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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to increase the knowledge of European frameworks supporting quality assurance in vocational education and training;
to initiate activities to support the further development of quality assurance frameworks at national level;
to ensure the functioning of the National Reference Point.
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 EQAVET Network develops knowledge and capacity through various exchange and learning activities. These activities address the current thematic priorities and are organised as part of a comprehensive work programme.
One important activity is peer learning activities, which enable EQAVET national reference points (NRPs) to share and compare approaches to specific topics. These activities foster collaboration and provide valuable insights into different perspectives and practices within...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the supranational exchange in quality assurance in vocational education and training in the European area, to provide more transparency and to provoke for further development in the subject area.
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 2020 Council Recommendation on VET calls on the EQAVET network to develop a specific methodology for EQAVET peer reviews, with the objective of supporting the improvement and transparency of quality assurance arrangements at system level in the member states. Over the course of 2021, with the support of DG EMPL and the EQAVET Secretariat, the EQAVET network agreed on a joint methodology and prepared a peer review manual. The quality assurance national reference points from 21 member...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Based on the online job advertisements analysis, the report was to capture the jobs and skills most in demand by employers and to identify career pathways, particularly for those whose employment has been impacted by COVID-19.
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 research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable or...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 devise a FET funding system that is ‘future-proofed’, transparent, operationally effective for both, funders and FET providers, offering value for money for the Irish taxpayer, and able to ensure inclusion and equal access to FET for everyone.
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 process of review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel’s work.
The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Cavan Monaghan Education and Training Board (CMETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Cork Education and Training Board (CETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.
Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.
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 FET Strategy defined that CotFs should have the following characteristics:
consolidation: CotFs are single integrated colleges;
dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, epxloring opportunities for co-delivery with HE institutions;
access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
consistent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.
The main objectives of the plan are:
a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices 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.
Ireland’s Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The Institute of the Republic of Slovenia for Vocational Education and Training (CPI), aims at supporting VET providers in QA and quality development, in further development of systematic QA process in line with EQAVET framework’s QA cycle plan-do-check-act (PDCA cycle), and in integrating EQAVET/national indicators into their internal QA systems.
For QA at VET system level, CPI aims at:
engaging in EU level peer reviews of QA to increase the transparency and consistency of QA...
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 Council of Experts at the Ministry for Education, Science and Sport, in line with legislative authorisation, defined 11 national indicators. The package of national indicators contains all 10 EQAVET indicators and comprises: relevance of QA systems for VET providers, investment in training of teachers and in-company trainers, participation rate in VET programmes, completion rate in VET programmes, placement rate in VET programmes, utilisation of acquired skills in the workplace,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The policy roadmap ‘Green Skills for FET 2021-30’ sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Irelans (2019) and the Action plan for apprenticeships 2021-25....
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Department of the Environment, Climate and Communications
The core objective of the external review is to evaluate the implementation and effectiveness of an ETB’s internal quality assurance procedures.
The purpose of the inaugural review of ETBs quality assurance was to:
encourage a quality culture and improvement of the learning environment and experience in the ETBs by using evidence-based, objective methods and advice;
provide feedback to ETBs about the overall effectiveness of their quality assurance, organisation-wide quality and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.
The external review examines the following aspects:
Governance and management of quality
The review evaluates the comprehensive...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Quality and Qualifications Ireland (QQI)
Further Education and Training Authority (SOLAS)
Waterford Wexford Education and Training Board (WWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Tipperary Education and Training Board (TETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Limerick Clare Education and Training Board (LCETB)
Laois Offaly Education and Training Board (LOETB)
Kildare Wicklow Education and Training Board (KWETB)
Cork Education and Training Board (CETB)
Kerry Education and Training Board (KETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Galway Roscommon Education and Training Board (GRETB)
Cavan Monaghan Education and Training Board (CMETB)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
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 Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Government Office for Development and European Cohesion Policy (SVRK)
The Climate goals and contents in education project, implemented by CPI, aims at:
raising awareness and developing educational content on climate change as part of education on sustainable development in vocational education and training (VET);
developing and introducing a holistic programme in VET schools;
developing a system for implementing competences and contents related to sustainable development goals and achieving climate goals in vocational and technical 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 key activities of the project Climate goals and contents in education are:
preparation of a model for identifying occupational competences for sustainability;
work with 15 schools and guide them to become ‘sustainable schools’ on three levels: institutional, educational and with relevant activities within their local community (encouraged to cooperate with community-based local leaders, families, as well as non-governmental and private sector actors).
An important factor...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Slovenian Institute for Adult Education (ACS)
National Education Institute (ZRSŠ)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
improving and modernising the system of credentials for learners and people who improve their skills, competences and qualifications;
implementing the idea of micro-credentials;
supporting participation in lifelong learning and motivating to confirm achievements.
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 tool for issuing and collecting digital credentials, the Odznaka+ (Badge+) application, was created in 2021 as part of the project. Its purpose is the inclusion of innovative and socially needed qualifications in the integrated qualifications system (IQS), as well as reducing barriers to the development of IQS by providing support to its national and regional stakeholders’. It was created by the Educational Research Institute and commissioned by the Ministry of Education and Science. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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...
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Foundation for the Development of the Education System (FRSE)
Improving the quality of adult learning in Europe by internationalising adult learning and training organisations, including VET, and the professional development of their staff.
Building communities of practice in various fields of adult learning, including vocational education and training, and between all stakeholders such as teachers and policy makers.
Facilitating the creation and sharing of (open) educational resources that can be used in adult learning, including the use of new...
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 Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.
The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Foundation for the Development of the Education System (FRSE)
setting up a national team of experts for vocational education and training;
providing support to beneficiaries in implementing EU tools related to vocational education and training (VET).
Its mission is to improve the quality of VET and to support the cooperation of vocational schools with employers in Poland and Europe. The team also serves higher education, especially State higher vocational schools in practical studies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. The Action Plan of the Team of Experts is an integral part of the Erasmus+ Work Plan.
The objectives are implemented through organising consultations, seminars, conferences, workshops, training sessions, lectures, debates, study visits and analytical work, as well as...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Foundation for the Development of the Education System (FRSE)
creation of 120 sectoral skills centres (SSCs), which will be centres of education, training and examination;
training of a total of 24 000 people, of which at least 60% are adults, at least 20% young people, and at least 10% vocational education teachers who have completed sectoral training;
introduction of appropriate changes to regulations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Sectoral skills centres (branżowe centra umiejętności) are to be technologically advanced education, training and examination centres in a given industry.
This initiative comprises the following main activities:
announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
construction of a 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.
Ministry of Education and Science
Foundation for the Development of the Education System (FRSE)
increasing the share of graduates holding a certificate about the need for special education on the labour market;
preparation of specialists - professional consultants to work with and for SEN learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:
diagnosis of the functioning of vocational education for SEN learners;
development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
teachers of theoretical and practical subjects in vocational education achieving the best results at work;
a positive image of vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The aim of the competition is to select the best teachers from vocational education in Poland in the 100 fields covered by the competition, who can serve as role models for other teachers, by their commitment and passion in their work; support for the professional interests of learners, including gifted learners; recognition as authorities by their schools and local environments; and special teaching and/or educational achievements in VET.
Winners and featured participants receive the title...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Foundation for the Development of the Education System (FRSE)
To provide support to the Minister of Education and Science in the area of internationalisation of education and science.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2022 the Government Plenipotentiary for Development and Internationalisation of Education and Science was appointed by the Council of Ministers. The plenipotentiary is the Secretary of State in the Ministry of Education and Science. His/her tasks in the area of education include: undertaking activities for the development and internationalisation of education; analysis and assessment of activities undertaken for the development and maintenance of bilateral and multilateral...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 education and care to Ukrainian students migrating to Poland due to armed conflict in Ukraine.
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 a result of the armed conflict in Ukraine, the Ministry of Education and Science issued six regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.
The regulations allowed:
the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET Department of the Ministry of Education, Children and Youth (SFP)
Adapting the VET offer to the needs of the green transition through increasing and promoting CVET offer, introducing new green IVET programmes and occupation-specific green skills in the existing programmes; piloting transversal skills, e.g. circular economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for Continuing Vocational Training (CNFPC) has modernised its infrastructure (workshops, labs, training spaces) and offer to include new courses focusing on Industry 4.0 and green skills, such as Waste management, Circular economy, Building engineering, Energy efficiency and Forestry.
Some new IVET programmes in green and digital occupations have been introduced, such as the technician diplomas, Smart buildings and energies (EQF 4) and Smart technologies (EQF4). 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.
VET Department of the Ministry of Education, Children and Youth (SFP)
National Centre for Continuing Vocational Training (CNFPC)
To reduce the digital skills gap and to address the shortage in highly skilled ICT professionals in Luxembourg.
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 DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET Department of the Ministry of Education, Children and Youth (SFP)
The Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
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 update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The action plan includes the following five specific measures:
implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET,...
Bodies responsible
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The Vocational education pathway (PEQ) aims to harmonise the certification per unit (CPU) system with the general school systems.
The objectives are:
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;
simplification of the organisation of vocational education for better clarity;
learning differentiation to fight against premature...
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 system of certification per unit, 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, regardless of the chosen education pathway, so it applies for technical and artistic secondary education, vocational (full time and dual programmes), general and specialised secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
investigate the employability prospects of MIEEK graduates;
investigate the extent of MIEEK graduate satisfaction and use of acquired skills in the labour market and in society in general;
ensure that labour market intelligence is accompanied by a rapid yet effective and flexible learning provision;
assess employers’ who employ MIEEK graduate satisfaction by their performance;
assess adequacy of training infrastructure, curricula and pedagogical methods...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:
a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
an evaluation report on the adequacy of the curriculum (and the overall teaching design)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.
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 System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare 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.
Human Resource Development Authority of Cyprus (HRDA)
To bring former students together, in order to maintain links with their school and fellow graduates through an online community platform.
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 online alumni community platform is a network of graduates from all the pathways offered by the Department of Secondary Technical and Vocational Education and Training. It will give VET graduates the opportunity to stay engaged with the department. Through networking and professional development opportunities, graduates will participate in and benefit from career insights and advice from other alumni and career professionals. Alumni can benefit from continuing education opportunities,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
the offer of services according to the content and schedule of each study programme;
the preparation of examination material and assessment of student performance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
MIEEK offer programmes of study that cover growing sectors of the economy, aiming to meet the high demand in the labour market for modern occupations. Therefore, there is a great need for cooperation with instructors from industry with knowledge of specific subjects compatible with the requirements of each sector: there are subjects relevant to the study programmes, Culinary arts, Maritime studies, Computer and communication networks, Electrical installations, and Organic crops. To provide...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The schemes aim to provide re- and upskilling opportunities for the unemployed and the employed and train young people aged 15-29 who are not in education, employment, or training (ΝΕΕΤs) by 2027.The target for the programming period 2021-27 is for 2 800 persons to benefit from the NEET scheme and for 1 800 to benefit from the Individual learning accounts project.
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 Cyprus operational programme THALIA 2021-27 includes two relevant HRDA actions.
Individual learning accounts (ILAs) provide credits to eligible groups of employed and unemployed individuals to attend training programmes and acquire new and/or upgrade existing knowledge and skills. They aim to promote lifelong learning by providing flexible upskilling opportunities and preventing social exclusion. Through ILAs, individuals gain access to training programmes on a broad range of issues...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objectives of the system for the assessment and accreditation of training providers are:
to ensure that CVET providers and their facilities used in learning provision are of top quality;
to ensure that the teaching and training staff has the necessary qualifications for offering quality services to learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The system for the assessment and accreditation of training providers has been in place since 2016. The aim of the system is to assess natural and legal persons involved in the organisation and implementation of training activities or/and in the provision of infrastructure (e.g. facilities, equipment) for their implementation. The accreditation is compulsory for those who want to cooperate with the HRDA for the implementation of training activities. The system concerns vocational training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objective is to upgrade and enrich the skillset of the employed, with beneficial consequences for the economy and society in general.
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 activities, implemented by the Human Resource Development Authority of Cyprus (HRDA) to meet the above aim, are as follows.
Single company training programmes in Cyprus
The scheme provides incentives to employers to design, organise and implement training programmes to meet the training needs of their staff. The design and organisation of the programmes is done by the enterprises according to the thematic priorities set by the HRDA, after consultation with social partners and other...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The objectives of the Human Resource Development Authority of Cyprus (HRDA) include:
the integration of the unemployed and inactive into employment, with focused training activities to support employability;
to support work-based learning of unemployed and inactive individuals by placing them in companies /organisations to acquire work experience in a real working environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
HRDA implements the following activities/schemes:
Scheme for the employment and training of tertiary education graduates
The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
These training programmes aim to assist employed (public and private sector employees and the self-employed) and unemployed individuals in reskilling and/or upskilling by participating in training programmes implemented by accredited by HRDA vocational training centres (VTCs).
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 four HRDA schemes included in the RRP are as follows.
Training programmes for the acquisition of digital skills
The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
to improve the relevance of technical and vocational education and training (VET) to the needs of the labour market;
to facilitate the transition from education to work;
to improve the quality of VET by developing skills forecasting mechanisms, by updating curricula, and by further developing the apprenticeship system and work-based 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.
In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
The programme aspires to cultivate critical thinking among young people, contributing to their personal growth and wellbeing. At the same time, the workshops increase young people’s intelligence, creativity, as well as other skills that will be valuable in their daily lives and career development.
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 Youth Board of Cyprus decided to develop the Youth multicentres programme, leading to the STEAMers programme. Based on the international STEAM standards, the Youth Board launched at the end of 2017 a new series of workshops on robotics, photography, programming, arts, music and theatre.
The STEAMers programme offers workshops in the fields of robotics, photography, coding, art, music and drama. The workshops are conducted by experienced professional educators at the Youth...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 quality assurance (QA) methodology for training programmes offered by the initial vocational training institutes (IEK);
to use the methodology as a quality assurance ‘tool’ for initial vocational education and training (IVET) in accordance with the relevant regulatory framework of the General Secretariat for Vocational Education and Training, Lifelong Learning and Youth, the supervising authority for IEK.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
EOPPEP - in its capacity as an EQAVET NRP - is authorised to run an Erasmus+ programme entitled Towards an enhanced post-COVID VET (EPOS - VET).
The programme foresees the development of an integrated quality assurance methodology for IVET. This methodology will be piloted in three selected innovative IVET specialities which are provided by thematic and experimental IEK.
The selection criteria of the IVET programmes (for which internship in companies, usually SMEs is obligatory) entail:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
General Secretariat for VET, Lifelong Learning and Youth
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...
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
help and support in choosing initial vocational training primarily after compulsory schooling but also beyond;
multilingual and low-threshold communication of the Austrian education system for parents and young people with a non-German first language;
develop digital tools that are useful and usable in the long term and complement and support the existing ones;
help maintain counselling and information services under restrictions, building on the COVID-19 pandemic experience.
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In addition to the activities of schools and the Public Employment Service, the Chamber of Labour (AK) and the Austrian Economic Chamber (WKO) are important providers of services and tools for the vocational orientation of young people.
The Vienna Chamber of Labour (AK) has included the continuous development of its guidance services in the national implementation plan (NIP) 2022.
This includes the following measures.
Expansion and partial shifting of educational and career orientation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Within the framework of the initiative, which is a measure of the National Implementation Plan (NIP), the Federal Ministry of Education, Science and Research (BMBWF) is pursuing the relevant goals:
Learners in vocational schools and colleges (BMHS) as well as students at universities of applied sciences (UAS) are to be gradually qualified for the use of digital production tools and thus prepared for the demands of the (industrial) working world.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Qualification in the use of digital production tools should be introduced step by step via relevant BMHS curricula, UAS study programmes and other contemporary qualification methods and be designed in a practice-oriented manner. The particular areas of product life cycle management, digital twin, internet of things, big data, predicted maintenance and augmented reality will be addressed.
Specifically, the following measures will be pursued within the framework of the initiative, starting in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Digitisation of processes of the design of training in the company; of support materials for training companies and processes of the administrative handling of apprenticeship training, including the company-based apprenticeship funding scheme.
Introduction of digital tools for teaching content in the company-based part of training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the Education of the economy initiative of the Austrian Economic Chamber, various activities and measures have been implemented since 2018, partly in cooperation with the Ministry of Economy, to advance digitisation in apprenticeship training both in terms of content and administration.
This includes increased consideration of digitalisation in content-related modernisation and new establishment of apprenticeship occupations, support of in-company training and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 initiative is to develop a national roadmap to 2030 in order to develop the necessary skills for the transition to clean energy, building renovation and resource efficiency.
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 ReBusk (Reboot Build Up Skills) project aims to implement the requirements of the EU Call Life 2021 CET Buildskills at national level.
As a first step, the national qualification platform is to be reactivated in order to involve the diverse stakeholders in the construction sector in the entire process. Consequently, a status quo report on the national situation in the construction sector will be prepared with a focus on education and training. A key result of the status quo report is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 elaborate an action plan with specific measures. This is intended to address the expected demand for skilled workers and to strengthen the stakeholders involved.
The focus of this action plan is on the energy transition. It is planned that other topics such as mobility, circular economy and social aspects will be addressed in the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In several workshops, proposals for measures in the following four thematic fields were developed with the involvement of important stakeholders in education and training: education and training sector, companies, employees, job seekers, framework conditions and compatibility as well as communication.
Each of these thematic fields is divided into further fields of action with a definition of objectives.
The social aspect is especially to be taken into account when listing and developing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK)
At the programme objective level, the following goals should be achieved: increase in success rates and reduction in class repetitions and dropouts.
The programme itself aims at the implementation of needs-based support measures including individual learning support; semester-by-semester distribution of subject matter into competence modules; and the promotion of the continuous performance of learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a ‘semester-based upper secondary education’ (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:
excellent, inclusive and accessible VET for all;
high employment rate of graduates;
sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):
centres of excellence in VET;
in-company training centres;
higher VET transformation;
quality assurance in IVET and CVET;
prevention of early school leaving;
basic skills;
individual learning accounts;
a new system of lifelong learning...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
To support the development of competences that create more added value, to improve continuing training and retraining opportunities, including WBL, to respond swiftly to the development needs of the world of labour and ensure that people are equipped with the right knowledge and skills for employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Developing WBL and practical training includes the following measures:
VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
quality assurance of WBL and practical training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To support the systematic and flexible linking of education and the labour market by improving the system of labour market monitoring and future skills forecasting OSKA, reforming the professional qualifications system and integrating them into a system of labour market monitoring and future skills forecasting, OSKA as well as in the domains of systemising and description of skills, and matching, assessment and recognition of skills.
Development of the labour market monitoring 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 following measures are foreseen:
development of the professional qualifications system, modernisation of professional standards and the creation and implementation of skills profiles;
creating, developing and supporting the implementation of a skills classification and competences catalogue in VET;
further development of the jobs and skills forecasting system OSKA, updating of the methodology for general analysis and sectoral surveys, extension of analytical capacity;
supporting...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To ensure the supply of teachers and trainers, and support specialists.
To empower teachers, heads of schools and other staff in VET to provide quality education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:
building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
field-related training for vocational 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.
To develop and implement a holistic approach to supporting learners with SEN or migrant background, and to diversify training provision for vulnerable groups, in order to prevent inequalities and segregation, exploiting every individual’s potential to the fullest.
To reduce the general risk of exclusion of young people and ensure the fastest and smoothest possible return of the young not in education, employment or training (NEET) to the education system or the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following measures are foreseen:
diversifying professional and training choices for vulnerable groups;
supporting SEN learners in schools and in providing employment supported by guidance and counselling;
supporting students with a native language other than Estonian, including those from a migrant background, in learning Estonian and providing additional Estonian language tuition;
reforming support systems for SEN students, including aligning information systems to support...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 access to state-of-the-art equipment and technology;
to improve citizen services;
to facilitate digital transition;
to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
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 development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green Deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic...
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 in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures...
Bodies responsible
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Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
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.
Bodies responsible
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To provide access to quality IVET, increase employment of recent VET graduates, better adapt qualifications to the labour market needs, create new VET paths, with more bridges to higher education, and improve school infrastructure.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.
The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at...
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To broaden workforce knowledge and skills related to the green economy, and to address skills gaps to support the green and digital transitions in VET.
The development of population´s digital skills is guided by national targets set in the Education strategy 2021-35:
the share of 16 to 24-year-olds with digital skills above the basic level should increase to 90% by 2035 (2019: 76.2%)
the percentage of 16 to 74-year-olds with digital skills above the basic level should increase to 60% by...
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 envisaged:
developing the principles for skills-based curriculum development in VET;
developing principles for addressing the skills needed for the green transition, including competences supporting the development of environmental awareness in VET;
a total of 2 830 people to be trained in VET, higher education and continuing education under the green transition actions in 2022-24;
a total of 2 000 people to be trained in VET, higher and continuing education as...
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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, 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 (BMWi).
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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)
VAE must become more attractive for job seekers as well as for employees undergoing professional retraining. One of the objectives of the renovation of VAE is to combat recruitment tensions in the labour market, i.e. in the health and social care, early childhood, and social economy sectors.
One main goal is to increase the number of beneficiaries, by targeting 100 000 beneficiaries per year by 2027. It is important to note that the results in 2021 showed 30 000 beneficiaries. Additionally,...
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The minister delegated for vocational training announced an ambitious reform at the end of 2022.
Law No 2022-1598 of 21 December 2022 on emergency measures relating to the functioning of the labour market includes several provisions that reform VAE along three lines:
simplification: facilitating the admissibility stage, shortening routes and harmonising funding rules;
making validation paths more secure: the law individualises and strengthens the support provided to candidates, giving...
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Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
The main goal of Anlehre+ is to offer more flexible and shorter low-threshold training pathways that allow people with (multiple) placement barriers to stay in the VET system and thus increase their chances of obtaining a training qualification.
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In 2022, the Centre for Education and Training (ZAWM) in Eupen submitted a new ESF-project application to develop and implement flexible, low-threshold and shorter training pathways, targeting also migrants (including refugees) and learners with disabilities.
Concrete objectives are the development and implementation of:
the individualisation of support and guidance for youths and young adults with (multiple) placement obstacles;
flexible, low-threshold and shorter training pathways...
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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...
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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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The XR action plan pursues the following objectives:
providing XR materials (hardware and software) for all secondary VET schools with a low-threshold access;
increasing the professionalisation of teaching staff regarding XR use and XR applications;
increasing knowledge about XR for all Flemish schools.
With the InnoVET XR projects we also want to create a broader basis for innovative XR use in the five provinces and build new innovative digital material (software, apps) that can be...
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The XR action plan was concretised into four closely-intertwined actions:
Action 1. Practice-oriented research: an innovation can only be sustainably embedded if it can rely on (scientific) evidence about its effectiveness. Does this innovation actually contribute to achieving a certain objective? But also: what works in day-to-day educational practice and in what circumstances/with what support? Additional scientific research is also needed for XR in general. It is a living theme,...
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The Digital education action plan (Digisprong) aims to address several challenges:
the availability of ICT infrastructure for all schools in compulsory education;
the need for schools to develop and implement a school-specific ICT policy, originated by the ICT coordinator or the ICT team of the school;
develop teacher and school ICT skills and provide them with digital learning resources;
create a knowledge centre ‘Digisprong’ as a unit within the Flemish Ministry of Education and...
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That the Digital education action plan (Digisprong) will have important consequences for many schools is beyond dispute. Strategic objectives and concrete actions were formulated for each challenge. Those include:
ICT infrastructure
provide every learner in secondary education with a device;
provide ICT equipment for teachers through the school:
bolster the ICT infrastructure within the school;
facilitate the use of connectivity and telecom services with special attention to security...
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The objective of the Higher education advancement fund is to make higher education in Flanders more digital, flexible and modern. One of the key points is to further develop lifelong learning in higher education, including more focus on labour market needs.
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The main actions within the key point 'further developing lifelong learning in higher education' of the Higher education advancement fund are:
1. Agile offer of lifelong learning
There is a need for retraining, reorientation and reskilling. This includes developing micro-credentials and reshaping of programmes, in which social partners are involved. It is essential to strengthen cooperation with the private sector, e.g. in the context of dual learning. New, innovative pathways should also...
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The action plan for lifelong learning aims to transform Flanders into a lifelong learning society. This is essential to increase innovation potential and productivity and to prepare Flanders for transformations such as climate change and the ageing population. This is an initiative to promote VET and lifelong learning; it also strengthens key competences in VET.
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On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business school.
...
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To evolve to an innovative knowledge society a resilient and (re-)skilled workforce is needed. By offering (financial) support to individuals and enterprises, the Flemish government wants to increase the participation rate in lifelong learning. Incentives for learners and companies aim to promote work-based and lifelong learning and encourage the provision of quality guidance in the workplace.
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Incentives for work-based learning In 2015, the federal incentives for VET became Flemish, due to a State reform. Since then, young people (below the age of 18) and the training companies, which offer work-based learning, receive a bonus each school year (starting bonus for learners, internship bonus for companies). In addition, training companies receive a reduction in employer’s social security contribution paid by companies for employees who are low-educated young people, apprentices in...
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Through the STEM-agenda 2030, the Flemish Government promotes STEM (science, technology, engineering and mathematics) in VET and lifelong learning. The number of courses and careers in STEM should be increased, leading also to an increased number of graduate STEM specialists. STEM competences in the wider society in general should also be strengthened: this is known as STEM literacy.
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The STEM agenda 2030 focuses on the following three parts.
Sustainable STEM communication in relation to VET
With a sustainable and inclusive STEM communication strategy in VET:
attention will be paid to the low and barely increasing participation rate of girls;
societal transitions will be placed in a central position (VET and STEM contribute to these transitions);
high-quality and instructive practices will be disseminated towards the STEM and VET ecosystem;
players in that...
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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...
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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...
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The government’s aim is to have quality education in these professional studies and to ensure that Norway has enough employees with the right skills, at the right time, across the country.
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The government has high ambitions for these professional studies, which will be collected in a White Paper, expected in 2024.
Feedback meetings are organised to identify the challenges from the municipalities' perspective and listen to local and regional actors about what is needed to strengthen the capacity, quality and diversity of the studies in these specific fields of higher education.
The Ministry of Education and Research is planning six feedback meetings around the country in the...
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raise the status of higher vocational education and stimulate the development of excellence in this area;
provide outstanding vocational colleges with the resources to work long-term on quality development and innovation in higher vocational education;
stimulate increased cooperation among vocational colleges and different education levels, and strengthen their cooperation with the labour market.
This means that the centres will amongst others work on shorter...
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Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.
Centres of vocational excellence have...
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Ministry of Education and Research (KD)
Norwegian Directorate for Higher Education and Skills
One aim of the white paper is to examine the possibility of giving more weight to programme subjects than to common core subjects. It also aims to assess potential other alternatives and suggest new regulatory rules. It is also an objective that public schools have rules and frameworks as flexible as those of private schools.
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In the current regulation, it is possible for county municipalities to determine in their local admissions regulations that up to 50% of the students are admitted based on skills tests, instead of following the ordinary admissions rules based on grades. This only applies to admission to the education programme in music, dance and drama and the education programme in sports. Alternative rules are to be investigated, that provide greater flexibility for admission to public schools, e.g. by...
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One of the overall goals of the government is that more young people and adults choose, complete and stay qualified for vocational education and training (VET) or higher vocational education. It also aims to strengthen the quality and development in VET at all levels and to see vocational education as a continuous pathway from one education level to the next. A national centre for vocational education and training (EQF4) and higher vocational education (EQF5) can be a measure to achieve the...
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In autumn 2022, an expert working group was appointed by the Ministry to look at the mandate and possible funding for the centre. The working group consisted of representatives of the Ministry of Education and Research, the social partners and the Directorate for Education and Training. Based on the working group’s results, the government decided to establish an expert group from representatives of all relevant organisations and stakeholders, chosen for their expertise.
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The objective of the expert group is to assess pedagogical, ethical and legal issues of using digital learning analytics based on the data about student learning activities, to improve, directly or indirectly, their learning.
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An expert group for digital learning analysis was established in autumn 2021 to provide the Ministry of Education and Research with a better basis for decisions about digital learning analytics and adaptive teaching aids, exams and tests in lower and upper secondary education, higher education, and higher vocational education. It should also advise on the need for regulation and input for policy development and measures from the Ministry of Education and its subordinate directorates. The...
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The government wants to stop the privatisation of schools and build a stronger public community school to ensure equal opportunities, and to build bridges between people with different social and cultural backgrounds.
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The 2022 law removes the possibility of creating and open new private schools and private vocational schools and also extending their existing study programmes. The law establishes that, to be approved, private schools must provide a real supplement to the study programmes in the public schools, something not offered in the public school. For example, private schools of a recognised type, such as the Montessori schools or an international school, can be approved.
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The government’s objective is to strengthen the digital competence of the population, to ensure the world of work has access to better digital competence and infrastructure, and to make digitisation a core competence in the public sector.
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The strategy for digital competence and infrastructure, from kindergarten to upper secondary education, contributes to the government's overall digitalisation and education policy goals as they emerge from the government’s political platform. It aims to enable children and young people to experience a greater emphasis on practical skills and abilities in school. Increased competence, better equipment and more learning arenas are highlighted in the political platform as measures that can...
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The objective of this measure is to ensure better management of future crises. An efficient knowledge base about both the causes of the crisis and its consequences is essential for making good decisions. The government is working to improve the knowledge system to deal with crises.
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Two expert groups were established in March 2022 to work on proposals to ensure better analysis and statistics of data in times of crisis for all, including vocational education and training. The problem needs to be described and the consequences of measures have to be discussed before implementation. This requires relevant data. One expert group worked on:
compiling regulations related to collecting, sharing and using data;
describing how such regulations are applied in practice and...
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To implement a systemic approach of developing VET provider investment and development strategies in line with the national education strategy 2021-27 and in compliance with the education ministry's manual.
To follow a uniform structure approach for these strategies and include clear goals in line with VET priorities at national level.
To encourage VET providers to set ambitious development goals allowing for growth and competitiveness at national and international levels.
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Future development of every VET provider is to be stated in its development strategy, shaped in consultation with the sectoral expert councils and local municipalities. The strategies are aligned with the sectoral and regional development plans.
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CompetentNL aims to develop a national, connecting skill language that makes transparent which knowledge, skills and competences are relevant to the labour market and which training courses people can take to develop any missing skills. The more parties use the same skills language, the more valuable the insight into skills are for an individual:
companies can recognise the skills of an applicant or worker;
education institutions can make targeted decisions on granting exemptions;
...
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The government is investing in the development of a skills-oriented labour market. This entails describing the required knowledge, skills and behaviours for the performance of activities in terms of skills: a common skills language, called CompetentNL, is being developed for this purpose. CompetentNL is an online skills dictionary in which all possible skills are categorised and described and which is linked to the complete and continuously updated VET qualification structure. CompetentNL...
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Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Cooperation organisation for VET and the labour market (SBB)
Employee Insurance Agency (UWV)
Statistics Netherlands (CBS)
Dutch organisation for applied natural science research (TNO)
The Lifelong learning catalyst (LLO katalysator) aims to achieve an independently functioning lifelong learning ecosystem in which organisations (for example companies) and professionals (adult learners) can adequately respond to the rapidly changing labour market and society. This should lead to higher participation in lifelong learning and thus strengthen economic growth.
The role of the catalyst is to:
initiate and coordinate cooperation between education, business, and government;
...
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The Lifelong learning catalyst (LLO katalysator) is an initiative of VET colleges, applied universities and research universities to boost life-long learning nationally and regionally. The LLO katalysator project, from 2022 to 2027, focuses on various objectives, including the demand-oriented development of (modular) training programmes.
The education ministry is responsible for the project. To achieve the project's goals, all educational/knowledge institutions, MBO-HBO-WO, work together...
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Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
Universities of the Netherlands (Universiteiten van Nederland)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Contributing to strengthening the participation of employers’ organisations in networks of production, exchange and application of knowledge, as well as reinforcing the technological intensity and/or knowledge of the activity of employers' organisations.
Improving the employability of citizens.
Improving the competitive capacity of the national economy.
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These programmes are designed to meet the needs of professionals in a specific area, responding to market needs and creating value for professionals and institutions, serving as a national reference in the area.
Programmes are developed within the scope of cooperation between higher education institutions and public and private employers, with a view to providing students with competences in transversal subjects valued by the labour market and, facilitating their professional integration in...
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Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
Increasing the attractiveness of qualification level 4 dual certification offers.
Encouraging and motivating adults to complete their training or schooling paths.
Description
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There are different kinds of initiatives and events to promote and disseminate VET:
Professional Education and Training Campaigns (Campanha de Educação e Formação)
The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education...
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Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Directorate General for Education (DGE)
Higher education institutions
Directorate General for Educational Establishments (DGEstE)
Strengthening the action of the public employment and vocational training services;
Extending the territorial and sectorial coverage of the Institute for Employment and Vocational training (IEFP) vocational training centres network, to reduce territorial and sectorial imbalances and gaps, and ensure greater proximity to people, companies and the needs of the labour market;
(Re)qualifying and modernise the IEFP training centres network, making vocational training more attractive;
...
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In September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.
The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...
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Institute for Employment and Vocational Training (IEFP)
The goal of the action plan and the related set of measures is to improve the quality of citizenship education in VET.
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Citizenship education plays a vital role in preparing students for full participation and functioning in society. In the Netherlands, this means fostering a culture of mutual respect, upholding democratic principles and the rule of law, and recognising and respecting individual freedoms. It also means empowering people by strengthening their civic and social skills, and enabling them to develop critical thinking and functioning in society. This includes understanding one's rights and...
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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...
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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)
This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.
The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to the...
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According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...
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The purpose of the National platform for progress in VET is to encourage dialogue between various interested parties in order to advance the vocational education system. The platform functions as a consulting group of experts providing suggestions for issues related to VET system development: identify the need for updating /developing VET curricula, which will allow a greater number of stakeholders to be directly involved in the quality of VET processes.
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The National platform for the progress in VET, as a team of experts, is established as a response to the European Commission's encouragement to its member states to strengthen vocational training and adapt more flexibly to the needs of the labour market. The European Commission emphasises the necessary fundamental changes in the area of skills development, as a means for recovery from the social and economic impact of the COVID-19 pandemic.
The platform focuses on the further development of...
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To implement a system preventing early school leaving and rendering timely and individualised support to young people at risk of dropping out.
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The ESF project Support for reducing early school leaving (PUMPURS) aims at reducing the number of learners leaving education and training early. The project promotes the creation of a sustainable cooperation system between the municipality, educational institutions, educators, support staff and parents or representatives of the learners, in order to identify learners at risk of interrupting their studies and provide them with personalised support.
Educators are given the opportunity to...
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qualify people from other sectors and/or unemployed people who want to join the tourism sector;
decentralise training in tourism and adapt it to local needs;
contribute to the sustainability and quality of the service provided by companies and agents in the sector, valuing professions and promoting work in tourism;
provide all professionals in the tourism sector with a wide range of training opportunities.
The training in the framework of...
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The programmes of the tourism sector are developed by the tourism schools of Portugal, in partnership with municipalities as agents closer to local realities and mobilisers of the strategic change that it is intended to achieve. They are addressed to tourism sector professionals from micro and small enterprises; entrepreneurs and managers in the tourism sector; and other people interested in working in the sector. The training aims to promote the adaptation capacity of the enterprises to new...
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Agency for Competitiveness and Innovation (IAPMEI)
Youth STEAM incentive (Impulso Jovem STEAM) aims to increase by 10% over the next 5 years the number of young people in higher education, in areas of science, technology, engineering, arts and mathematics (STEAM), in line with the new needs of 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.
Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Science, Technology and Higher Education
The Adults impulse programme aims at strengthening and diversifying postsecondary training, ensuring the retraining and upgrading of skills through the development of flexible qualification solutions, able to respond to the transformation of labour markets and the new requirements of employability.
This reinforces the connection to the systems of science and higher education in the search for joint solutions that improve both the relevance of acquired skills and the success of graduates in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for programmes promoted and to be implemented by HEIs, in partnership or in consortium with enterprises, public and/or private employers and including local, regional and national authorities and public bodies. They may take the form of schools, alliances and/or programmes, oriented towards initial and post-graduate higher training of adults (including short-term post-graduate diplomas and masters' degrees), in all areas of knowledge. They work towards lifelong training, as...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Science, Technology and Higher Education
Reinforcing the technological infrastructure of the teaching establishments/schools that offer vocational education.
Reinforcing the attractiveness of dual certification secondary level training and increasing the number of young graduates in specialisation areas such as climate and digital transitions.
Modernising the training offer in technological areas with great potential for the creation of added value.
Investing in the development of qualifications/skills for innovation 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.
Specialised technological centres (Centros Tecnológicos Especializados) are an investment in modernising training in technological areas, particularly emerging sectors with a high potential for added value. They re-equip and strengthen the technological infrastructure of education establishments providing lower secondary vocational education, and develop new courses linked to the green and digital transitions. It is intended to create 365 specialised technological centres, and to reorient...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Institute of Financial Management of Education (IGeFE)
Directorate General for Educational Establishments (DGEstE)
Increasing management skills and improving business practices of the participants (entrepreneurs, managers and employees) from SMEs.
Improving organisation, optimising methodologies and promoting company modernisation and innovation 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.
Training action programme (Formação - Ação) is a training modality of the national qualification system for the reinforcement of SME management capacity and competitiveness; it combines training and consultancy. It is addressed to micro, small and medium-sized enterprises active in the North, Centre and Alentejo regions.
This business training combines classroom training, in-company training and individualised consultancy. The programme begins with a business diagnosis, allowing 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.
Agency for Competitiveness and Innovation (IAPMEI)
a. help migrants learn Portuguese, improve their communication skills and understand their basic civil rights;
b. respond to the learning needs of migrant citizens, facilitate their social integration and help them find a job.
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 PLA programme, targeting migrants aged 16 or over, is organised according to training standards included in the national catalogue of qualifications, at levels A1 to B2 of the common European framework of reference for languages. PLA courses are organised in short training units and their duration varies according to previously achieved language competences. The short training units can be credited for school qualifications or dual certification, as part of the basic or upper secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Institute for Employment and Vocational Training (IEFP)
Promoting learning and increasing literacy skills - the ability to read and write (including read and write in a digital format).
Increasing the participation of adults in lifelong learning, particularly those with very low basic skills.
Ensuring that adults have access to formal education, that improving their literacy skills leads to effective certification and upgrading of their qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The local projects promoting qualifications - an adult education and training offer tailored to the needs of the different territories - focus on the motivation of citizens with a low level of education and literacy, which are generally more difficult to engage in training or schooling activities. The target group is adults with very low qualifications (less than ninth grade, including no schooling).
These projects, promoted by the Qualifica centres are based on partnership networks with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
The Training voucher aims to reinforce the quality of active employment measures, particularly as regards professional qualifications, seeking to:
contribute to improving the productivity and competitiveness of companies by reinforcing the professional qualification of their workers, especially those with lower qualifications;
boost the demand for training among the unemployed and active employees;
encourage lifelong learning pathways as well as the personal development of the active...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.
It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)