation in national and international skills competitions. In its initial stage in 2018, the project analysed the existing national and international VET student skills competitions and fairs and developed a new model of competitions in Croatia consistent with major international competitions...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The promotion of ECVET focuses on expanding its uptake by VET providers in Croatia and thus supports learner mobility, recognition of learning outcomes and quality of mobility arrangements.
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 ECVET portal was developed in 2016. A growing number of Croatian institutions are recognising the benefits of ECVET. Amendments to the VET Act from 2018 stipulated that VET students can acquire learning outcomes during periods of international mobility. This is intended to support VET schools in setting up longer periods of VET student mobility. Six workshops were organised in 2018 for around 230 teachers and school directors. The participants were introduced to different aspects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 a single all-encompassing strategy for validation of prior learning nationally.
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 main initiative relates to validation of skills for refugees and migrants. Measures have been taken to speed up the mapping and validation of skills and competences of refugees and other recent immigrants. The Ministry of Education and Research has allocated extra funding support from the 2016 budget. Skills Norway coordinates the Erasmus+ project VISKA (2017-20) on validation of prior learning for asylum seekers, immigrants and low- qualified adults. In the Norwegian trials, refugees...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Research (KD)
Norwegian Agency for Quality Assurance in Education (NOKUT)
The objective is to ease the mobility of workers from a selected number of countries by enabling automatic recognition of trade and journeyman's certificates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As one of the adaptions to the internal labour market (through the European Economic Area - EEA agreement), the Norwegian Agency for Quality Assurance in Education (NOKUT) has established a formal system for recognition of foreign trade and journeyman's certificates, which is aimed to address the problems of migrant workers from the European Economic Area. The procedure was established in 2016. Foreign certificates are assessed according to the scope, level and content of comparable...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Norwegian Agency for Quality Assurance in Education (NOKUT)
The implementation of the National credit system for VET has the following main objectives:
promoting flexibility in the qualification pathways and certification strategies within the scope of the national qualifications system (SNQ);
capitalising on individual training and lifelong learning paths, with a view to obtaining qualifications;
promoting the transparency of the learning outcomes achieved or to be achieved through its quantitative expression;
improving the certified 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 2017, Portuguese legislation introduced a National credit system for VET in line with ECVET principles, which was intended to support permeability between VET pathways and higher education, as well as mobility within Europe. A major priority is that the system supports adult qualifications. It applies to level 2, 4 and 5 qualifications of the national qualifications framework, QNQ (Quadro Nacional de Qualificações). It also applies to certified training programmes/courses, which are...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2018, the Council of ministers approved EUR 8.6 million (three times the previous budget), jointly financed by the European Social Fund, for VET teacher training, upskilling and mobility. The distribution criteria, agreed by the Autonomous Communities, take into account the number of teachers and the number of secondary schools and / or baccalaureate centres and / or VET centres. CPD training provision for teachers also encompasses guidance practitioners.
The framework for VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
Increasing quality in VET mobility and facilitating the recognition of learning outcomes achieved abroad, thus helping learners to capitalise on mobility experiences, even short-term ones.
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 Italian context has been characterised in recent years by reform processes aimed at building an Italian lifelong learning system and a national system of skills certification. The several acts adopted, including the inter-ministerial Decree of 30 June 2015 regarding the QNQR (National framework of regional qualifications) and the inter-ministerial Decree of 8 January 2018, defining the QNQ (the Italian national qualifications framework), in line with the European principles for the...
Bodies responsible
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Ministry of Labour and Social Policies
National Institute for Public Policy Analysis (INAPP)
The Prince's Trust International (PTI) Achieve is a personal development and employability skills programme to support young people aged 13-19, with its main aims being:
to enhance the personal development and employability skills for students, emphasising careers and preparation for work with opportunities to link up with employers;
to provide young people with the space and attention they need to learn skills, develop confidence, raise aspirations and improve their attitude to learning as...
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 school year 2015/16, the Prince's Trust XL programme - from a UK-based charity founded in 1976 by the Prince of Wales - was introduced in lower and upper secondary schools in Malta. It aims to re-engage 13- to 16-year-olds at risk of exclusion or underachievement through informal learning to foster self-confidence.
The programme covers:
personal and social development;
life skills;
active citizenship;
preparation for work.
The programme leads to an award, certificate or diploma 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 for Education (MFED)(until 2022)
HSBC (Malta foundation)
Malta College of Arts, Science and Technology (MCAST)
Institute of Tourism Studies (ITS)
Malta Further and Higher Education Authority (MFHEA)
Ministry of Education and Employment (MEDE) (until 2020)
National Commission for Further and Higher Education (NCFHE) (until 2021)
The purpose of the project was to increase the attractiveness of vocational training through promotional activities, presenting professions in school, competition, and advertising in other activities for a greater number of views in the recognition of vocational professionals in vocational 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 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.
The promotion is done mainly through the national and European skills...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
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
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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.
To develop entrepreneurial spirit and competences of learners and teachers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for TVET Development registers new training firms and corresponding activities annually.
The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.
The competition takes place based on the approval of the education ministry at local, regional and national levels.
The number...
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This section lists main bodies that are responsible for the implementation of 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.
Since 2016, several regions (wojewodztwa) have initiated CPD projects for teachers and trainers in companies. The projects are co-funded by the ESF and implemented as regional programmes. They include the development of VET programmes suited to the socioeconomic environment and the implementation of high quality vocational apprenticeships, which includes the upgrading and updating of the qualifications of trainers in companies.
The Foundation for the Development of the Education System...
Bodies responsible
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Ministry of National Education
Ministry of Investment and Economic Development
Foundation for the Development of the Education System (FRSE)
Ministry of National Education (until 2021)
Ministry of Education and Science (from 2021 until 2024)
The overall aim of the IQS is human capital development and support for lifelong learning, mainly by increasing the accessibility and quality of qualifications as well as allowing for qualifications to be compared and referenced to the EQF.
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 PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.
While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016. In...
Bodies responsible
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To help young children (six-year-olds) with literacy problems reach the level expected of them in reading and writing.
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 order to improve basic skills in IVET, the National Literacy Agency (NLA) launched in September 2018 the Reading recovery (RR) training programme in collaboration with the university college London. The programme consists of 100 hours of individual sessions over 20 weeks. The sessions are provided by teachers trained specifically in the methodology of RR. The programme lends itself to adaptations to meet the individual needs of each student.
The programme includes the training of teachers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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 team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.
In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall aim of the activity is to raise the overall competitiveness of Latvian VET system and VET providers, with a particular emphasis on Baltic collaboration. Internationalisation has been set as a priority in individual development strategies 2021-27 of VET institutions. BAfA aims to share experience in implementing vocational education reforms in the Baltics, with the focus on introducing work-based learning and apprenticeships, and to promote examples of good practice.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Erasmus+ project National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt)' was launched, led by the Latvian Ministry of Education and Science. The project partners were: the Ministry of Education and Science (Latvia), Employers' Confederation of Latvia, National Centre for Education (Latvia), Free Trade Union Confederation of Latvia, Ministry of Education and Science (Lithuania), Qualifications and Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
The Association of Mechanical Engineering and Metalworking Industries of Latvia
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.
Modernising IVET aims at making school-based VET more effective (securing ability to self-direct lifelong learning and employability), more attractive (addressing challenges of the 21st century such as digital technology and energy transition), and more open to Europe and the world (through stronger partnerships with institutions in other countries).
The new phase in the transformation of the school-based vocational system is designed to meet two major objectives:
faster transformation of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures include:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Delegate Minister for VET under the education and labour ministers
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Strengthening the professional aspect of Erasmus, in order to enable young apprentices to benefit from the same opportunities for international mobility as students and thereby democratise and amplify the mobility of young people around Europe.
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 French-German pilot project to support the mobility of young apprentices was launched in November 2015 and involved 50 young apprentices working in 11 participating large enterprises (Allianz, Michelin, Danone, Bosch, BASF, L'Oréal, Siemens, BNP Paribas, ENGIE, Airbus and Safran). The main aim was to raise awareness about apprenticeship among education and counselling staff in charge of school pupils. The initiative was supplemented by an online continuous professional development 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.
Ministry of Labour, Employment and Professional Integration (until 2022)
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Ministry of Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Higher Education and Research
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education and Youth (until 2024)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund (ESF)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
National Institute of Qualifications (INCUAL)
National Institute of Qualifications (INCUAL)
Red.es
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae) until 2022
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training (until 2023)
Ministry of Education, Vocational Training and Sports
VET policy priorities in 2016-20 include the development - progressively - of a State-wide dual VET regulation according to Article No 42bis of the Organic Act on Education; better coordination among all actors involved in dual VET; improving the quality of the practical training component of VET programmes, both in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.
The initial draft was presented to social partners in May 2018, but the new government...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Vocational Training and Sports
Ministry of Education and Vocational Training (until 2023)
The objective of the new quality assurance approach is to support continuous improvement in teaching and learning and quality assurance in VET institutions. Transforming the accreditation process into a quality assessment process aids the development of a learning-centred school culture and increases the credibility 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 working group was set up to review the national approach to quality assurance. The group was composed of representatives of the education ministry, employer and employee organisations, VET schools and other partners.
In 2017, the group presented a proposal concerning changes in the assessment criteria and in the procedures and principles for the quality assessment of VET. Based on the working group's proposal, and in line with the EQAVET Recommendation, amendments to the Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research
Estonian Quality Agency for Higher and Vocational Education (until 2022)
The amendment of the Vocational Training Act aims to modernise and strengthen vocational education and training (VET) by making it more attractive, permeable, flexible, transparent and equivalent to academic education. Another aim is to introduce minimum remuneration for apprentices and more opportunities for part-time vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The legislative process for amending the Vocational Training Act started in November 2018. Several key changes to be introduced:
Introducing a minimum training wage for apprentices.
Apprentices starting their training in 2020 will receive a minimum wage of EUR 515 per month. This will increase by 18% in the second year of training and by 35% (based on the first year) in the third year. For apprenticeships starting in 2021, the minimum wage will be EUR 550 in the first year of training, 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.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
As part of the 'skilled workers strategy' of the Federal government, the aim of the law is to facilitate the immigration of skilled professionals, to ease their access to the labour market and to offer good prospects to specialised staff from non-EU countries.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Labour and Social Affairs BMAS has drafted the Skills Immigration Act in December 2018, in the context of its Strategy to secure skilled labour. The Act features the following:
access for specialised staff from non-EU countries, along with recognised vocational training for all occupations, without restriction for bottleneck occupations;
measures for the recognition of foreign professional qualifications become more attractive and practical, including quicker, closer...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of the Interior, Building and Community (BMI) (until December 2021)
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
Federal Employment Agency (BA)
Federal Ministry of the Interior and Community (BMI)
With the Pact for VET, BMBF is bringing together its diverse activities and initiatives for the development of a modern, attractive and dynamic VET to form an overall strategy, which increases visibility and esteem of VET pathways in public opinion.
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 Pact for VET (Der Berufsbildungspakt) includes the following measures, partly addressing work-based learning:
modernising the framework conditions of VET, particularly in view of digitalisation;
improving permeability and transparency through provision of vocational guidance, designating equivalent qualifications and improved progression opportunities;
modernising infrastructure in VET schools and training centres, particularly in view of digitalisation;
continuing professional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The project aims to develop a tracking system for initial vocational education and training (IVET) graduates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2018, the National Agency for Vocational Education and Training (NAVET) launched the Erasmus+ project Tracking learning and career paths of VET graduates, to improve quality of VET provision (On track), in cooperation with seven countries. The project aims to develop a tracking system for IVET graduates. The tracking system will gather graduates' qualitative and quantitative data related to further education, employment, career paths, and skills and competences required 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.
National Agency for Vocational Education and Training (NAVET)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The ITINERIS mobility project aims to develop the skills of training professionals to observe practices, participate in innovative actions in different European countries and adapt to changes in their professions.
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, Formaform, a partnership mechanism set up by Le Forem, Bruxelles Formation and IFAPME, is leading a consortium bringing together French-speaking public vocational training providers with the aim of boosting the mobility of trainers and educational experts in Europe in support of lifelong education.
This project, called Itineris, is part of the Europena funded ERASMUS+ programme, and consists of mobility grants for trainers and educational experts.
Grants are available for IFAPME,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Positive orientation towards VET (nationally called qualification education) so that it becomes as often as possible a first choice.
The upgrading of technical professions and the sectors that lead to them.
The fight against premature dropping out of school which leaves too many young people without secondary school leaving certification and feeds the hard core of unemployment.
Mobility between the various training providers in Belgium and abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The certification by learning-outcomes units (CPU) divides upper-secondary VET tracks into different CPU. Learners receive the qualification certificate when all the learning-outcomes units are validated. Those who fail get a second chance in a complementary year with a personalised support from teachers.
The Minister of Education decides which training will be implemented in CPU; hence this certification approach is being gradually implemented.
In 2017, certification by learning-outcomes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 agreement was concluded to facilitate the mobility of graduates from apprenticeships and to counteract future possible skill shortages. This measure is also expected to attract more learners and might be extended to other professions.
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, an agreement was signed between the authorities from the German-speaking Community (IAWM and the Ministry) and German authorities. This agreement offers cabinetmaking apprentices the opportunity to acquire a certificate of apprenticeship from both countries, one from Belgium and one from Germany. In order to receive the certificate from both countries, the apprentice needs first to complete the apprenticeship in one country and then pass an additional exam in the other. This...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications is to:
simplify the procedures for the recognition of foreign educational or professional qualifications obtained in a third country;
introduce procedural provisions for the assessment of foreign educational and professional qualifications;
achieve more transparency in recognition 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 federal Act on the simplification of procedures to recognise and assess foreign educational and professional qualifications came into force in July 2016. It was introduced by the Federal Ministry for Europe, Integration and Foreign Affairs, which was the main responsible body for integration issues until 2020 when the integration agenda was transferred to the Federal Chancellery. A federal recognition portal was established by the Integration Fund (ÖIF), along with information centres,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Chancellery of Austria
Federal Ministry for Europe, Integration and Foreign Affairs (until 2020)
The objective of the funding programme is to ensure the quality of training and thus increase its attractiveness and to enable young people to have equal access to training, irrespective of gender, origin or personal disadvantages.
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 2016, the Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:
the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
the gender equality strand addresses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)
The project aims to improve the competitiveness of the Austrian economy through modern and excellent VET and promote innovation while supporting social inclusion. It is supported by policy-makers and developed in cooperation with the Economic Chambers of the federal provinces (Länder).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The We educate the economy plan was approved in 2018 by the Austrian Economic Chamber and focusses on developing projects in five fields:
virtual learning platforms, for example for virtual company tours or online career information;
digital tools for apprenticeship training, such as digital learning worlds for apprentices, online tools for planning and documenting apprenticeship training and digital training and continuing education platforms for trainers;
continuing training, such as new...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
