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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...

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

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

The 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,...

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,...

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...

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...

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...

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...

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...

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...

Developing WBL and practical training includes the following measures:

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

The following measures are foreseen:

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

The 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...

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 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,...

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

1. provide every learner in secondary education with a device;
2. provide ICT equipment for teachers through the school:
3. bolster the ICT infrastructure within the school;
4. facilitate the use of connectivity and telecom services with special attention to security...

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 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:

1. attention will be paid to the low and barely increasing participation rate of girls;
2. societal transitions will be placed in a central position (VET and STEM contribute to these transitions);
3. high-quality and instructive practices will be disseminated towards the STEM and VET ecosystem;
4. players in that...

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...

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...

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...

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...

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).

Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....

Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).

EFA courses are addressed to adults, employed or unemployed, with low and very low...

The development comprises several actions.

The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner’s personal competence development plan and funded, regardless of the type of...

People who are entitled to unemployment benefit (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) are generally also entitled to take advantage of this measure.

The right applies to unskilled and skilled people. As a starting point, the definition of who is to be considered skilled or unskilled has to do with completed upper secondary, either general or vocational education. The decisive factor, however, in...

The regional education fund, for which the overarching legal framework is the Act on Active Labour Market Initiatives (LAB), is regulated by the Executive order BEK No 1974 of 11/12/2020) which provides subsidies for the municipalities' purchase of short vocational training courses.

The regional education fund supports, in principle, the unemployed. More precisely, it ensures guidance and upskilling opportunities are offered to unemployed people by their local job centre....

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 job rotation allowance is a subsidy, paid by the local job centre. It covers the employer's total salary and training costs, including the salary of the employee and the temporary worker when an employee participates in continuing training and an unemployed person is temporarily hired in place of the employee who is trained at the time; this person is called a temporary worker. The rules for the job rotation allowance ensue from sections 149-153 of the Act on Active Employment Initiatives...

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...

According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.

Priority target groups of the...

The project is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...

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 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.  ...

LLCS 2030 focuses on four thematic areas: qualification system; basic skills and civic education; lifelong learning and counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

1. second chance education and ‘F-type programmes’ (ISCED 253) for low achievers in lower secondary general...

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...

The plan is addressed to the basic and secondary level students, with focus on three structural elements:

1. teaching and learning that focuses on pedagogical tools for a more flexible curricular development, based on a greater capacity for autonomous and contextualised management, on strategies of proven effectiveness, on school and community activity and on support for students, especially in the school years and skills development most affected by the pandemic;
2. support to educational...

The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:

1. embedding the term ‘basic skills’ in the Lifelong Learning Act;
2. piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
3. improving digital skills of citizens in line with the Reform 6 component ‘Digital Slovakia’ of the National recovery and resilience plan;
4. introducing piloting a financing scheme for support of non-formal learning of low-skilled adults...

The Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around 6 strategic priorities:

1. investing in youth and Walloon talent (priority 1)
2. ensuring environmental sustainability (priority 2)
3. boosting economic development (priority 3)
4. supporting well-being, solidarity and social inclusion (priority 4)
5. guaranteeing innovative and participative governance (priority 5)
6. supporting the rebuilding and resilience of disaster-affected...

The training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.

The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.

Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140...

With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.

The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of...

According to the agreement and as from 1 January 2022

1. Students must not be left on their own when searching for an apprenticeship

The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.

b.Early apprenticeship contracts

VET colleges must ensure that at least 80% of VET students have an apprenticeship contract before completing basic course 2 (GF 2) to ensure a...

The initiative supports:

1. competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
2. knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and...

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...

ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...

The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.

Its main areas of focus are:

1. resilience and competitiveness of the economy;
2. green energy and reducing energy intensity;
3. digital transformation;
4. availability and quality of the health care...

The policy development envisages creating a coordinated approach to VET graduate tracking. It involves stakeholders, especially those dealing with statistics and taxation systems, and is based on the experience accumulated by the higher education graduate tracking and international experience.

The concept proposed by the education ministry is based on the analysis of available administrative data regarding the employment and income of VET graduates. The framework for graduate tracking...

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...

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)...

The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.

Under priority 1 - facilitating entry into working life;

1. compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
2. exceptional support to...

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;
...

Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.

The implementation is organised in four areas defining 17 projects including 66 actions.

Raising awareness and destigmatising: raising citizens' awareness of digital tools and services, how to use them and on the support or training...

In 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.

This plan is made up of one structural axis and six distinct operational axes aimed at...

On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi, PFE) in the Brussels Region. Since then, the governments of the Brussels Region and COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.

Established on a sectoral basis, these centres are the result of a public/private partnership,...

The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:

1. Capacity building and digital inclusion of people
   1. digital education,
   2. professional training and reskilling,
   3. digital inclusion and literacy,
2. Digital transformation of enterprises
   1. entrepreneurship and investment attraction,
   2. existing companies (with a focus on SMEs),
   3. scientific and technological knowledge transfer to the economy,
3. Digitalisation of the public...

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...

The targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish 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...

Work-based learning approaches have been developed and implemented through a complex of interventions financed by the State budget, European Social fund, Erasmus+ and other EU programmes.

The Erasmus+ project ‘National authorities for apprenticeships: Implementing work-based learning in Latvia, Lithuania and Estonia (WBL-Balt), the Baltic alliance for apprenticeships (BAfA)’ was launched in June 2015 to develop and promote conceptual approaches for WBL, as well as ensure exchange of...

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...

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...

The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...

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...

In 2019, a focus group was established to revise the basic funding for VET programmes in line with actual costs. The Union of Local Governments of Latvia, the Ministry of Education and Science, the Ministry of Health, the Ministry of Agriculture and Ministry of Culture participated in the group work.

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...

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...

Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.

The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, 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...

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 Perfect match programme (2015-20; funding volume per year: EUR 6 million including ESF funding) is designed to counteract matching problems on the training market. The programme is funded by the ESF and the Federal Ministry of Economic Affairs and Climate Action (BMWK) budget as well as financial participation of the economy. The German Confederation of Skilled Crafts (ZDH) is the lead agency for the implementation of the programme. The Perfect match programme supports advisors at the...

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 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...

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 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...

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...

INCoDe.2030 is an integrated inter-ministerial strategy bringing together and encouraging collaboration between people with different experiences and knowledge as well as multiple public and private organisations.

This initiative has five major priorities: 

1. inclusion: to reach the entire population and promote digital skills; 
2. education: to provide training to young people and reinforce digital skills at all levels of education and lifelong learning;
3. qualification: to promote the...

The 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...

From March 2015 until June 2016, HZZ developed and conducted occupational standards survey for 50 occupations. The results were used as an analytical basis for the development of occupational standards and disseminated through 60 workshops throughout Croatia. From August 2016 until October 2018, the survey questionnaire was adapted and the implementation of the occupational standards survey was conducted for further 40 occupations.

In the framework of the Erasmus+ grant Support to European quality assurance in vocational education and training: national reference points (2017-19), the Agency for VET and Adult Education (ASOO) developed a model for school-based VET student tracking upon completion of formal education. In 2017, ASOO conducted one peer learning activity which brought together 14 institutions from six countries, discussing models for monitoring VET graduates. In 2018, the agency (ASOO) started piloting...

On 22 November 2018, parties in the Danish Parliament concluded an agreement to increase the attractiveness of VET.

The main initiatives under the agreement were:

1. more professionalism in primary schools: students must also meet practical, creative and artisanal challenges in primary school;
2. a stronger foundation for choosing youth education: students must be challenged in their choice of youth education;
3. municipalities must have greater responsibility for young people's search for VET,...

The Central Office of Labour, Social Affairs and Family (public employment service) coordinates the national project Prognosis of labour market development, which is carried out under the supervision of the Ministry of Labour, Social Affairs and Family. The complex electronic system developed by Trexima based on the interlinking of administrative data sources along with surveys tracks graduates from the time they graduate. It is thus possible to identify various aspects for specific groups...

The Law of 22 November 2018 initiated an annual forecast of the demand for employees in VET occupations as a new tool to help shape the vocational education and training offer at local and regional level. Annual forecasts will start in 2019 and will be published in the form of an announcement by the education ministry. The forecast indicates which vocational education occupations are in demand in the labour market and national economy.

The forecast has an impact on VET financing. From 2020,...

In 2016, the education ministry commissioned the Educational Research Institute to implement an ESF co-financed project aimed at developing a system to trace the educational and professional trajectories of VET graduates. Three rounds of qualitative and quantitative surveys are planned until 2022, collecting data unavailable in public registers about, for example, learner needs and expectations, as well as information on the determinants of graduates' decisions.

In 2016/17, interviews were...

In 2015, SANQ was set up under a coordination council that includes ANQEP, the Institute for Employment and Vocational Training (IEFP), the Cohesion and Development Agency (AD&C) and social partners. It assesses the dynamics of the economy and the labour market, which influence the demand for skills in the short and medium term. It also gathers key information for lifelong guidance. The use of SANQ has been strengthened through the diversity of data analysed and the involvement of a...

The National Office of Vocational Education and Training and Adult Learning (NOVETAL), which is also the quality assurance national reference point (QANRP), used Erasmus+ funding to set up a national EQAVET expert network to strengthen the culture of quality assurance in VET and to cooperate with QANRPs from other countries to share experiences in workshops and peer learning activities. The national EQAVET expert network consists of four to six members, including representatives of the...

The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...

During the fourth quarter of 2018, the National Institute of Qualifications (INCUAL) carried out a review of the entire national catalogue of occupational standards. It aimed to set up a 2019 work plan that would accommodate the need for updating occupational standards and (where appropriate) designing new ones which could have greater significance or impact on employment.

The INCUAL is responsible for defining, updating and adapting the Spanish national catalogue of occupational standards...

In 2018, the public employment service of Slovenia completed a pilot project, Occupational barometer, to predict future changes in the labour market and determine training of the unemployed according to labour-market needs. The qualitative research was conducted for seven (out of 12) regional offices, classifying occupations in three groups: shortage, balance, and surplus. For the shortage occupations, several main reasons were identified: lack of candidates for the occupation; lack of...

In 2013-16, the training standards for IVET (131 initial VET qualifications at EQF level 3 and 69 qualifications at level 4) were revised and, in 2016, were approved by ministerial order.

The professional training standards have been adapted to new technological developments and labour market needs; they include learning outcomes. They were developed/updated for improved articulation between the stages of schooling and to support mobility in education and vocational training from the...

The government supports the implementation of initial VET programmes by offering financial support in various forms.

1. High school scholarship is a national social protection programme that offers approximately RON 250 (EUR 50 since 2018/19) of monthly financial support for upper secondary education learners in grades 9 to 12, including those in VET (technological and vocational programmes). The scholarship is linked to family income and is not available for all learners enrolled in any of...

In December 2016, tax incentives (deductions) for businesses involved in dual IVET were introduced (government Emergency Ordinance No 84/2016):

1. companies can deduct from taxable income the expenses they incur when carrying out practical training with initial VET students, based on the partnership agreements concluded with schools;
2. companies can recover, by deducting the depreciation, the expenses related to the fixed assets and the investments made for the organisation and development of...