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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...

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...

The key activities of the project Climate goals and contents in education are:

1. preparation of a model for identifying occupational competences for sustainability;
2. 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...

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...

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...

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...

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

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

The action plan includes the following five specific measures:

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

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...

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

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

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...

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

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

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

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

...

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

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

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

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

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...

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...

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...

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

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

The following measures are envisaged:

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

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...

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...

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...

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...

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...

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...

Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context, and the pursuit of higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).

The programme Green skills and jobs (Trabalhos & Competências Verdes) comprises short and medium duration training courses, addressed to employees of companies directly or indirectly affected by the increase in energy costs, and to the unemployed, aged 18 or over, registered at PES. The training courses are integrated in the national qualifications catalogue, with a maximum duration of 375 hours, in the environment and energy areas: green hydrogen - fundamentals and technologies (300 hours);...

High professional technical programmes (CTESP) correspond to a short cycle linked to the Bologna Process, provided exclusively by polytechnic higher education institutions, within the first cycle of higher education. These courses have a study cycle of 120 ECTS, which includes a set of curricular units organised in the components of general and scientific training, technical training and on-the-job training. It confers a qualification equivalent to level 5 of the national qualification...

Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.

This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...

More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...

Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...

Through the education lifts, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lifts.

Education lift (80% unemployment benefits).

Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate in a...

The Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.

1. The creation of a ‘conversion fund’: around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a ‘conversion fund’, which will enable unskilled and skilled workers to undertake further training on their own initiative. The...

At the end of 2020, the Education Development and Quality Office (URKI) with the Ministry of Education, prepared the document Overview of the challenges of the education system in Slovenia. The purpose of the activities during the preparation of the document was to identify the key challenges in the education system. These challenges were identified through content analysis, contributions from the ministry's internal organisational units, and proposals from public institutions and the school...

There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.

The INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.

The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...

The Accessibility Plus programme indicates the following actions for vocational education:

1. developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
2. creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.

The Strategy for persons with disabilities 2021-30 involves the following education measures including VET:

...

The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.

More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:

1. increasing the attractiveness of VET through the creation of new opportunities;
2. design of VET and LLL programmes and their quality assurance;
3.  ...

Each year some existing VET programmes are updated to respond to new developments on the labour market, so that graduates have up to date qualifications allowing them to find an employment. 

To update a VET programme, companies request the Institute for vocational and educational training in small and medium-sized companies (IAWM) to adapt its VET offer. When a programme has then been modified, the government requires three types of expertise from training companies, which certifies that...

Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:

Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:

The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs.  It includes especially...

There are three national programmes with VET as their focus, not all starting in the same period. All these programmes are managed by the VET Directorate of the education ministry:

National VET programme

The programme aims to support improvement in the quality of VET provision and the labour market relevance of VET by providing schools with state-of-the-art equipment, update and/or developing, for the first time, curricula and study programmes, e-learning material and VET teacher training.

Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.

The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...

The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.

Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions...

In order to implement this reform, the higher education law was amended. The so-called higher education legislation package came into force on 1 October 2021.

The central actor in this reform is the Federal Ministry of Education, Science and Research (BMBWF). The four types of HE institutions (universities and university colleges of teacher education, universities of applied sciences and private universities) are also involved. Those interested in continuing education at HE institutions...

The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, tackles this issue in Part ‘Second chance education and F-type programmes’ that suggests four measures aimed at:

1. transformation of the former F-type programmes into ‘combined’ programmes offering both completion of lower secondary general education and receiving at least EQF level 2 VET qualification allowing for continuity in initial VET;
2. allowing exceptional extension of lower...

The agreement responds to the training needs and emerging challenges faced by the sector, which require a continuous updating of knowledge and skills, increase in specific training offers, and the development of tailor-made continuing training.

In order to ensure flexible learning opportunities, accessibility of high-quality education and training, and supported learning with the aim of reducing drop-out and early leaving rates and exploiting every individual's potential to the fullest, the following measures are foreseen:

1. developing and implementing a common standard for secondary education to integrate general and vocational secondary education;
2. updating the Standard of vocational education and specifying the differences...

According to Law 4763/2020, the General Secretariat for VET, LLL and Youth is responsible for designing, implementing, coordinating and monitoring policies in the relevant fields. It is also the supervisory body for the implementation and monitoring of VET and LLL programmes.

In addition, the law set up advisory bodies (including social partners and VET stakeholders) at national and regional level to support VET governance.

Nationally, the main advisory body introduced is the Central...

The UPskill programme is the result of a partnership between the Portuguese Association for the Development of Communications (APDC), Institute of Employment and Vocational Training (IEFP) and Coordinating Council of Higher Polytechnic Institutes (CCISP).

The main objective of the first call of the programme is to upskill 3 000 professionals (employed and unemployed) within a 3-year period. It provides intensive training (6 months) in specific ICT areas offered by polytechnic institutes...

Further promoting digitalisation in VET is considered fundamental to achieving the ambitions for upper secondary VET (MBO) set in the administrative agreement between the education ministry and the MBO Raad. Well-considered digital education requires a different didactic approach, specific skills and new tools for teachers. For the practical implementation of the agreement, a programme was drawn up called the Continuing digitalising programme (Doorpakken op digitalisering).

The programme...

The subject is implemented in vocational (30 hours) and technical (35 hours) upper secondary programmes. It is designed as interdisciplinary, as it intertwines and connects various disciplines, such as sociology, philosophy, political science, history, geography, and upgrades the goals and content of the subject of social sciences. It contains four thematic units, from micro (citizen) to macro (EU and world) level:

1. citizen individual position;
2. participation in a community;
3. citizen of...

In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:

National and sector-level studies
In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution...

Each year several measures and initiatives support employee education and training.

In 2015, the Federation of Craftsmen (Fédération des Artisans) launched skills/competence centres in construction engineering and building completion work (GTB-PAR) to help companies keep skilled employees abreast of developments in technology, management and economy.

In 2018, the Federation of Craftsmen, in collaboration with GTB-PAR and the Education and Training Institute in the Construction Sector...

Diplom+ is a customised training programme bridging the transition between school and employment or higher education targeting recent graduates at EQF 4 (both general and vocational programmes), neither in employment or higher education. Diplom+ is a cycle of individually certifying training modules on transversal skills in high demand on the labour market, skills applicable in higher education and everyday life skills. The training consists of six mandatory and two to six optional modules...

In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.

The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...

France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:

Training young people in strategic and promising sectors

1. 100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
...

The ministry of education has approved the creation of a working group which will analyse the specialised artistic programmes. The main tasks of this working group are to:

1. describe and analyse the evolution over time of these programmes;
2. evaluate their current model of funding;
3. propose alternative scenarios for the reorganisation of these programmes, regarding, for instance, the curriculum or pedagogic methods;
4. recommend new ways of quality assurance;
5. recommend new methods of assessing...

In October 2020, the training programme Youth + Digital (Jovem + Digital) was launched under the responsibility of the Institute of Employment and Professional Training (IEFP). This programme targets young unemployed people aged 18-35, who are upper-secondary or higher education graduates and registered at IEFP. It may also include those who have not completed the last year of secondary education or who are undergoing a process of recognition of prior learning at secondary level.

The...

By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue to...

The Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).

The plan determines the framework of long-term...

In the framework of the Competence 4.0 project (2019-22; Operational programme Employment, Ministry of Industry and Social Affairs), the Confederation of Industry of the Czech Republic, Czech Chamber of Commerce and the consultancy company TREXIMA jointly participate in mapping new future competences associated with the introduction of Industry 4.0 in the Czech Republic.

Other expected project outputs include:

1. analyses of international studies and labour market trends;
2. methodology of...

The SP2021+ formulates a general vision for higher education and its significance for society.

Six priority objectives have been set:

1. develop competences directly relevant to life and practice in the 21st century;
2. improve the availability and relevance of flexible forms of education;
3. improve the efficiency and quality of doctoral studies;
4. strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
5. build capacity...

A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...

The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:

1. education;
2. research, development and innovations;
3. digitalisation;
4. labour market and social sustainability.

The priority area education...

VET provision, curricula, examination

In December 2016, the ESF project ‘Development of sectoral qualifications system for vocational education development and quality assurance’ was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).

In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State...

Law 4610/2019 reduces the number of examinations in upper secondary VET programmes offered by vocational upper secondary schools (EPAL) by more than 50% (Article 117). It also changes the type and the method of assessment, including the final assessment, of these programmes and of apprenticeship programmes offered by EPAL. According to the respective Ministerial Decrees, in upper secondary VET programmes offered by EPAL schools some subjects are assessed through a written examination (open...

The rationale for ITS international collaboration efforts and activities is that the cooperation with top international universities and institutions provides students with the possibility to graduate from a reputable institute and also get the opportunity to study for a period of time within these institutions in order to obtain wider experience and further develop their skills to meet international standards.

The QA procedures in ITS have undergone significant changes since 2015 when the first external audit took place. A law revising ITS regulation, coming into force in 2017, contributed to the review of the quality procedures. ITS reviewed its QA manual three times. This third version recognises the responsibility of the institute according to the new legislation and broadens the provision for engagement with external partners and industrial professionals. The processes in this QA manual are...

The Transition plan 4.0 is managed by the Ministry of Economic Development and includes the measure Training tax credit 4.0.

Training tax credit 4.0 for companies is related to the percentage of the corporate costs of employees during the training activities. The maximum annual total amount can be EUR 300 000 for small companies and EUR 250 000 for medium and large companies.

To work towards that goal, the ministry organised a discussion on the subject involving representatives of Lithuanian industry, business and employer associations. Participants were selected with a broad mandate to represent business associations and individual companies, uniting the vast majority of Lithuanian organisations and having knowledge across a wide range of business needs.

Participants in the discussion acknowledged that the assessment and recognition of high-level competences...

Hungary from the school year 2020/2021 introduced the following IVET programmes, and changed the name (types) of the existing IVET institutions as follows:

Five-year technological programmes (Technicums)

The previous vocational grammar school (szakgimnázium) programmes have been renamed Technicums (Technikum) and will provide five years of combined general education and VET with the possibility of a preparatory foreign language year. At the end of the programme, learners acquire the...

An important innovation of the new Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult training.

Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...

According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of primary occupations qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational occupations listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing...

The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.

The VET 4.0 strategy is based on three pillars.

1. Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...

The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.

The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and...

As a part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.

Several measures have been developed by the education and labour ministries to stimulate enrolment in lifelong learning. The measures concern both the supply side and the demand side of the adult training market.

On the supply side, the education ministry has introduced three initiatives to stimulate the development of flexible VET and higher professional education courses, responding to the needs of (working) adults.

Through the Subsidy scheme for flexible vocational education third...

The preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.

Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods of...

In June 2019, the Consultative Council for VET, an advisory body to the education minister, assigned the National Agency for Vocational Education and Training (NAVET) to prepare an analysis for the optimisation of the List of professions for vocational education and training (LPVET).

The analysis of LPVET contains findings, conclusions and possible solutions related to:

1. providing an opportunity for upgrading the qualification acquired;
2. aligning VET with international classifications in...

In 2019, IEFP, through the pilot project, Apprenticeship gives employment, carried out a set of training courses in partnership with training providers and business associations, introducing innovations in apprenticeship programmes. It aims to reinforce the link between companies and the labour market and increase the visibility and attractiveness of these programmes among civil society, young people, families and companies. The pilot has three distinct characteristics:

1. curriculum...

Tramig is a 2019-21 Erasmus+ project that contributes to successful inclusion of migrants by defining the practice, status and role of intercultural mediators and interpreters working in healthcare; creating a proposal for the occupational standards and vocational qualification of these two professions; creating teacher-training modules drawing on best practices of the consortium partners; training migrants for collaborative teaching in healthcare sector interpreter and intercultural mediator...

Youth makerspace Larnaka is a venue of innovation, built upon the example of similar successful venues that operate in various cities around the world, following the international standards of equivalent makerspaces. It offers young people access to high-end technological equipment that may support them to develop and put into practice their business ideas. The wide variety of advanced technological equipment is available to young people free of charge. The makerspace helps children and...

Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.

Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...

There are four main areas of development envisaged in the national education strategy 2021-27:

Highly competent educators

Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.

Availability of quality education to everyone

Quality...

The Regulation modifying the VET core curricula and the Regulation establishing the new classification of occupations were adopted in March 2017. They provide the occupations and curricula for the new structure of vocational education.

The classification of occupations defined 213 vocational education occupations, which could be offered from 1 September 2017. It covered first stage sectoral programmes, vocational upper secondary programmes, and post-secondary programmes. The Regulation...

The call for projects was announced in July 2019 and, up until the end of February 2020, seven rounds of the competition had been organised. It was planned to develop 174 curricula in 16 sectors of special importance for the economy.

The catalogue of additionally developed skills will be included in an Annex to the regulation specifying additional vocational skills, and will be used in vocational schools within the obligatory hours for vocational training.

The initiative is expected to increase the use of ICT in VET (and also for students with disabilities), developing the digital competences of students, individualising the didactic process and implementing teamwork.

The initiative includes two phases:

1. developing the concept and standards of VET e-resources;
2. obtaining, integrating and making available 800 VET e-resources on the online platform (epodreczniki.pl).

Three calls for projects developing VET e-resources are planned for 2020...

On 11 September 2019, the education ministry announced a list of vocational education professions of particular significance for culture and national heritage. The list covers 21 occupations, most being niche and rare professions (e.g. leatherworker (kaletnik), goldsmith-jeweller (złotnik-jubiler), yacht and boat assembler (monter jachtów i łodzi), beekeeper technician (technik pszczelarz). This regulation will have an impact on VET financing. As of 2020, local governments will receive...

To achieve these goals, in 2019 an extended work-integrated learning phase was introduced, through a curriculum reform (2016), in the final year of school-based VET in schools with a technical and craft focus (usually at 4th grade). For this phase, instruction usually takes place directly in the company and lasts between 10 and 12 weeks. The learners are supposed to complete practical work tasks at NQF level 4. The new curriculum applies to all school-based programmes for intermediate VET...

In autumn 2018, the Federal Ministry of Digital and Economic Affairs (BMDW) initiated the review (Lehrberufsscreening) and update of the content of apprenticeship programmes. The review was carried out by the two education research institutes, ibw and öibf. It will serve as the basis for updating and introducing new apprenticeship training content. Challenges included the time pressure for processing the large number of different apprenticeship training regulations and the collection of...

In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:

1. training regulations have a particularly urgent need for adaptation;
2. training regulations had not been adapted for at least 10 years;
3. of the training programmes have a critical minimum number of apprentices.

The Digital pioneers project is being designed and piloted by the Association Industry 4.0 Austria together with the Digital Campus Vorarlberg and the Chamber of Labour on behalf of the digitalisation fund of the Chamber of Labour. The project is being implemented together with central stakeholders and members of the network.

The first two pilot projects will start in the federal provinces of Vorarlberg and Upper Austria. These will be carried out at the Digital Campus Vorarlberg and in...

The education strategy applies an integrated approach to the development of the education system to make better use of Estonia’s high-quality education for the benefit of people, society and the economy.

It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers’ roles, and it focuses more on the skills policy, including a clearer division of the roles...

Since the validation strategy should encourage qualification providers to include validation elements in assessment procedures, the Ministry of Education took the initiative to draw up a qualification profile for validation experts. Thus, at the beginning of 2019 it commissioned two VET research institutes (ibw and öibf) with this task, assigning the responsibility for this project to wba (Weiterbildungsakademie) - the validation centre for adult learning experts.

Within this project, a...

In 2019, the Federal Ministry of Education, Science and Research (BMBWF), together with education providers from the field of socio-professional schools, developed school trials for nursing training that will follow on directly from compulsory schooling (after completion of the eighth school year).

Two types of school-based training programmes were developed for this purpose:

1. a 5-year training course at secondary VET colleges for social care and nursing. This combines training as a...

To realise parity of esteem and increase the visibility and public perception of higher VET qualifications, a discussion on the establishment of a defined educational field for higher VET qualifications was started in 2019 within educational policy. The Ministry of Education commissioned a paper that should form the basis for further discussion and decision-making (Grundlagenpapier). This paper, which was drawn up by ibw, was presented and discussed in a conference with national and foreign...

Under the title Apprenticeship NEW for adults, the Federal Economic Chamber has taken the initiative within its education campaign (Bildungsoffensive, BO) to develop a programme for people with a HE entrance qualification that leads to a dual VET qualification at NQF/EQF level 5. Through this programme the attractiveness of dual VET programmes for these new target groups should be increased. At the same time, the programme should cover knowledge, skills and competences that enable the...

In January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...