Reinforcing the qualification levels of citizens, with a view to improving employability and (re)integration in the labour market, as well as the pursuit of studies, particularly at higher education level.
Increasing the potential of on-the-job training, through the active participation of companies and other employers in the training process, assuming them as true partners.
Developing and consolidating quality apprenticeships based on a system of work-linked training, understood as 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.
Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context, and the pursuit of higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
...
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)
Enabling young people to complete compulsory education.
Preparing for integration into 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.
Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....
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 (ME)
Ministry of Labour, Solidarity and Social Security (MTSSS)
National Association of Professional Schools (ANESPO)
The strategic objective of the programme is the vocational training and reskilling of workers from companies directly or indirectly affected by the increase in energy costs, and of the unemployed, to face the challenges associated with the accelerated energy transition:
increasing skills and the qualifications in the energy field, as an element of professional development of workers and improvement of unemployed people's employability;
preventing the risk of unemployment and promoting...
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 programme Green skills and jobs (Trabalhos & Competências Verdes) comprises short and medium duration training courses, addressed to employees of companies directly or indirectly affected by the increase in energy costs, and to the unemployed, aged 18 or over, registered at PES. The training courses are integrated in the national qualifications catalogue, with a maximum duration of 375 hours, in the environment and energy areas: green hydrogen - fundamentals and technologies (300 hours);...
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)
Promoting a closer link between the polytechnic network and the training and business dynamics in the different territories and regions.
Reinforcing the vocational training dimension in higher education.
Encouraging the diversification of the training supply and lifelong learning.
Increasing cooperation between higher education institutions, the public vocational training service and the associations and companies of different sectors, in order to qualify and re-qualify professionals in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
High professional technical programmes (CTESP) correspond to a short cycle linked to the Bologna Process, provided exclusively by polytechnic higher education institutions, within the first cycle of higher education. These courses have a study cycle of 120 ECTS, which includes a set of curricular units organised in the components of general and scientific training, technical training and on-the-job training. It confers a qualification equivalent to level 5 of the national qualification...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Science, Technology and Higher Education
Promoting (re)qualification and professional reconversion in order to allow reinsertion and progression in the labour market;
Deepening the professional skills for better professional performance and better adaptation to technological and organisational changes;
Consolidating the initial training paths, reinforcing professional qualification and specialised technical competences;
Stimulating the pursuing of studies towards 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.
Technological specialisation courses (CET) are a modality of education and training at post-secondary non-tertiary levels that enables specialised training paths in different technological areas, developing professional skills. These courses, leading to an EQF level 5, are referenced to the national qualifications catalogue. The qualification is obtained through the combination of a general or professional secondary education with a post-secondary technical education.
CET are designed 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.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Science, Technology and Higher Education
Ministry of Labour, Solidarity and Social Security (MTSSS)
To achieve the specific training needs of the employed and unemployed.
To promote the return of the unemployed to the labour market through a rapid integration in training actions of short and medium duration.
To allow the acquisition of relevant competences, or the valorisation of competences already held, always allowing the continuity of the qualification pathway.
To enable the gradual acquisition of a professional qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.
This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...
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)
To raise the educational and professional qualification levels of the adult population through an integrated offer of education and training;
To improve adult employability conditions and to certify the skills acquired throughout life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Adult Education and Training courses (EFA) are a flexible training pathway of variable duration, according to the certification level. They enable the development of social, scientific and professional skills needed for the exercise of a professional activity and simultaneously obtain a basic school level certificate (fourth, sixth or ninth grades) or an upper secondary level certification (12th grade).
EFA courses are addressed to adults, employed or unemployed, with low and very low...
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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation
Training and (re)qualification, in the digital area, aiming to face the challenges and opportunities of several business sectors strongly impacted by digital transition processes.
Fostering digital transformation.
Improving the productivity and competitiveness of entities and the country's economy, as well as individual skills and qualifications.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
More digital employment 2025 is a scheme providing free digital training for workers, managers and directors of companies, entities of the social economy and trainers. The training includes an initial and final diagnosis of digital skills, in line with the dynamic reference framework for digital competence (DCRF) proficiency levels, through the Portugal Digital Academy platform. If the training is completed, a certificate is issued. The training is developed in, and managed by, IEFP in close...
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)
The objective of this policy development is to reskill and upskill professionals so that they can move on to new and more advanced positions or change career paths through a more flexible HVE.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Higher Vocational Education (HVE) programmes (at SeQF-levels 5 and 6) are provided in response to labour market needs. HVE programmes are adaptable and change over time as labour market changes. Courses are shorter than programmes and aim to re-skill and up-skill professionals. They have been in great demand since they were introduced, especially during the pandemic as many people were temporarily laid off. An overwhelming majority of learners enrolled in these courses believe they will...
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 define and implement the sustainable development goals in VET, including innovative experiments.
To ensure that VET providers are carbon-neutral by 2035 and have integrated the operating methods required by sustainable development and the green transition into their operations.
To achieve permanent functional and structural changes so that VET institutions act as proactive operators of a sustainable 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.
Development programme for the sustainable development and green transition of VET is part of the wider development package for Climate and sustainability education. The programme supports implementation of 10 projects of sustainability practices in VET. The biggest project, Responsible and sustainable VET(VASKI) involves 61 training providers. It prepares a sustainability roadmap for the entire VET system, aiming for sustainable and green VET by 2030.
The sustainability breakthrough...
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.
Developing upper secondary education content aims to:
make it possible to combine studies in VET, general upper secondary education and higher education more flexibly and comprehensively;
strengthen the capacity for further education, e.g., higher education in VET as well as in general upper secondary education;
meet the changing skill needs of the labour market;
increase the legal protection and equality of learners who acquire two qualifications (initial vocational qualification and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development comprises several actions.
The expansion of initial vocational qualifications above 180 competence points need to be enabled, given they include more general upper secondary education studies, higher education studies and/or vocational qualification units. The possibility of expansion is set to be limited by 30 competence points. The expansion of a qualification is to be recorded in the learner’s personal competence development plan and funded, regardless of the type of...
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 goal of the programme Npuls is to improve VET and higher education and the agility of education, and make better use of the opportunities of digitalisation. This should lead to several outcomes.
Easier access for learners (aged 16-99) to education that meets their personal needs, knowledge, and skills, both within and outside their educational institution.
Increased opportunities for lecturers to innovate in their teaching.
More efficient and effective response by 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.
This development consists of an eight-year programme in which all 113 education institutions in upper secondary vocational education (MBO, HBO and WO) and higher education (post-secondary and higher education) cooperate. They are joining forces to enable system transformation in education. The programme is led by the education ministry and is funded by the National Growth Fund. It has a budget of EUR 560 million. In the programme four action areas are created.
Transformation hubs
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.
Ministry of Education, Culture and Science
Foundation for Education and ICT (Stichting Kennisnet)
Cooperation organisation of VET colleges on ICT (MBO digitaal)
Council for upper secondary VET schools (MBO Raad)
Association of Universities of Applied Sciences (Vereniging Hogescholen)
Universities of the Netherlands (Universiteiten van Nederland)
Cooperative association of Dutch educational and research institutions on IT (SURF)
Netherlands Initiative for Education Research (NRO)
This measure aims to reduce the number of unemployed people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
People who are entitled to unemployment benefit (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) are generally also entitled to take advantage of this measure.
The right applies to unskilled and skilled people. As a starting point, the definition of who is to be considered skilled or unskilled has to do with completed upper secondary, either general or vocational education. The decisive factor, however, in...
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 initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
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 regional education fund, for which the overarching legal framework is the Act on Active Labour Market Initiatives (LAB), is regulated by the Executive order BEK No 1974 of 11/12/2020) which provides subsidies for the municipalities' purchase of short vocational training courses.
The regional education fund supports, in principle, the unemployed. More precisely, it ensures guidance and upskilling opportunities are offered to unemployed people by their local job centre....
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 National Association of the Danish Regions (Danske Regioner)
The purpose of the Job adult vocational education and training (VET) model (Job-VEU model) is to create a better match on the labour market where supply and demand are not matched, as well as to ease the way for education from unskilled to skilled. This is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives set in the Agreement on better and more flexible continuing...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Private companies, education institutions, municipal job centres and actors on the labour market are all involved in the coordination of short training programmes in which both employed and unemployed people (adult learners, low-qualified, persons who belong to minorities or may have any sort of disadvantages) may participate. The bodies responsible for the initiative are the Ministry of Employment and the Danish Agency for Labour Market and Recruitment that develop and monitor the relevant...
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 initiative is to reduce the number of unemployed over the age of 30. This is in line with the general objectives of the Danish National implementation plan (NIP) for the 2020 Council Recommendation on VET and Osnabrück Declaration and also with the objectives set in the Agreement on better and more flexible continuing vocational education and training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the education lifts, unemployed persons over the age of 30 who are unskilled or skilled with an obsolete education can take part in vocational training while receiving benefits. Since August 2020, there have been two ways of participating in education lifts.
Education lift (80% unemployment benefits).
Unemployed persons who receive unemployment benefits can participate in vocational training while receiving 80% of their benefits. Recipients of cash benefits can participate in a...
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 purpose of the national Training abroad scheme and the Erasmus+ programme is to facilitate access for students to foreign internships, to internationalise vocational education and to equip companies for global competition.
the student acquires international competences, not least cultural understanding and language skills;
the student develops maturity and independence;
the student acquires experiences with work tools, methods and workplace culture in other countries;
in seasonal...
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 Training abroad scheme, is a Danish mobility programme that gives students in Danish VET the opportunity to go on training periods abroad when they have completed the basic course of their education. Through the scheme, the Danish employer or the trainee/apprentice can obtain financial support for their stay abroad.
Training periods abroad provide the trainee/apprentice with experience and skills that the trainee/apprentice can use to apply for training places, as well as jobs in both...
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 upskill employed persons, who can improve their skills by attending a training programme/course;
to assist unemployed persons to acquire experience in real working conditions, additional to skills acquired by attending a training programme/course.
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 job rotation allowance is a subsidy, paid by the local job centre. It covers the employer's total salary and training costs, including the salary of the employee and the temporary worker when an employee participates in continuing training and an unemployed person is temporarily hired in place of the employee who is trained at the time; this person is called a temporary worker. The rules for the job rotation allowance ensue from sections 149-153 of the Act on Active Employment Initiatives...
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 ambition of the majority of the Danish Parliament is that at least 90% of 25-year-olds should complete general or vocational upper secondary education after compulsory schooling (lower secondary programmes, EQF level 2) and the percentage of young NEETs should be reduced by half by 2030. The remaining 10% must be well on their way to complete education later or have a permanent connect to the labour market and therefore be entitled to be assigned a training plan. The goal reflects 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 2017, a committee of experts was established by the parliament to find a solution to the problem of falling IVET applications and to rethink the structure of pathways that would facilitate the transition from compulsory schooling to IVET.
In 2018, the conclusions of the committee were agreed by the majority of the parliament. The parliament (all parties) agreed on a Basic Vocational Training Act (FGU) which forms the legal basis for education institutions and programmes for young people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to modernise and secure the future of the adult, CVET and further VET (EQF 5) system, so that employees, may develop competences that secure their job prospects and remain relevant to labour market needs. The agreement also aims to improve job prospects for the unemployed and unskilled or low skilled people.
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 Tripartite agreement on better and more flexible continuing vocational education was approved in 2017 and implementation started in 2018. The agreement had initially a lifespan until 2021. The main aspects of the agreement are as follows.
The creation of a ‘conversion fund’: around EUR 53.6 million (DKK 400 million) has been set aside, as of 5 March 2018, for a ‘conversion fund’, which will enable unskilled and skilled workers to undertake further training on their own initiative. The...
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 eliminate the problems identified and improve adult education quality, the project plans to develop a quality assurance system through the development of models of self-evaluation and external evaluation of adult education institutions in order to improve adult education based on relevant research data.
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 project Development of a quality assurance system in adult education is financed under ESF Operational programme Effective human resources 2014-20. The implementation period of the project is 40 months beginning from January 2019. The project has a total value of EUR 2 368 780 (HRK 17 838 099). The body responsible for the implementation is the Agency for VET and Adult Education (ASOO). The project is aimed at improving the quality of the adult education system through the development 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.
The amendment of the Law on Adult Education aims at the alignment of the regulations with the development of the national qualifications framework and to improve the quality assurance system, to ensure quality and effective education focused on the needs of the individual and the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The law allowed for formal recognition of non-formal and informal learning validation, as well as systematic quality control of the institutions...
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 level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups of the...
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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.
The objective of the professional discussions is to foster dialogue among experts, who will evaluate the findings of the content analysis and their overlapping areas, define the way to address each of the identified challenges, support modernisation and strengthen public discussion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
At the end of 2020, the Education Development and Quality Office (URKI) with the Ministry of Education, prepared the document Overview of the challenges of the education system in Slovenia. The purpose of the activities during the preparation of the document was to identify the key challenges in the education system. These challenges were identified through content analysis, contributions from the ministry's internal organisational units, and proposals from public institutions and the school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
The purpose of the project is to provide relevant information on real time data and short-, medium- and long-term forecasts on labour market needs to mitigate skill mismatches and skill and labour shortages.
The project aims to upgrade/further develop short-term (up to 1 year) competence and profession forecasting based on current methods and tools and to develop a methodology of medium- (3-5 years) and long-term (10 years) forecasting. The project will also help to establish institutional...
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 project is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...
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, Family, Social Affairs and Equal Opportunities (MDDSZ)
enabling individuals to acquire knowledge, skills and competences they need to thrive in an evolving labour market and society, to benefit fully from a socially fair recovery and just transitions to the green and digital economy;
supporting preparedness of providers of microcredentials to enhance the transparency and flexibility of the learning offering in order to empower individuals to forge personalised learning and career pathways;
fostering inclusiveness and equal opportunities and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are continuing discussions on national level about definition, concept and approach to the microcredentials based on the Council Recommendation on a European approach to microcredentials for lifelong learning and employability.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Sport (MIZŠ) (until 2023)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Aiming to support the adaptability of workers, enterprises and the entrepreneurial environment to the new development requirements, the Labour Institute of General Confederation of Workers (INE/GSEE) implemented integrated and targeted actions to align VET and training programmes to the labour market and to sectoral up- and reskilling needs. These actions contribute to further development of quality assured systems for initial VET (IVET), continuing VET (CVET) and lifelong learning 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 INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.
The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...
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.
Labour Institute of General Confederation of Workers (INE/GSEE)
Ministry of Development and Investments
Small Enterprises' Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants (IME GSEVEE)
Hellenic Federation of Enterprises (SEV)
Centre of Hellenic Commerce and Entrepreneurship Development (KAELE ESEE)
Institute of Greek Tourism Confederation (SETE-INSETE)
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The objective of setting up a national reference point for VET is to develop a culture of quality assurance in national systems, for both initial and continuing VET; in all learning environments (such as school-based provision and work-based learning, including apprenticeship schemes) and all learning types (digital, face-to-face or blended), delivered by both public and private providers.
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 Council Recommendation of 24 November 2020 on VET for sustainable competitiveness, social fairness and resilience calls to develop a culture of quality assurance in national systems, the French-speaking part of Belgium has designated for the first time a National Quality Assurance Reference Point (NRP). A partnership agreement has been developed to formalise the commitment of the project partners to the NRP and to allow the hiring of a project coordinator.
Bodies responsible
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Ministry of the French Community
Francophone Agency for Lifelong Education and Training (AEF-Europe)
The Active Blackboard programme for 2020-24 contributes to the development of the digital, social and creative competences of learners, preparing them for active participation in a modern and innovative society. It responds to the changing circumstances of the COVID-19 pandemic and follows the Strategy for responsible development until 2020 (with a perspective to 2030).
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 programme for 2017-19 was established by Resolution 108/2017 of the Council of Ministers of 19 July 2017. According to the programme evaluation, performed by the Educational Research Institute, positive results for both pupils and teachers were observed. Teaching aids and equipment purchased in the programme are fully used in the schools. However, primary and secondary schools still suffer from a shortage of modern ICT equipment. The evaluation results also recommended the extension of...
Bodies responsible
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The aim of the regulation is to distinguish vocational HEIs that meet the conditions set by the Act of 23 July 2021, which amended the Law on Higher Education and Science and the Introductory provisions to the Law on Higher Education and Science. The Act enables them to use the title of practical academy, and to educate future teachers without the need to sign an agreement with an authorised university. These solutions aim to provide vocational HEIs with greater recognition and reputation in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
If they meet specific conditions, the changes enable vocational HEIs with a vocational higher education institution (uczelnia zawodowa) status, to:
offer courses preparing future teachers for the teaching profession without entering a cooperation agreement with a university, which has scientific achievements in the respective course discipline;
use the words practical academy (akademia praktyczna) in its title.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Strengthen the role of the regional education authorities (kuratoria oświaty) responsible for the pedagogical supervision of schools.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changes to the pedagogical supervision and control of schools, including VET, have been introduced by the draft Act amending the Education Law, the Act on the Education System and other acts, and the regulation of the Minister for Education and Science of 1 September 2021 amending the regulation on pedagogical supervision.
The draft Act introduces changes in the following areas by:
strengthening the role of pedagogical supervision (regional education authorities);
strengthening 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 Accessibility Plus programme provides multifaceted, systemic and coordinated activities aimed at improving the quality of life and providing greater independence for people with special needs, including young and adult learners. It will be achieved through the large-scale improvement in public environment accessibility, such as infrastructure, transport, products and education services.
The main aim of the Strategy for persons with disabilities is the social and professional inclusion...
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 Accessibility Plus programme indicates the following actions for vocational education:
developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.
The Strategy for persons with disabilities 2021-30 involves the following education measures including VET:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the policy is to support society, companies, the academic world and public administration in taking advantage of artificial intelligence 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.
The policy document describes actions and goals in the short, mid and long-term perspective that will serve the development of Polish society, economy and science in the area of artificial intelligence (AI). It is organised into 6 policy areas, one of which is education, including VET. The actions in this area will include updating curricula and supplementing teaching programmes with AI information and solutions, increasing access to education tools (including online tools) for AI and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main aim of the programme is to support the development of competences in mathematics and IT, including computer game design, among talented pupils and students. It is mainly targeted at secondary school pupils and HEI students to activate and develop advanced IT skills, such as algorithmic problem solving or computer game design and programming. The programme also implements the priorities of the Europe 2020 strategy in raising the quality of learning and training and connecting it with...
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 programme includes the creation of a motivation system for talented pupils and students to develop their competences, and a system for non-formal advanced digital competence building. This will be achieved by organising intensive education trips, team contests, teacher support and motivational actions. It will be implemented through two thematic pathways: championships in algorithmics and programming and championships in computer game development.
Teachers of the teams participating 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.
The strategy is the fundamental document for shaping regional policy in Poland to 2030. It identifies development challenges for the country from a regional perspective, determines the major action directions and principles and specifies regional policy objectives and measures to be taken by the government, local governments and other entities involved in the implementation of this policy. According to the strategy, the main objective of regional policy is the effective use of domestic...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:
establishing mechanisms to encourage universities to cooperate with entrepreneurs;
increasing entrepreneurs’...
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 integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
to reward active jobseekers;
to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
to reform CVET and its interconnection with the country’s economy;
to utilize European resources for quality assured...
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 Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
...
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 Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
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 six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
LLCS 2030 focuses on four thematic areas: qualification system; basic skills and civic education; lifelong learning and counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:
second chance education and ‘F-type programmes’ (ISCED 253) for low achievers in lower secondary general...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Raise the attractiveness of following an apprenticeship programme for young people so that more training places can be occupied.
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 Government expressed its willingness to increase monthly minimal remuneration in order to increase the attractiveness of VET for young people.
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.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
In response to the increased need for higher VET graduates on the labour market, a new higher VET programme at bachelor level was introduced. This programme lasts three years (each year counts for 60 ECTS) and leads to a qualification at EQF level 6.
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 Institute for VET in small and medium-sized enterprises (IAWM) reacted to labour market demand for higher VET and implemented a new VET bachelor programme in 'public and business administration'. This higher VET programme was built on the basis of the VET bachelor education for accountants; graduates receive a bachelor diploma (180 ECTS).
This higher VET programme started in the school year 2019/20.
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 vocational and educational training in small and medium-sized companies (IAWM)
The main objectives of updating VET programmes are to:
align VET programmes to the constantly changing labour market needs;
increase employability of VET graduates;
increase learners’ satisfaction and reduce dropout;
increase attractiveness 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.
Each year some existing VET programmes are updated to respond to new developments on the labour market, so that graduates have up to date qualifications allowing them to find an employment.
To update a VET programme, companies request the Institute for vocational and educational training in small and medium-sized companies (IAWM) to adapt its VET offer. When a programme has then been modified, the government requires three types of expertise from training companies, which certifies that...
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.
Government of the German-Speaking Community
Institute for vocational and educational training in small and medium-sized companies (IAWM)
Providing teachers and secondary learners with laptops so that they can participate in digital classrooms.
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 Government of the German speaking community decided to equip teachers and secondary learners (including apprentices) with laptops to guarantee good functionality of online classes. The Ministry of the German-speaking Community is responsible.
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 efficiency and effectiveness of the services provided, while reducing bureaucracy and operational and administrative costs.
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 integrated information technology system includes various subsystems such as an electronic archive, an accounting and human resource system, an internal portal, as well as the digital platform Hermes, covering the operational needs and all services provided by the HRDA using modern information communication technologies (ICT).
The system significantly enhances the utilisation of new information technologies by HRDA and at the same time contributes to promoting the use of ICT 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)
The Integrated student evaluation system (ISES) aims to:
give emphasis to formative assessment and to diagnose student needs in relation to specific expected outcomes;
facilitate the necessary education interventions for improvement (based on the early diagnosis of student needs);
test and develop alternative forms of assessment/evaluation.
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 Integrated student evaluation system (ISES), which includes formative assessment and diagnosis of student needs, is in place since the 2019/20 academic year. Based on the operating regulations of secondary education, semester core exams have also been implemented.
Through actions compatible with the framework of teachers’ professional development on formative assessment, alternative forms of student evaluation and modern teaching methods, teachers are supported in implementing ISES.
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
The measure is part of the Equal start initiative: development of the lifelong learning support system (2021-24) and has the following objectives:
Develop a digital platform that would make it easier for learners to find training programmes in one place, including the creation of an individual learning account system;
help to change the culture of lifelong learning in Lithuania by offering more flexible learning opportunities;
invest more purposefully in strengthening the most relevant...
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 platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.
The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the initiative is to develop a lifelong learning support system providing equal training opportunities for all individuals and enabling synergies between all key components of the system:
comprehensive career guidance system for all;
integrated management of the lifelong learning system with clear division of responsibilities and functions between key players;
a coherent support system for both learners facing challenges and difficulties and adults seeking to upskill and/or...
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 Equal start initiative, the following developments are foreseen:
development of a network of regional career centres that would ensure provision of career guidance services starting from early years pupils and accessible to all age groups;
creation of a centralised system for the recognition of formal, non-formal and informal learning, facilitating transition from one level of education to another;
creation of a model for a joint lifelong learning system, 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.
Providing extra attention to the well-being of students, and VET students in particular, is an important assignment for the future.
Providing VET colleges with tools and tips to monitor and improve the well-being of students and prevent the spread of compromising images of students and teachers in order to create a safe environment, both within and outside the boundaries of the school.
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 is increasing attention for the well-being of VET-students, partly due to the COVID-19 pandemic. The ministry set up different measures to improve the mental well-being of VET students and to monitor this.
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.
Council for upper secondary VET schools (MBO Raad)
Foundation for Education and ICT (Stichting Kennisnet)
School and Safety Foundation (Stichting School en Veiligheid)
The goal of the National education programme is to reduce learning disadvantages caused by the COVID-19 pandemic. There will be special attention to the quality of education and the well-being of students. The scope of education delays will be made clear and the understanding of which interventions are most effective will increase. Education equality will also be promoted.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
COVID-19 caused a delay in studies for many students. To recover from these delays, the Dutch government has made EUR 8.5 billion available for a national education support programme for recovery and perspective (Nationaal Programma Onderwijs: steunprogramma voor herstel en perspectief, NPO), of which EUR 2.7 billion has been reserved for measures in upper secondary vocational education programmes. Over the next 2 school years (2020/21 and 2021/22), VET colleges may choose from a menu 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 Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The main objective of the reform is to transform Czech teacher training so that each year there are enough teacher training graduates ready to help their students to exploit fully their potential. The teachers prepared in this way will contribute to the fulfilment of two long-term goals of the Strategy 2030+:
to focus education more on the acquisition of competences needed for an active civic, professional and personal life;
to reduce inequalities in access to quality education and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
During the period 2022-24, the reform focuses on the following areas and activities:
introducing a unified teacher competence profile determining the professional prerequisites and competences of teacher training graduates. The competence profile will help the faculties to focus their training better and to be able to evaluate and gradually improve its quality;
transforming practical training of undergraduate teacher trainees, improving its quality and linking teaching practice more...
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The primary objective of the pilot testing is to verify the effectiveness of the recognition of international ICT certification standards. The pilot also aims to identify the opportunities and conditions under which it would be possible - by means of an Amendment to the School Act and the relevant implementing Decree on Detailed Conditions on Completing Education by the Maturita Examination in Upper Secondary Schools - to replace part of the exam in the education field Informatics and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 1 October 2020, the Ministry of Education, Youth and Sports launched a pilot aimed at recognising international ICT certificates, that prove students’ knowledge and skills not only in informatics and information and communication technologies (in upper-secondary general schools, Gymnázia) and in education in information and communication technologies (in secondary VET schools) but also in digital competences in the profile part of the Maturita examination: Maturita in 4-year 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.
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The main goal is to introduce the theme of continuing professional education and training in a strong and transparent way into the social dialogue at the national level.
So far, the social partners in the Czech Republic have had only consultative role in the area of education and training. The proposal aims to gradually proceed to higher level of shared responsibility where social partners would cooperate on defining and governance of the continuing professional education and training system.
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 proposal was drafted in the framework of the project Social dialogue and society 4.0 (2019-22), It is implemented by the Czech-Moravian Confederation of Trade Unions, the biggest trade union association in the Czech Republic, in partnership with the Confederation of Industry, the biggest employer organisation. The general idea of the proposal is to build a continuous learning culture and make it an integral part of not only social dialogue, but also society as a whole. A coherent public...
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The strategy to support SMEs contributes to the development of seven key areas, one of which is workforce, skills and education. Specific objectives are:
developing the skills of students in line with the requirements of the labour market by supporting the establishment and strengthening of appropriate forms of cooperation between schools and businesses and increasing the quality, efficiency and relevance of training for future professions;
providing further education, particularly in...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Strengthening cooperation between companies, especially SMEs and schools, will be implemented by means of promoting and organising joint events. The strategy also promotes organising of students’ work placements and internships in businesses. There will be shared workshops, shared classrooms and training centres established for the teaching of technical subjects and youth education in respect of Industry 4.0. The strategy supports instructor training by practical training providers...
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The ultimate objective of this component under the National recovery and resilience plan is to adapt education to the changing needs of the labour market, address the lack of IT specialists and advanced digital skills across the labour force, and ensure long-term employability.
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 financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.
Under Component 3.1 Innovation in education in the context of digitisation, funding is provided...
Bodies responsible
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Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
The main objectives of the plan for education and training include:
improving the digital skills of students and teachers;
adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially...
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The aim of the initiative is to double the number of apprenticeships abroad to 2 000 by 2027.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to learn more about motives and expectations, as well as existing obstacles to mobility and potential incentives for mobility abroad, the project Partnership commissioned ibw Austria: Research and development in VET in 2020 to conduct the study 'Foreign mobility in apprenticeship training'. The results were presented at the OeAD on 30 September 2021 and a concrete objective and five action priorities for increasing apprenticeship mobility were derived from it.
The study shows that...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
The objectives of the national programmes focusing on VET priorities are:
to provide additional financial resources to VET institutions, and the social partners, to address specific aspects of their activities (for which initial allocated funding does not suffice) to achieve better results;
to address better the personal needs of the students (and/or other target groups depending on the specifics of each 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.
There are three national programmes with VET as their focus, not all starting in the same period. All these programmes are managed by the VET Directorate of the education ministry:
National VET programme
The programme aims to support improvement in the quality of VET provision and the labour market relevance of VET by providing schools with state-of-the-art equipment, update and/or developing, for the first time, curricula and study programmes, e-learning material and VET teacher training.
...
Bodies responsible
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The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:
changes in the admission plan for education for better adaptation to labour demand;
advanced training and training at the request of employers for the unemployed;
training for employees;
providing 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.
Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.
The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...
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To support the national labour market policy by providing analysis and data on the skills needed for key professions/occupations in all economic sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.
Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions...
Bodies responsible
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Ministry of Labour and Social Policy
National employer organisations
National employee organisations
National Agency for Vocational Education and Training (NAVET)
to improve management and digital skills as an inclusion factor considering the qualification process as a common and mobilising cause for Portuguese society;
to support the social institutions’ need for training by empowering and qualifying their staff;
to allow a quicker adjustment between the supply and the demand for skills and qualifications in the social area job market, allowing the development of specific skills by implementing training sessions...
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 training programme is based on a set of specialised training sessions in management, finance, leadership, innovation and digital areas. According to accurately identified needs this training targets the members of the social board, heads of department, workers of social sector institutions and also unemployed people.
The Valorizar social programme is composed of short training units with a maximum of 350 hours.
Bodies responsible
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Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
National Confederation of Solidarity Institutions (CNIS)
build capacity, by strengthening pedagogical resources;
monitor by assessing the impact and efficiency of the measures and resources.
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 plan is addressed to the basic and secondary level students, with focus on three structural elements:
teaching and learning that focuses on pedagogical tools for a more flexible curricular development, based on a greater capacity for autonomous and contextualised management, on strategies of proven effectiveness, on school and community activity and on support for students, especially in the school years and skills development most affected by the pandemic;
support to educational...
Bodies responsible
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Some companies refrain from creating an apprenticeship place. Other companies lack the time in their daily work to deal intensively with their apprentices. The number of training place and quality of the vocational education and training (VET) suffers as a result. Inter-company apprenticeship training (ÜLU) is one solution. The offer complements and supports the training provided by the companies. In this way, the motivation of small and medium-sized enterprises (SMEs) to offer training...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Government provides subsidies of around EUR 50 million annually for the inter-company apprenticeship training (ÜLU), making a contribution to the course and accommodation costs for apprentices from the second year of training onwards. The current funding guidelines allow a subsidy of up to one third of the course costs and up to half of the accommodation costs. The assessment basis for the federal funding lump sums is based on the determined average cost rates of the courses. The...
Bodies responsible
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Federal Ministry of Economic Affairs and Climate Action (BMWK)
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
The goal of the reform of continuing education at higher education (HE) institutions, anchored in the programme of the current government, is to improve the framework conditions for CET programmes in order to strengthen their quality, transparency and international reputation.
In the decision of the Council of Ministers of 21 April 2021, which gave the go-ahead for the implementation of this reform, several objectives are associated with this project:
standardisation of the (legal)...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to implement this reform, the higher education law was amended. The so-called higher education legislation package came into force on 1 October 2021.
The central actor in this reform is the Federal Ministry of Education, Science and Research (BMBWF). The four types of HE institutions (universities and university colleges of teacher education, universities of applied sciences and private universities) are also involved. Those interested in continuing education at HE institutions...
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)
In addition to the provision of IVET and CVET (upskilling, reskilling), Centres of excellence in VET (CeEVETs) must offer retraining of teachers, head instructors and instructors, offer work-based learning opportunities for dual learners contracted by SMEs, and be an interface between basic schools (lower secondary education in particular) and VET schools and between VET schools and higher education institutions for career choice and VET-related aspects. CeEVETs will be responsible for 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 creation of centres of excellence in VET (CeEVETs) is determined by the Lifelong learning and counselling strategy for 2021-30 adopted by the government on 24 November 2021. According to the strategy action plan, a pilot phase of transforming some of the existing centres of VET into CeEVETs should already start in 2022, co-funded from ESIF (specific objective 1.4 ‘Developing skills for smart specialisation, industrial transition and entrepreneurship’ of Operational programme Slovakia...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
The component of the National recovery and resilience plan (RRP) Accessibility, development and quality of inclusive education at all levels contains reform on Implementation of tools to prevent early school-leaving and adapt F-type VET programmes. The objectives of the Lifelong learning and counselling strategy for 2021-30 related to this component of RRP are:
to increase the permeability of the VET system by cancelling dead-end in VET currently represented by the F-type 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.
The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, tackles this issue in Part ‘Second chance education and F-type programmes’ that suggests four measures aimed at:
transformation of the former F-type programmes into ‘combined’ programmes offering both completion of lower secondary general education and receiving at least EQF level 2 VET qualification allowing for continuity in initial VET;
allowing exceptional extension of lower...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
The objective of the relevant part of the Lifelong learning and counselling strategy for 2021-30 is strengthening legislative, financial and institutional support for improving the basic skills of adults.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:
embedding the term ‘basic skills’ in the Lifelong Learning Act;
piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
improving digital skills of citizens in line with the Reform 6 component ‘Digital Slovakia’ of the National recovery and resilience plan;
introducing piloting a financing scheme for support of non-formal learning of low-skilled adults...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
Government Office of the Slovak Republic
Ministry of Investments, Regional Development and Informatisation
Whereas part-time training used to be aimed almost exclusively at people with family responsibilities, the new model is developing from an exceptional solution for a small group of addressees into a design option for all apprentices. This flexible offer is an important building block to cope with the existing 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.
The amendment to the Vocational Training Act in 2020 (Section 7a BBiG), makes it possible to organise part-time vocational training individually in terms of time. In addition to single parents or individuals caring for family members, the option of part-time training is further opened up to additional groups. People with disabilities or refugees, for example, who want to or have to pursue gainful employment next to their training, can now also benefit from the option of part-time 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.
Federal Institute for Vocational Education and Training (BIBB)
The most important measures of the strategy aim at:
establishing a new district programme that will mobilise the demand side to develop the educational offers they need in collaboration with vocational schools, university colleges or universities;
creating an application-based scheme where bodies such as study centres can apply for funding for projects and activities together with vocational schools, university colleges and universities;
establishing fully digital educational offers;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy is intended to increase access to flexible and decentralised services throughout the country for vocational schools, colleges and universities.
This is intended to be done through:
strengthening cooperation between the actors in education and work through strengthening connections between supply and demand;
working to ensure that flexible offers are of high quality and are adapted to the needs of the individual and working life.
The Ministry of Education and Research is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategy views Norwegian participation in Erasmus+ and the European Education Area as crucial for increasing the quality and relevance of education, and believes that this contributes to solving major societal challenges related to inclusion, diversity, digital and green transformation. The government is aiming at wider participation in Erasmus+, so Norway can make full use of the opportunities offered by the programme.
The government has set the following goals for participation:
to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy is focused on strengthening and improving Norwegian participation in Erasmus+ and the European Education Area, in order to provide more learners, youths and students, teachers and staff with opportunities for intercultural learning and exchange in Europe. The quality of education and training is to be further developed through international cooperation.
The government also wants more Norwegian interests to be able to cooperate with the best environments in Europe in order to...
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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.
The government's aim is a society with opportunities for all, where everyone who can, participates in working life. The goal is for no one to be left out.
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 White paper (Meld. St. 32 (2020-21), approved on June 2021, presents a comprehensive policy to include more people in working life and society.
The government has identified six areas where there is a need to continue to develop and strengthen efforts to prevent social exclusion and include more people in working life and society: they include better coordination between education, work and health, and better adaptation for users with extensive and complex challenges.
The government...
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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.
The objective is to develop recommendations on new admission regulations for higher education.
The overall goal is to grant everyone equal opportunities to study. The choice of education should be determined by abilities and desires rather than social background. It is also a priority to make higher education more accessible and enable more people to attend continuing and further education. The goal is to attract more international students, and to have a better gender balance and increased...
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 Norwegian government has appointed a committee of stakeholders to conduct a comprehensive review and assess the regulations for admission to higher education.
The committee is to make recommendations to the Ministry of Education and Research on the creation of understandable and flexible admission regulations, which ensure applicant legal rights, and can be adapted to the future of higher education and technological development. The new regulations are expected to:
ensure that 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 objective is to simplify the process of communication concerning vacant apprenticeships and to map the needs of apprentices at national 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.
The Directorate for Higher Education and Skills (previously Skills Norway), and the Directorate for Education and Training, have to assess how a national portal may simplify the matching of learners and apprenticeship placements and needs.
The directorates studied models for, and the costs of, developing and operating a national apprenticeship portal. They also suggested different solutions. It was a requirement that at least one of the solutions had to be able to be implemented within 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.
Through several of the programmes, Norway will have access to important research, infrastructure and technology that it cannot develop alone.
It is important for the country to be part of European investment in digitisation: Europe can build the necessary capacity in areas such as artificial intelligence, supercomputers and cybersecurity.
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 government has decided that Norway will participate in several EU programmes in the period from 2021 to 2027. Some programmes are a continuation of existing cooperation, but the country also plans to join new programmes. The EU's major investments in digitalisation and green priorities are important factors in the programmes Norway has chosen to join.
These priorities are nationally important and affect several areas in the society, as well as vocational education and training.
Norway...
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to support the continued growth of the higher vocational education sector;
to establish a system for the allocation of new student places which takes into account the skills needs of the labour market, and the planning capacity of vocational education schools, which is based on an analysis of the available knowledge base and skills needs;
to create new paths from upper secondary education to higher vocational education;
to examine 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 strategy was proposed by the Ministry of Education and Research for further improving and strengthening higher vocational education. It is aimed at higher vocational education and all actors in the field. The beneficiaries are both individual students and society, mainly by improving quality and increasing autonomy.
The priorities focus on the following four areas:
Growth in the tertiary vocational college sector
The government is to take steps to ensure continued growth in higher...
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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.
The reform aims to give people the freedom to choose. Completion of upper secondary education gives young people and adults the freedom to choose their way forward in life, more people will have equal opportunities for better lives.
The government aims for nine out of ten to complete and pass upper secondary education by 2030. The Completion reform, with open doors to the world and the future, contains measures to equip more young people and adults with key and/or professional competences,...
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 reform will include more options for completing upper secondary education, including for adults, along with more relevant training and a right to apprenticeship in VET.
All students in upper secondary education, including both IVET and CVET, will benefit from the policy development.
These are the most important measures foreseen in the Completion reform:
everyone who starts upper secondary school will have the right to complete an upper secondary degree;
training courses will be...
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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.
The objective is to define measures to reduce the impact the learner’s gender, background and previous school results may have for future benefits of education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education and Research established an expert group to investigate how schools may raise education quality. The expert group has to suggest measures to reduce the impact that the learner's gender, social background and previous learning outcomes may have for the benefits of education. The expert group is to explore how school owners and schools can better conduct a systematic quality development approach to increase the education quality, reaching better learning results.
...
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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.
The overall objective of the Wallonia Recovery Plan is to make Wallonia a Region resolutely focused on prosperity shared across the region, businesses and citizens, and which integrates the challenges of intergenerational fairness. The pooling of the action plans aims to ensure coherence to maximise the positive outcomes for Wallonia.
Strategic objectives have also been put in place with regard to the major priorities of the Walloon Recovery Plan for VET and employment:
improve initial...
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 Wallonia Recovery Plan, adopted in October 2021, includes more than 300 projects and programmes, structured around 6 strategic priorities:
investing in youth and Walloon talent (priority 1)
supporting well-being, solidarity and social inclusion (priority 4)
guaranteeing innovative and participative governance (priority 5)
supporting the rebuilding and resilience of disaster-affected...
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The Ministry of the Environment, Climate and Sustainable Development (MECDD) coordinates the development of an inter-ministerial National Strategy for Circular Economy (Stratégie pour une Économie Circulaire Luxembourg). In this framework, the Ministry of Education, Children and Youth contributes to the provision of educational offers and material on sustainable development for teachers.
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 platform for education on the environment and sustainable development, created following the 2007 National Nature Conservation Plan, enables networking by professionals involved in education on the environment and sustainable development who are now cooperating in relation to the objectives of the 2030 agenda. It is intended for non-governmental organisations, local administrations, and institutions active in Education for Sustainable Development (ESD), but also for teachers and trainers...
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 the Environment, Climate and Sustainable Development (MECDD)
Natur&ëmwelt
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
The agreement is set around the following objectives:
identification of training needs for the social economy sector and development of partnerships;
raising the qualifications of the social economy sector;
innovation and flexibility in the training implementation;
increasing incentives for the training participation of social economy institutions and individuals;
creation of a vocational training centre for the social economy 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.
The agreement responds to the training needs and emerging challenges faced by the sector, which require a continuous updating of knowledge and skills, increase in specific training offers, and the development of tailor-made continuing training.
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, Solidarity and Social Security (MTSSS)
Issuance of the EDCL in addition to paper diploma or certificate in initial vocational education and training (IVET).
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 EDCL offers many benefits for citizens, employers, and organisations, enabling:
students to prove the validity of their diploma or certificate;
training institutions across Europe to issue diplomas and other certificates of learning in a format that is easy to generate;
authorities (employers, universities, etc.) to easily check the authenticity of harmonised documents;
a common understanding of qualifications and certification across and beyond the European Union;
the...
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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.
Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
The VET agreement enables conditions for vocational training, particular the certified variety, to be a significant part of the growth effort, ensuring recognised training, alignment with the needs of companies and sectors, and recognition of individual training, improving their employability.
It also aims to deepen the role of social partners in the training system. This will be done without prejudice to the needed integration of the reflection in a global vision of the national...
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 agreement is to be a common ground of a tripartite understanding, between the government and the social partners, in the following areas of intervention:
regulation and governance of the vocational training system (framework and regulation, regulation model and financing sources and quality improvement);
further development of the system’s instruments and responsiveness (improve the flexibility of the SNQ, strengthen responses to sectoral needs and dynamics and improve incentives...
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 programme aims to develop micro, small and medium-sized enterprises (SMEs) in Portugal by strengthening the professional skills of their employees in those areas.
The main objective is to qualify and train human resources in order to:
increase their employability, promote the integration of unemployed people in companies and contribute to preventing the risk of unemployment, in the case of the employed, and simultaneously increasing their contribution to the success of the employer's...
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 training courses are part of the national catalogue of qualifications (CNQ) and the training content is included in the thematic area of internationalisation.
The programme training is composed of a set of short-duration training units (UFCD) of the CNQ with a maximum duration of 350 hours.
Whenever deemed useful and pertinent, although not mandatory, the training paths, available online or face-to-face, may be complemented by work-based learning (WBL), with a minimum duration of 140...
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Institute for Employment and Vocational Training (IEFP)
Portugal Global - Trade and Investment Agency (AICEP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
To promote the diversification of education and training offer in low-density territories, allowing response to several interests: of students; the quality of learning and school success; the qualification and employability levels of young people; and needs of the economy and the labour market of these 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.
The project is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.
The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...
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.
Directorate General for Educational Establishments (DGEstE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The goal for Portugal is the release of around 360 000 people from the risk of poverty or social exclusion, including 120 000 children.
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 approach underlying the National anti-poverty strategy goes far beyond the definition of poverty as the deprivation of monetary resources, avoiding approaches focused solely on the analysis from a monetary point of view and seeking to make poverty reduction dependent only on economic growth. It is based on a broader vision of poverty, assuming poverty as a complex and multidimensional phenomenon, which constitutes a violation of human and citizen rights and requires integrated action...
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Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (ME)
Ministry of Infrastructures and Housing (MIH) (until 2023)
to look to the future, reinforcing the inclusion of people with disabilities;
more cohesion and solidarity and that respects diversity.
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 ENIPD 2021-25 is based on eight strategic priorities: citizenship, equality and non-discrimination; promoting an inclusive environment; education and qualification; work, employment and vocational training; promotion of autonomy and independent living; measures, services and social supports; culture, sport, tourism and leisure; and knowledge, research, innovation and development.
The implementation of the education and training related priorities includes:
definition of a framework of...
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The objectives of the project are to suggest various relevant policy levers for a long-term all-of-government strategy to foster skills development in Luxembourg.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.
The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of...
Bodies responsible
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Ministry of Education, Children and Youth
Ministry of Higher Education and Research
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
To improve the quality of VET and diversify its learning opportunities through internalisation and learning mobility.
To monitor and further expand the use of mobility opportunities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following measures are foreseen:
promoting learning mobility in VET: supporting the internationalisation of VET, including support for the implementation of Europass, improving data collection and analytics, monitoring and analysis of learning mobility;
participating in Erasmus+ and other development and cooperation projects, and mobility schemes to mobilise best international experience;
participating in EU-level debate and development activities on the creation of key profiles for...
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To keep pace with the rapidly changing world of labour, and to ensure equal access to high-quality education irrespective of learners' social and cultural backgrounds, age and gender, it is necessary to increase coherence between, and the flexibility of, different levels and types of education. The dividing lines that prevent permeability between formal, non-formal and informal learning, as well as between general and vocational education, need to be reduced.
To create opportunities for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In order to ensure flexible learning opportunities, accessibility of high-quality education and training, and supported learning with the aim of reducing drop-out and early leaving rates and exploiting every individual's potential to the fullest, the following measures are foreseen:
developing and implementing a common standard for secondary education to integrate general and vocational secondary education;
updating the Standard of vocational education and specifying the differences...
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The main goal of the Norwegian Committee on Skill Needs (KBU) is to find out what skills and competences the Norwegian labour market are needed in the future, to adapt the education system accordingly.
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 2017, the KBU has provided thorough professional assessments of Norway's future competence needs. Three comprehensive reports have ensured the authorities and the labour market, both regionally and nationally, a solid basis for both planning and making informed decisions. As part of the government's competence reform, the committee continues the work until 2027. The competence reforms goal is lifelong learning to ensure work.
The Committee on Skill Needs (KBU):
analyse and assesses...
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Objectives of the new funding guideline are integrating education platforms and services nationwide based on common standards, thereby supporting access to education. The National education platform project is embedded in the Digital education initiative where learning, teaching and training are improved across the entire education pathway so that all generations can move confidently in the digital world. The National education platform as a hub will support and professionalise 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 2021, the Federal Ministry of Education and Research (BMBF) is funding the first prototype of a technical infrastructure for a digital education platform. As a hub, it is intended to integrate existing and new digital education platforms into a nationwide platform system, providing every user with central access to education offers. The digital education area is based on common standards, formats and interoperable structures that are compatible with the rest of Europe in the sense of a...
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The aim of this programme is to support the municipalities to tackle urgent challenges in education: from digitalisation to the development of new cooperation and services, and to the expansion of promising education topics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...
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The pool in question aims to strengthen youth education work with green entrepreneurship. The pool must support youth education being prioritised in the green agenda.
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 total of EUR 1.33 million (DKK 10 million) is planned to be available for distribution each year from 2021-23. The Ministry of Children and Education is responsible for distributing the funds for supporting courses and action learning activities for teachers and trainers. The aim is to enhance knowledge on green entrepreneurship and contribute to green development.
All youth institutions, including VET, can apply to the pool for funding on projects that aim to support and strengthen...
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a. support students searching for an apprenticeship;
b. ensure that students get a contract with a company as early as possible;
c. strengthen coherence in training courses for apprentices;
d. allow an increased number of school weeks in VET education;
e. recruit and train more adults in VET education;
f. ensure that the attractiveness for companies of having apprentices is supported; there will be an increase in reimbursements to companies with...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the agreement and as from 1 January 2022
Students must not be left on their own when searching for an apprenticeship
The VET institution must provide information on apprenticeships to students who cannot find one; this is to minimise the responsibility that today is placed entirely on the student.
b.Early apprenticeship contracts
VET colleges must ensure that at least 80% of VET students have an apprenticeship contract before completing basic course 2 (GF 2) to ensure a...
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The objective is to promote efficient skills provision and lifelong learning in the long term and facilitate transition to the labour market. The aim of the initiatives included in the assignment is to reinforce the conditions for authorities and other actors to create and provide digital services that strengthen individuals' positions in the labour market while meeting the skills needs of the private and public sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In June 2021, the government gave several national authorities involved in education and employment the mission to develop digital services that provide data about education and the labour market, as well as to establish forms for the management of a coherent data infrastructure for the provision of skills and lifelong learning. These authorities shall jointly investigate the conditions for, and begin work on, developing common concepts or translation keys between existing conceptual...
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The objective is to address skills mismatch and improve alignment between the skills needed in working life and the actual skills workers have.
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 characteristic feature of Swedish working life is that many professions are skills-intensive, requiring constant upskilling and life-long learning. Actions need to be taken aimed at safeguarding provision of skilled workers by facilitating access to reskilling and upskilling. One measure is to provide funds enabling individuals to strengthen their position in the labour market. To this end, in 2021 the Government has proposed study grants to individuals that are established in the labour...
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The objective is to facilitate establishment of newly arrived migrants and safeguard skills provision in the healthcare sector where the outbreak of Covid-19 has increased the need for health care personnel.
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 2021, the Government has commissioned the county administrative boards to allocate funds to projects aiming at training and education for newly arrived migrants and asylum seekers with experience of working in health care or foreign healthcare education.
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 this policy development is to take forward the work on green transition and sustainability in VET, so that the VET sector can contribute to society’s green renewal.
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 initiative supports:
competence development and continuing education in relation to green transition and climate response EUR 13.5 million (DKK 100.5 million). The education ministry is responsible for the administration of the funding. Activities will primarily take the form of courses and action learning activities for VET teachers and trainers;
knowledge centres to develop new materials and teaching courses in the green transition and sustainability, to be implemented in VET and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of this policy development is to enhance the use of role models by doubling their number from 60-80 to 120-160 until 2027.
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 initiative is a prolongation of an existing system for the use of role models in providing guidance on VET. The use of role models, i.e. using young people from VET as ‘counsellors’ in primary schools, has shown good results in this respect. The Danish organisation of VET students is responsible for activities such as campaigns and events on VET institutions.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objective of the Scholarship policy is to encourage young people to enrol in vocational and technical education programmes in upper secondary education.
Other objectives are:
preventing the mismatch between labour supply and demand;
improving enrolment in the fields of education that are important for economic development and employability;
encouraging enrolment in upper secondary vocational and technical programmes at risk of extinction due to insufficient enrolment interest...
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 Scholarship policy 2020-24 includes an overview of the legal bases and of the scholarship allocation system, an overview and indicators of the Scholarship policy 2014-19, describes the current situation on the labour market, and defines deficit areas for the next five years. It sets up the implementation framework for awarding scholarships for professions in deficit (goals, funding, indicators) to encourage young people to study for these professions (programme ‘Scholarship for deficit...
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, Family, Social Affairs and Equal Opportunities (MDDSZ)
Public Scholarship, Development, Disability and Maintenance Fund
Law 4763/2020 aims to promote the joint strategic planning of VET. To this end, it reforms VET governance substantially to avoid overlaps, better address labour market needs and support autonomy at VET provider level.
The main objectives of Law 4763/2020 are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
improving employability for all.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to Law 4763/2020, the General Secretariat for VET, LLL and Youth is responsible for designing, implementing, coordinating and monitoring policies in the relevant fields. It is also the supervisory body for the implementation and monitoring of VET and LLL programmes.
In addition, the law set up advisory bodies (including social partners and VET stakeholders) at national and regional level to support VET governance.
Nationally, the main advisory body introduced is the Central...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth