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:
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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)
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.
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 objective of the new quality assurance approach is to support continuous improvement in teaching and learning and quality assurance in VET institutions. Transforming the accreditation process into a quality assessment process aids the development of a learning-centred school culture and increases the credibility of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A working group was set up to review the national approach to quality assurance. The group was composed of representatives of the education ministry, employer and employee organisations, VET schools and other partners.
In 2017, the group presented a proposal concerning changes in the assessment criteria and in the procedures and principles for the quality assessment of VET. Based on the working group's proposal, and in line with the EQAVET Recommendation, amendments to the Vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research
Estonian Quality Agency for Higher and Vocational Education (until 2022)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers. This strengthens initial and continuing VET and ultimately makes it more attractive.
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 web portal, Digital media in VET,has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
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)
Integrating people with a migration background including refugees into the labour market and the education and VET system is a priority. Key to integration are the learning of the German language, validation of skills and competences acquired in formal, non-formal and informal settings, provision of vocational guidance, and access to pre-VET and VET programmes, apprenticeships, upskilling measures and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, in line with the federal ESF integration guideline, the IvAF integration programme (Integration of asylum seekers and refugees) has contributed to the sustainable integration of asylum seekers, asylum applicants and refugees in training and employment through comprehensive counselling including qualification, placement and support provided during the first weeks of employment or training. The networks act as door-openers for the target group in companies and vocational schools,...
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 Office for Migration and Refugees (BAMF)
Federal Employment Agency (BA)
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of the Interior, Building and Community (BMI) (until December 2021)
German Confederation of Skilled Crafts (ZDH)
Association of German Chambers of Industry and Commerce (DIHK)
Federal Ministry of the Interior and Community (BMI)
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 provides for all initial vocational education and training (IVET) and continuing vocational education and training (CVET) curricula under the remit of the education ministry to be modularised and to use ECVET points to improve permeability. Modularisation and ECVET, along with recognition of prior learning, are expected to ease the access of people who completed the apprenticeship system and VET lifelong learning...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, 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 Human Resource Development Authority of Cyprus (HRDA) provides:
10-year employment forecasts every 2 to 3 years;
an annual study on the identification of employment and training needs. This study provides estimates for the number of persons required for specific occupations and the needs for specific skills. Based on these estimates, suggestions are put forward for the implementation of training programmes. In the study, the views of social partners, other stakeholders 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.
Human Resource Development Authority of Cyprus (HRDA)
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.
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.
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...
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 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.
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)
The aim of the measure is to provide a higher qualification for young people who have already achieved maximum compulsory school qualifications, thereby giving them better job market prospects and at the same time countering the impending shortage of skilled workers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, the federal government extended the training guarantee up to the age of 25. This is a special Public Employment Service (AMS) scheme that guarantees young unemployed people aged 19 to 25, who have only completed compulsory education, the right to acquire VET qualifications by attending AMS programmes. To that end, AMS already uses tried-and-tested instruments and funding approaches to offer this target group the possibility of apprenticeship training in companies, alternance...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Public Employment Service (AMS)
Federal Ministry of Labour, Family and Youth (BMAFJ) (until 2020)
To reduce the number of early school leavers and young people not in education, employment or training (NEETs).
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 legislation introducing a training obligation until the age of 18 was approved by parliament in 2016 and came into force in the summer of 2017. Since July 2017, young people who would otherwise not continue education and training beyond compulsory schooling (age 15) or discontinue a programme they have taken up, will have to undertake some form of training until they have passed the age of 18. Those who do not get a place in a school or in a company to do an apprenticeship must either:
...
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 Labour, Family and Youth (BMAFJ) (until 2020)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Education, Science and Research (BMBWF)
Federal Ministry of Labour (BMA) (until 2022)
Federal Ministry of Social Affairs, Health, Care and Consumer Protection
ensure compatibility with both the national qualifications framework (NQF) and the trade regulations (GewO);
improve the visibility, comparability and credibility of master craftsperson qualifications;
improve support for the mobility of their holders.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The policy development refers to a comprehensive process for aligning master craftsperson qualifications to the requirements of the NQF. The concept includes the definition of learning outcomes, the preparation of training documents, the development of guidelines for the design of examinations, the preparation of examiners and the provision of information to potential candidates and companies. The approach is intended to ensure compatibility with both the NQF and the trade regulations...
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 Digital and Economic Affairs (BMDW) (until 2022)
upgrade skill levels for employed or unemployed skilled workers with qualifications below the level of universities of applied sciences to reduce the risk of unemployment;
enable employed or unemployed people who have not finished their education and training in the past to obtain labour market relevant qualifications;
cover the need for a skilled workforce in specific fields of the Austrian economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since January 2017 the professional scholarship has enabled unemployed and employed low-skilled individuals (through taking educational leave) to obtain labour market relevant qualifications to secure their employability and to cover companies’ needs for a skilled workforce.At the start of the programme a list of relevant qualifications (in the form of training possibilities) was defined by the Public Employment Service. This list is continuously updated. During the training period, 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.