To improve relevance of VET to the labour market needs, increase participation, facilitate access to VET programmes, and improve their quality.
To develop innovation and cooperation in IVET at national and international level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An amendment to the Education Law endorsed in November 2016 (Ordinance No 81/2016) introduced a dual form of initial VET for qualifications at EQF/ROQF (Romanian national qualifications framework) levels 3, 4 and 5.
Implementation of dual IVET programmes started in 2017/18 for qualifications at EQF level 3. Over 2 500 learners from the first generation of students with access to dual VET programmes enrolled in dual IVET. Setting up a methodology for organising and conducting entrance...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).
Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The overall aim of the IQS is human capital development and support for lifelong learning, mainly by increasing the accessibility and quality of qualifications as well as allowing for qualifications to be compared and referenced to the EQF.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The PQF can be considered to have reached an operational stage: it was formally adopted by parliament on 22 December 2015 together with the establishment of the Integrated Qualifications System (IQS) and Integrated Qualifications Register (IQR) and came into force in January 2016.
While the Ministry of National Education is responsible for overall coordination, an advisory stakeholder council was set up in September 2016. An update on the referencing report was presented in December 2016....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Integrated skills strategy aims to provide a strategic approach to building, maintaining and using human capital to increase employment and economic growth, and to promote social inclusion and participation.
The main goals of the strategy are:
designing a coherent policy for shaping and developing skills;
coordinating the actions of stakeholders involved in supporting skills development;
ensuring equal access to information on the demand for, and supply of, skills, career...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the education ministry initiated the development of a national skills strategy (integrated skills strategy - Zintegrowana Strategia Umiejetności - ZSU). The strategy covers the whole area of education and training, i.e. general education, vocational education, higher education and adult learning. It takes into account both demand (for specific competences and qualifications) and supply (availability of qualifications and competences in society). The general part of the strategy was...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To strengthen the role of advisory bodies supporting the development of quality IVET programmes in line with the needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Social partners (employer and employee organisations) have been actively involved in the design of the implementing regulations of apprenticeship through participation in the sectoral expert councils. The 2017 amendments of the VET law strengthen the role of the councils in their various roles: promote cooperation between companies and schools; evaluate and collect information about the companies involved in apprenticeship; consult companies on issues related to apprenticeship; evaluate the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
A systematic review of VET programmes and a transition to modular training, alongside the setting of new qualifications standards, have been viewed as essential steps to modernising the training of professionals to make the system as flexible and up-to-date as possible, while also abandoning obsolete and unprofitable programmes. The reorganisation of this area is aimed at enabling people more quickly to acquire attractive qualifications in the labour market and employers to obtain the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In spring 2015, the Ministry of Education, Science and Sport decided that formal IVET and CVET programmes would consist of mandatory (85%) and elective (15%) modules grouped into introductory, professional and final categories. These would be competence-based and in line with sectoral qualifications standards, while a credit system would be introduced, with one academic year corresponding to 60 credits. More than 60 modular programmes were finalised by 2016, prepared by expert groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
When amending the VET Law in 2017, three main goals were identified:
to change the VET system fundamentally in response to changes in the State’s economic development;
to change the management and funding of VET schools in a way that would attract more social partners and more funding;
to change the quality assurance system to increase the prestige of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Sectoral professional committees (SPCs) are advisory bodies formed to ensure cooperation between all VET stakeholders in a particular sector of the economy. They support the effectiveness of the sector's qualification system and the labour market relevance of VET programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A joint Order of the Minister of Education, Science and Sport and the Minister of Economy and Innovation on the Tasks, Functions, Committee, Formation and Financing Procedures of Sectoral Professional Committees was drafted in 2018. It was approved by the ministers in the middle of that year.
Sectoral professional committees (SPCs) are funded by the Ministry of Education, Science and Sport, while their activities are supervised and coordinated by the Qualifications and VET Development...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Their main aim of policy in this area is to provide state-of-the art technologies and equipment in physical environments to learners engaged in VET to help them acquire skills for jobs. The idea was that specialists trained at centres would better meet the needs of the labour market and employers, as well as more quickly find a job that matches their qualifications and adapt more easily to specific workplaces. A further expectation was that use of these centres' infrastructure would...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as ‛digitalisation‛;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
According to the National strategy for lifelong learning (2012 agreement on a National strategy and the 2014 guidelines on school guidance and counselling system) Law 145/2018 has changed the objectives of the school-work transition pathways to transversal competence and guidance pathways, (PCTO, Percorsi per le Competenze Trasversali e per l'Orientamento). Personal, social and learning to learn competence, citizenship competence, entrepreneurship competence, as well as cultural awareness...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 reform ( Law No 107/2015- Buona Scuola) aimed to increase specific skills: foreign language (English) and communication skills, through the development of content and language integrated learning, literacy and the Italian language for foreign learners; mathematical-logical and scientific skills; digital skills, ICT, computational thinking; critical and conscious use of social networks and media; musical and artistic skills; entrepreneurial skills; citizenship skills; legal and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The cooperation framework with industry has the following objectives:
to introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
to set up a specific pedagogical methodology aimed at reinforcing the school-work exchange programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 13 July 2015, the Italian government adopted a reform of the national education system emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.
The two policies work closely...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
integrate training and employment of young people within a dual system by reinforcing those apprenticeships linked with the education and training system, and particularly within initial vocational education and training (IVET) pathways;
reinforce apprenticeship for higher training/education and research;
introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship among enterprises;
set up a specific pedagogical methodology aimed...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprenticeship regulations were entirely reformed in 2015 (Legislative Decree No 81/2015). The State-regions conference is in charge of defining the minimum set of education and training standards valid for all regions countrywide. The Regions and autonomous provinces, together with social partners, are responsible for the training component definition and implementation. The National collective labour agreements or inter-sector agreements regulate apprenticeships in detail with the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
The Strategy 4.0 and the Act on VET aims to increase the apprenticeship offer through the creation of Sectoral training centres, the development of active company cooperation in VET centres and through strengthening the participation of SMEs in practical training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Incentives are given to companies that provide practical training. These include the reduction of contributions to the State based on the number of training placements they provide, as well as receiving extra funding for making investments, recruiting instructors and maintaining apprentice workshops.
As a general rule, enterprises that fulfil specific requirements and are registered by the chamber of commerce and industry, may conclude 12 apprenticeship contracts simultaneously (or,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The main aim is to make VET attractive both for the students and also for their parents.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2016, specific scholarships were introduced for apprenticeship programmes that provide qualifications in high demand on the labour market. Twenty qualifications are covered. In addition, since 2016 financial remuneration and other benefits provided to apprentices have also been available in adult education (monthly payments in evening and correspondence courses have been reduced to 60% and 20% of those provided in full-time education).
From the academic year 2020/21, the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2017 Act CXCII amending the 2 011 Act on VET and adult training opened up the way for establishing sector skills councils (SSCs) from July 2018. The 2017 ACT CXCII and the governmental Decree No 213/2018 (XI.22.) reinforced the role of employers in education and training.
Sector skills councils are platforms of cooperation between all VET actors to align VET curricula to the needs of the economy. To be representative, at least 51% of their members are economic stakeholders from the same...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The VET Innovation Council offers the formal framework of this dialogue and common thinking. It is a major advisory body on VET, adult learning and adult education policies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Innovation and Technology, in charge of VET and adult training, established the VET Innovation Council (SZIT) in September 2018. Its aim is to provide a continuous forum between the government and the relevant stakeholders in the VET system. It consists of representatives of governmental bodies, training organisations, chambers, trade unions, advocacy organisations, big companies, the Hungarian Academy of Sciences, student representatives and Roma.
Four thematic working...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve quality and efficiency in a heavily fragmented institutional VET structure, the integration of VET schools into VET centres aims at offering greater autonomy in administrative and financial management and quality training better aligned with labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Government Decree 120/2015 classified VET institutions into categories and allowed for the reorganisation of VET schools into 44 VET centres in the counties. A maximum of three centres can be set up in each county with a minimum number of 2 000 learners in each.
The centres serve as an intermediate level of administration between the schools and the National Office of VET and Adult Learning (NOVETAL), which exercises the governing body's powers and ensures the coordination and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
To offer students involved in upper secondary VET programmes in-company experience, an up-to-date technological and working environment and to contribute to quality labour supply for companies.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:
assisting students in concluding practical training contracts with employers;
reforming qualifications to meet labour market conditions;
setting up the chamber guarantee to assist learners who could not find a practical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Curriculum reform aims to modernise teaching and learning in general education at primary and secondary levels; it affects general education subjects in VET only at CROQF level 4.2 / EQF level 4.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The curriculum reform in general education subjects, which was piloted in in primary and secondary schools in 2018/19 ('School for life'), was implemented in all schools as of 2019/20.
In VET, four general education subject curricula (Mathematics, Croatian and foreign languages) have been revised for four-year VET programmes at CROQF level 4.2 / EQF level 4 in 2017-18.
Resources for the preparation, implementation and evaluation of the reform process were mobilised, including the European...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This policy development aims to support the uptake of JMO by companies and learners through grants for SMEs, scholarships for students and the promotion of VET for crafts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the period from 2016 to 2018, the Ministry of Economy, Entrepreneurship and Crafts awarded grants to Croatian small and medium-sized enterprises (SMEs) that offered apprenticeships to VET students in craft and trade occupations. In 2016, 34 grants were awarded (total budget of EUR 283 966). The focus was on rare craft and trade occupations. In 2017, the scope was expanded to SMEs offering apprenticeships in all craft and trade occupations (a total budget of EUR 742 999 was awarded for 98...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy and Sustainable Development (MINGOR)
The objective of this policy development is to modernise the implementation of VET programmes, by introducing dual model of education, in particular to:
align programmes to labour market needs;
strengthen the capacities of VET schools for implementing curricula (through in-service training of VET teachers and trainers, investment in premises and equipment);
develop a quality assurance model, with particular emphasis on the quality of practical training outside VET schools and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Dual education experimental programme was launched in 2018/19 by the Ministry of Science and Education. Experimental programmes include six VET programmes (VET programmes in crafts for salespersons, chimney sweepers, glaziers, beauticians, hairdressers and painter-decorators). In the piloted model, VET schools and businesses cooperate in the planning, implementation and quality assurance of work-based learning and continuing professional development of VET teachers and in-company...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Regional centres of competences (RCK) in VET are expected to connect education with the labour market, act as regional focal points, and establish cooperation with other VET schools and stakeholders within the same sector. The objectives of RCK include promoting innovative learning models, teaching excellence (including mentors), high-quality infrastructure and technology, constructive and creative cooperation with social partners, public sector, businesses, research and higher education...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2018, following a public call procedure, the Ministry of Science and Education appointed 25 VET schools as the future regional centres of competences in Croatia. Selection criteria included:
the quality of VET provision;
the number of students in sectors;
regional distribution of schools;
balanced geographic representation of the future centres.
The centres were appointed in five priority sectors:
tourism and hospitality;
mechanical engineering;
electrical engineering...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The key element of the 2016 strategic framework was the design and implementation of the post-secondary apprenticeship year, which is offered by vocational upper secondary schools (EPAL). For the establishment of its regulatory basis, a demanding legislative process was needed (for example, through regulating the EPAL apprenticeship year, setting the quality framework for apprenticeships, introducing pilot apprenticeship programmes). Law 4610/2019 integrated all the amendments related to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Affairs
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The CléA certificate is aimed at individuals without qualifications and serves to identify achievements, rather than shortcomings, to establish a basis for further development and training. Employers use it as a tool to support their employees. For recruiters, it is a new, unique certification which is comparable across sectors (no levels or grades).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) introduced the CléA Certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning. A nationwide publicity campaign and a call for training projects towards this qualification were organised. By February 2019, approximately 27 000 CléA...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National cross-sector jobs and training committee (COPANEF) (until 2019)
The objective of the investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The French government announced a EUR 57 billion five-year investment plan (Grand plan d'investissement), of which 15 billion is dedicated to 'building a skills society'. The training activities to be funded will be oriented particularly towards supporting the employability of the low-skilled unemployed and that of young people, including dropouts, and promoting innovative approaches to the training of teaching staff. The plans involve the Regions, through State-Region agreements.
A strand...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
Regional councils for employment, training and vocational guidance
It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Three decrees issued in 2016 reorganised vocational diplomas by dividing them into skills sets. An adult candidate who has successfully completed training relating to a particular skills set will receive the corresponding certificate. The change already applies to the professional skills certificate (certificat d'aptitude professionnelle, CAP), the vocational baccalaureate (since 2016) and the higher technician certificate (brevet de techniciensupérieur, BTS, since 2017). Work is also in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
France Compétences
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Modernising IVET aims at making school-based VET more effective (securing ability to self-direct lifelong learning and employability), more attractive (addressing challenges of the 21st century such as digital technology and energy transition), and more open to Europe and the world (through stronger partnerships with institutions in other countries).
The new phase in the transformation of the school-based vocational system is designed to meet two major objectives:
faster transformation...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures include:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
support the transformation of companies, building employee loyalty and improve risk prevention.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A pilot to explore new ways for apprenticeship and work-based learning was initiated by the Ministry of Labour in 2015 along with stakeholders: the social partners; the National Employment, Training and Vocational Guidance Council (Conseil national de l'emploi, de la formation et de l'orientation professionnelles, CNEFOP); the National Agency for the Improvement of Working Conditions (Agence nationale pour l'amélioration des conditions de travail, ANACT); and training funds (Organismes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
National guidance policies aim to provide learners with information and guidance on their future education and career options, including apprenticeships, and to provide individualised support for forward planning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pathways for the future (Parcours d'avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.
A practical guide for the implementation of the Parcours d'avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Regional authorities
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
This policy development aims at increasing the number of apprentices in the public sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 circular set the conditions for apprenticeship contracts in the non-industrial and non-commercial public sector. In addition to the overall target of setting up 500 000 apprenticeships by 2017, specific targets to create 10 000 apprenticeships in the public sector were set: 4 000 starting in September 2015, with a further 6 000 by September 2016.
A practical guide for human resources services has been issued. The objectives have been achieved: 4 420 and 8 300 recruitments in 2015 and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
A reform of apprenticeship contract had been initiated in October 2017. Its overall intention is to make the most of apprenticeship, regarded as an excellence training pathway, to ensure educational success and professional integration, in the respective interests of all: young people, businesses, local territories, and national economic and social development.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.
The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 Ministerial Decree ECD/65/2015 provides for the revision and update of key competences in curricula. The Decree describes the relationship between competences, content and evaluation criteria for primary, compulsory and secondary education. Implications are that key competences should be integrated into the curriculum (including in VET); they should be defined, explained and well-developed; the selection of content and methodologies should ensure the development of key competences...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training
National Institute of Qualifications (INCUAL)
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae)
Red.es
National Institute of Education Technologies and Teacher Training (INTEF)
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET policy priorities in 2016-20 include the need to improve the quality of the practical training component of VET programmes, both, in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry has contributed to promote work-based learning by supporting VET skills competitions at national (Spainskills), European (EuroSkills) and international levels (WorldSkills). All regional education authorities are also fostering different kind of events to promote dual VET among students, families and companies.
Trade unions are also contributing to the development of dual VET. In January 2018, General Union of Worker (Unión General de Trabajadores - UGT) published a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET policy priorities in 2016-20 include the development - progressively - of a State-wide dual VET regulation according to Article No 42bis of the Organic Act on Education; better coordination among all actors involved in dual VET; improving the quality of the practical training component of VET programmes, both in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.
The initial draft was presented to social partners in May 2018, but the new government...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of these funding programmes is to develop suitable support structures and advisory concepts for SMEs, enabling them to meet the new requirements of working and learning processes for the apprentices and employees associated with increasing digitalisation at an early stage and to anchor them sustainably in their regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under the umbrella initiative, VET 4.0, the Federal Ministry of Education and Research (BMBF) initiated a special funding line (Initial and continuing vocational training in the economy 4.0 - Support structures for SMEs in the adaptation process of in-company training) within the JOBSTARTER plus programme, followed by a transfer period of successful projects. Under this funding line, regional projects were launched in 2017 with the aim of helping SMEs to meet, as early as possible, employee...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The goals of InnoVET are to increase the attractiveness, quality and equivalence of VET as well as to initiate new learning location collaborations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2019, the Federal Ministry of Education and Research (BMBF) launched the project Shaping the future - innovations for excellent vocational training (InnoVET) and ran the first call. It invited projects targeted at increasing the attractiveness, quality and equivalence of VET through innovation and excellence, with a focus on higher VET.
Proposals were expected to put emphasis on:
innovative training, especially above DQR level 5, geared to the needs of companies and providing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Securing the future skilled workforce by promoting VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Given the increasing trend towards academic education, the Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs (BMWi) have set up a joint campaign to present dual VET (apprenticeship) as an attractive option. The campaign, You + your apprenticeship - Practically unbeatable! addresses more specific target groups. Its allocated budget is EUR 6 million per year. A motivational message is broadcast through various media channels such as cinema, press,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Chambers of industry and commerce (IHKs)
German Confederation of Skilled Crafts (ZDH)
Federal Institute for Vocational Education and Training (BIBB)
The updating and restructuring of training occupations ensures the competitiveness of dual training in Germany. Training regulations are revised at regular intervals and new ones are created, if needed, so that qualifications meet the current demands of the economy, policy and society.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The regulated qualifications of apprenticeships and advanced training occupations are based on examinations with nationwide uniform examination regulations. The training regulations and the learning fields of the school-based part of dual VET that are coordinated with them are oriented to company work and business processes. They therefore ensure that the vocational qualifications are highly relevant to the labour market. The design of the training content for the creation of new or updating...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since the academic year 2016/17, to make secondary technical and vocational education (STVE) more attractive and responsive to labour market needs, new STVE fields of study and specialisations are introduced. These specialisations include natural gas transmission and distribution, renewable energy sources, digital technology and programming, and industrial design. Relevant curricula contain the study fields that are included in the 2015-20 strategic plan and are compatible with the VET...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 strategic plan for technical and vocational education and training aims to set up a national monitoring system of initial vocational education and training (IVET) and continuing vocational education and training (CVET) graduates, to inform the upgrading of the VET system. The Department of Secondary Technical and Vocational Education and Training (DoSTVET) purchased services for the design and development of the platform. The platform is operational as of April 2019. It is called...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In December 2015, after consultation with employer organisations (the Cyprus Chamber of Commerce and Industry and the Cyprus Employers and Industrialists Federation), the government decided to increase the work-based learning component (increased duration of industrial placements) of secondary technical vocational education and training (STVE) programmes. Further increasing cooperation between secondary technical vocational education and training and industry, enabling access to suitable...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
To stimulate the acquisition of competences in STEM and languages, the education ministry and/or affiliated bodies [e.g. the Bulgarian Centre for Training Firms (BCTF)] organise many competitions for learners in secondary education, including VET, and for young people. These competitions are organised at local, national and international level in subjects such as maths, information technology, foreign languages and science (physics, chemistry, biology, environmental protection).
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The updated curricula aim to shift the learning process to a more practical orientation: more time for understanding, reflection and practice with respect to what has been learned.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, updated curricula were adopted for upper secondary education (grades 11 and 12). The learning objectives are set for both general education and VET learners, including a learning module on 'civil education' aimed at the acquisition of social and civic competences. A strong focus on the development of political culture seeks to support young people in taking self-dependent and responsible decisions. The implementation of the new curricula starts in school year 2020/21 for grade 11...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Pre-school and School Education Act (PSEA) emphasises the important role of key competences for active citizenship and for successful integration into the labour market. It outlines an integrated approach to key competences in general education and vocational education and training (VET) curricula. The state education standards include vocational units, based on learning outcomes, for communication in a foreign language, ICT and entrepreneurship (integrated in 2017), as well as for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to enable the acquisition and upgrading of vocational qualifications in the context of lifelong learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET programmes are designed based on framework programmes approved by the education minister. New framework programmes were adopted in March 2017, including:
general provisions in relation to the regulatory basis and aims;
requirements: entry (age, medical condition, previous education and qualification level), career and education pathways, form(s) of training (day, full-time, evening, part-time, individual, distance, dual, self-learning);
curriculum;
training module content...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to improve the conditions for organising and conducting vocational education and training;
to maintain good quality vocational education and training;
to provide a set of adequate skills for the professions of the future;
to train specialists for whom there is demand in the labour market but who are not willing enough to train in these professions and specialties, and to secure staff for areas of priority for regional economic development;
to address the shortage of specialists in the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Directorate of the education ministry developed at the end of 2017 a (pilot) forecast model, in cooperation with the nationally representative employers' organisations, to inform admission plans in line with labour market needs. The model is based on the expected replacement needs within the next five years in each economic sector (according to the national classifier of occupations and professions). It uses anonymised data from the national social security institute, based mainly on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The latest amendments in the Pre-school and School Education Act (into force since January 2018) envisage financial stimulus for schools which provide VET training for qualifications needed in the labour market. The enrolment plans for VET schools for 2018/19 and 2019/20 is intentionally focused to provide more places for learners in these specialities.
All learners enrolled in programmes for the acquisition of VET qualifications in specialties with labour market shortage and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, a consultative council for vocational education and training (VET) was established by the education ministry with the participation of other ministries, the National Agency for Vocational Education and Training (NAVET), organisations of employers and trade unions and other bodies and civil society representatives. The council aims to support the education minister in implementing the reform of secondary VET, including the development of dual VET. It is intended to work as:
a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 1999 was amended in August 2016 (entered into force in August 2017), confirming that apprenticeships should offer the possibility to acquire professional qualifications through practical training, organised in cooperation with enterprises. The amendment also intended to improve the quality of VET by increasing the practical training part offered in VET programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Piloting started in the 2015/16 school year for seven professions in five secondary VET schools in different regions of the country. In 2016/17, 12 professions and 17 schools in total were involved in the experiment. Dual VET(DVET) is supported by the municipalities and the social partners. The piloting phase was planned to continue until 2019. In 2017/18, the total number of learners in dual VET has reached 1 742, and in 2018/19 their number more than doubled, reaching 3 884 learners. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Ordinance that regulates dual vocational education and training (DVET) came into force at the beginning of September 2015. Learning through work (DVET or dual training) applies to two groups of people: learners, aged 16, in class XI and XII, and people aged 16 and over who have entered the labour market. Learning through work for people in the labour market is related to acquisition of a vocational qualification. Learning through work is implemented in a partnership between an educational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
In-company training (Formation professionnelle individuelle en entreprise, FPIE) allows jobseekers who are registered with an employment organisation to acquire skills in the relevant professional field and so aids their employment afterwards.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As the development of in-company training is a priority for Bruxelles Formation, the Company Relations Department has developed a specific action plan in 2018, which can be summarised as follows:
Administrative simplification
development of an online tool allowing all employers to publish their internship offers and for other measures/partners (Actiris and others).
Development of synergies and partnerships
a communication strategy for the various partners (including the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Fight against labour shortages in Wallonia and assign employers which are in need of additional employees the responsibility to train the people which are directed to them.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.
Coup de poing pénuries (Shortages punch) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Le Forem (The Walloon Office for Vocational Training and Employment)
The Pact for Excellence in Education is a set of reforms that concerns all aspects of education: the content of the curricula, the organisation of courses, the training of teachers, etc., from nursery school to the end of secondary school, with the main objective of improving the results of all learners in the French Community (Fédération Wallonie-Bruxelles).
The Pact aims to act in depth on all dimensions of the school system:
to make more inclusive and more egalitarian;
to improve...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pact for Excellence in Education was launched in January 2015, with a view to gradual implementation from 2017 to 2030. This was confirmed and reaffirmed in the Community Policy Statement covering the period 2019-24.
The work of the Pact for Excellence in Education is being developed and implemented through consultation and ongoing dialogue with all the stakeholders in education. From the diagnosis to the implementation, through the definition of objectives, the analysis of budgets and...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To link data on learning pathways with information on labour market participation more easily.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, progress was made towards more easily linking administrative data on learning pathways with information on labour market participation. Based on an agreement between the Flemish public employment service (VDAB) and the Flemish Ministry of Education and Training, schools will, in the future, receive data not only on the progression of their graduates towards higher education (as was the case so far) but also on the transition of their IVET graduates to the labour market. VDAB and the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The dual learning system, which includes a large proportion of work-based learning, aims to close the gap between education and the labour market, and reduce early school leaving and youth unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2015, the Flemish government approved the resolution for implementing pilot projects on dual learning. Between 2015 and 2019, a series of pilot projects experimented with the concept of dual learning.
Dual learning is an integrated secondary education pathway that consists of general education, vocational training and work experience at the workplace and leads to a secondary education qualification. How many days a week are spent on the job depends on the field of study. In dual...
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providing digital and critical thinking competences for learners from primary education onwards;
providing digital skills for teachers through a new course from the school year 2017/18, supported by establishing a national digital learning centre and future learning labs in colleges, where teachers can experiment with digital tools;
modernising infrastructure and equipment in schools, including tablet and laptop computers for learners;
providing digital learning tools, including open...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since autumn 2017, all new teachers must acquire standardised digital competences, including digital subject-specific didactic, within their initial teacher training programme. They have to prove their competences through a mandatory portfolio, which contains a digital competence check (digi.check), completion of a modular course programme and reflection on one's own teaching activities. To promote the digital skills of teachers already in service, the course programme is also offered...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)