Based on the online job advertisements analysis, the report was to capture the jobs and skills most in demand by employers and to identify career pathways, particularly for those whose employment has been impacted by COVID-19.
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 research report analyses the state of the Irish labour market through job advertisements, particularly looking at job displacements resulting from the impact of the COVID-19 pandemic and other factors, such as digitalisation. Using a skills adjacency model, the report highlights reskilling and upskilling opportunities to help displaced workers get back to employment. It focuses on possibility (skill overlap between occupations), feasibility (similar education requirements and stable 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.
To devise a FET funding system that is ‘future-proofed’, transparent, operationally effective for both, funders and FET providers, offering value for money for the Irish taxpayer, and able to ensure inclusion and equal access to FET for everyone.
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 process of review started in 2019 with the agreement on the guiding principles and approach. An international expert panel was appointed, with an internal funding model review advisory group and data modelling working group established to support the panel’s work.
The review panel had to review the existing approach to funding ETBs to deliver FET by SOLAS in terms of its effectiveness in delivering on national objectives, facilitating ETB flexibility and autonomy in responding to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Cavan Monaghan Education and Training Board (CMETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Cork Education and Training Board (CETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
The published policy platform Progressing A Unified Tertiary System for Learning, Skills and Knowledge outlines 35 key objectives that could be summarised as follows.
Learning and Development Opportunities: creation of HE/FET collaborative programmes through the development of more collaborative approaches to programme planning, development and delivery across the sectors;
Inclusion: development of more unified frameworks across FET, HE and research and innovation (R&I) to progress...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Creating a unified tertiary system is one of the strategic priorities of the National FET strategy 2020-24. Key stakeholders, DES, Quality and Qualifications Ireland (QQI), SOLAS (the national authority for FET), Higher Education Authority (HEA), Education and Training Boards Ireland (ETBI), the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA) agreed on an action plan to work towards a more strategic and consistent transitions approach to FET 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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Creating CotFs, supported with capital investment, is aimed at putting in place a FET system that provides cutting edge, quality and accessible education and training to potential learners, staff, employers and communities. CotFs should improve the perception of FET and lifelong learning in the Irish society by being centres of community-based learning excellence.
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 FET Strategy defined that CotFs should have the following characteristics:
consolidation: CotFs are single integrated colleges;
dual outcome focus: the offer of courses designed to facilitate immediate entry to careers and employment and those that link directly to further study in HE, epxloring opportunities for co-delivery with HE institutions;
access pathways: supporting a learning pathway from a network of FET providers offering Level 1 to 4 provision;
consistent...
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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The Action Plan aims to deliver an apprenticeship system that is flexible and responsive, providing a strong value proposition for employers and potential apprentices, attractive and easy to engage with, and delivers high standards and sought after qualifications.
The main objectives of the plan are:
a high quality and innovative approach - apprenticeship will deliver the highest quality of work-based learning (WBL), supporting and demonstrating innovation to empower apprentices 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.
Ireland’s Action Plan for Apprenticeship 2021-25 was launched in 2021 by the Ministers for Further and Higher Education, Research, Innovation and Science and the Minister of State for Skills and Further Education. The plan aims to expand the types of programmes available and increase the number of apprenticeships to 10 000 per year by 2025. The plan is to ensure equity of access by creating simplified routes to entry, and improved flexibility within the system so that underrepresented groups...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Green skills for life: creating awareness of climate justice, sustainability and bioeconomic issues across VET learners and staff.
Green skills for construction: training and upskilling individuals in construction occupations in the latest green technologies.
Green skills for careers: creating career opportunities in the green economy for the employed, unemployed and those in vulnerable 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 policy roadmap ‘Green Skills for FET 2021-30’ sets a strategic direction for green skills initiatives throughout the Irish FET sector and points to key areas for the FET Sector in the transition to a green economy. The policy incorporates the National Recovery and Resilience Plan (RRP), the Green skills action plan and responds to some other national policies and legislation, e.g. Skills for zero carbon (2021), Future Jobs Irelans (2019) and the Action plan for apprenticeships 2021-25....
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.
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Department of the Environment, Climate and Communications
The core objective of the external review is to evaluate the implementation and effectiveness of an ETB’s internal quality assurance procedures.
The purpose of the inaugural review of ETBs quality assurance was to:
encourage a quality culture and improvement of the learning environment and experience in the ETBs by using evidence-based, objective methods and advice;
provide feedback to ETBs about the overall effectiveness of their quality assurance, organisation-wide quality 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 external review is conducted by review teams. National and international external reviewers are selected for their expertise in one or more specific areas, providing perspectives from education and training, quality assurance, learner voice, community and industry. SOLAS and the Adult Learning Association (AONTAS) provide support to the review teams.
The external review examines the following aspects:
Governance and management of quality
The review evaluates the comprehensive...
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.
Quality and Qualifications Ireland (QQI)
Further Education and Training Authority (SOLAS)
Waterford Wexford Education and Training Board (WWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Tipperary Education and Training Board (TETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Limerick Clare Education and Training Board (LCETB)
Laois Offaly Education and Training Board (LOETB)
Kildare Wicklow Education and Training Board (KWETB)
Cork Education and Training Board (CETB)
Kerry Education and Training Board (KETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
City of Dublin Education and Training Board (CDETB)
Donegal Education and Training Board (DETB)
Galway Roscommon Education and Training Board (GRETB)
Cavan Monaghan Education and Training Board (CMETB)
The resilience of the education system should be increased by strengthening competences for the digital and green transitions; modernising curricula in line with the needs of the economy and society; linking education, science and economy to exchange knowledge; offering students the chance to acquire qualifications flexibly in schools, workplaces and digital environments; and strengthening the transition from education to the labour market.
With the Modernisation of technical and vocational...
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 Modernisation of VET project is currently being implemented for the period 2022-26 by the Institute of the Republic of Slovenia for VET (CPI) in cooperation with other public institutions and social partners. It has five components.
Competences and qualifications for the digital and green transitions
The project, in the dialogue with social partners, defines a new development period for VET in Slovenia in the direction of greater connection with the labour market, the needs of the...
Bodies responsible
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Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Government Office for Development and European Cohesion Policy (SVRK)
creation of 120 sectoral skills centres (SSCs), which will be centres of education, training and examination;
training of a total of 24 000 people, of which at least 60% are adults, at least 20% young people, and at least 10% vocational education teachers who have completed sectoral training;
introduction of appropriate changes to regulations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Sectoral skills centres (branżowe centra umiejętności) are to be technologically advanced education, training and examination centres in a given industry.
This initiative comprises the following main activities:
announcement by the Foundation for the Development of the Education System (FRSE) of a competition for the establishment and support for the operation of 120 sectoral skills centres implementing the concept of centres of vocational excellence (CoVEs);
construction of a new...
Bodies responsible
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Ministry of Education and Science
Foundation for the Development of the Education System (FRSE)
To provide education and care to Ukrainian students migrating to Poland due to armed conflict in Ukraine.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued six regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.
The regulations allowed:
the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...
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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.
Adapting the VET offer to the needs of the green transition through increasing and promoting CVET offer, introducing new green IVET programmes and occupation-specific green skills in the existing programmes; piloting transversal skills, e.g. circular economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Centre for Continuing Vocational Training (CNFPC) has modernised its infrastructure (workshops, labs, training spaces) and offer to include new courses focusing on Industry 4.0 and green skills, such as Waste management, Circular economy, Building engineering, Energy efficiency and Forestry.
Some new IVET programmes in green and digital occupations have been introduced, such as the technician diplomas, Smart buildings and energies (EQF 4) and Smart technologies (EQF4). In...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET Department of the Ministry of Education, Children and Youth (SFP)
National Centre for Continuing Vocational Training (CNFPC)
To reduce the digital skills gap and to address the shortage in highly skilled ICT professionals 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.
The DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...
Bodies responsible
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VET Department of the Ministry of Education, Children and Youth (SFP)
The Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
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 update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
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 action plan includes the following five specific measures:
implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET,...
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The Vocational education pathway (PEQ) aims to harmonise the certification per unit (CPU) system with the general school systems.
The objectives are:
positive orientation towards VET (nationally called qualification education) so that it becomes as often as possible a first choice;
the upgrading of technical professions and the sectors that lead to them;
simplification of the organisation of vocational education for better clarity;
learning differentiation to fight against premature...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the evaluation of the system of certification per unit, a new vocational pathway was designed in 2021. On 20 July 2022, the Government of the French Community approved the decree redrawing the learners' path in vocational education and implementing PEQ. PEQ applies to all secondary learners, regardless of the chosen education pathway, so it applies for technical and artistic secondary education, vocational (full time and dual programmes), general and specialised secondary...
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investigate the employability prospects of MIEEK graduates;
investigate the extent of MIEEK graduate satisfaction and use of acquired skills in the labour market and in society in general;
ensure that labour market intelligence is accompanied by a rapid yet effective and flexible learning provision;
assess employers’ who employ MIEEK graduate satisfaction by their performance;
assess adequacy of training infrastructure, curricula and pedagogical methods...
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 contractor, in the context of the implementation of the contract, is expected to examine various factors and, more specifically, to produce:
a study on the relation of study programmes to labour market needs: existing specialisations are to be assessed in terms of their relevance to the labour market. The contractor should also produce an analysis on the employability rates of MIEEK graduates;
an evaluation report on the adequacy of the curriculum (and the overall teaching design)...
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To provide the opportunity for individuals to have their knowledge assessed and certified, according to a pre-set competence standard.
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 System of vocational qualifications (SVQ) is based on Vocational qualification standards (VQS) developed by the Human Resource Development Authority of Cyprus (HRDA) with the assistance of vocational qualifications technical committees. The SVQ assesses in real or simulated working conditions the ability of a person to carry out specific tasks according to a VQS. At the same time, the SVQ sets out the framework for the design and development of training activities to prepare the...
Bodies responsible
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Human Resource Development Authority of Cyprus (HRDA)
The schemes aim to provide re- and upskilling opportunities for the unemployed and the employed and train young people aged 15-29 who are not in education, employment, or training (ΝΕΕΤs) by 2027.The target for the programming period 2021-27 is for 2 800 persons to benefit from the NEET scheme and for 1 800 to benefit from the Individual learning accounts project.
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 Cyprus operational programme THALIA 2021-27 includes two relevant HRDA actions.
Individual learning accounts (ILAs) provide credits to eligible groups of employed and unemployed individuals to attend training programmes and acquire new and/or upgrade existing knowledge and skills. They aim to promote lifelong learning by providing flexible upskilling opportunities and preventing social exclusion. Through ILAs, individuals gain access to training programmes on a broad range of issues...
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 objectives of the Human Resource Development Authority of Cyprus (HRDA) include:
the integration of the unemployed and inactive into employment, with focused training activities to support employability;
to support work-based learning of unemployed and inactive individuals by placing them in companies /organisations to acquire work experience in a real working environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
HRDA implements the following activities/schemes:
Scheme for the employment and training of tertiary education graduates
The scheme supports the enhancement of productivity and economic competitiveness of companies and organisations by providing incentives to them to employ and train young tertiary education graduates. At the same time, it helps to ensure the smooth integration of these graduates into suitable job positions. More precisely, the scheme provides incentives to companies to...
Bodies responsible
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Human Resource Development Authority of Cyprus (HRDA)
These training programmes aim to assist employed (public and private sector employees and the self-employed) and unemployed individuals in reskilling and/or upskilling by participating in training programmes implemented by accredited by HRDA vocational training centres (VTCs).
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 four HRDA schemes included in the RRP are as follows.
Training programmes for the acquisition of digital skills
The scheme caters for the acquisition of new and/or upgrading existing digital skills in the Cyprus workforce (public and private sector employees, the self-employed and the unemployed), through participation in training programmes to be implemented by accredited VTCs. The target, for the period 2023-27 is to have 20 210 individuals participating in relevant training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
to improve the relevance of technical and vocational education and training (VET) to the needs of the labour market;
to facilitate the transition from education to work;
to improve the quality of VET by developing skills forecasting mechanisms, by updating curricula, and by further developing the apprenticeship system and work-based learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2014, the Department of Secondary Technical and Vocational Education and Training (STVET) started implementing the project Further development of technical and vocational education and training (under programming period 2014-20). The project continues with increased ESF+ funding (under the programming period 2021-27). The project covers all VET pathways falling under the authority of the Department of STVET: secondary technical and vocational education, evening schools of technical and...
Bodies responsible
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Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
The programme aspires to cultivate critical thinking among young people, contributing to their personal growth and wellbeing. At the same time, the workshops increase young people’s intelligence, creativity, as well as other skills that will be valuable in their daily lives and career 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.
In 2017, the Youth Board of Cyprus decided to develop the Youth multicentres programme, leading to the STEAMers programme. Based on the international STEAM standards, the Youth Board launched at the end of 2017 a new series of workshops on robotics, photography, programming, arts, music and theatre.
The STEAMers programme offers workshops in the fields of robotics, photography, coding, art, music and drama. The workshops are conducted by experienced professional educators at the Youth...
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help and support in choosing initial vocational training primarily after compulsory schooling but also beyond;
multilingual and low-threshold communication of the Austrian education system for parents and young people with a non-German first language;
develop digital tools that are useful and usable in the long term and complement and support the existing ones;
help maintain counselling and information services under restrictions, building on the COVID-19 pandemic experience.
...
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 addition to the activities of schools and the Public Employment Service, the Chamber of Labour (AK) and the Austrian Economic Chamber (WKO) are important providers of services and tools for the vocational orientation of young people.
The Vienna Chamber of Labour (AK) has included the continuous development of its guidance services in the national implementation plan (NIP) 2022.
This includes the following measures.
Expansion and partial shifting of educational and career orientation...
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At the programme objective level, the following goals should be achieved: increase in success rates and reduction in class repetitions and dropouts.
The programme itself aims at the implementation of needs-based support measures including individual learning support; semester-by-semester distribution of subject matter into competence modules; and the promotion of the continuous performance of learners.
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 2019, an extensive evaluation of the NOST system took place. It was published in 2020 and formed the basis for further improving the semester-based education system. In 2022, the legal foundations were laid for the reform of upper secondary education to a ‘semester-based upper secondary education’ (SOST). The SOST system thus replaces the predecessor model NOST and is applied from the 10th grade onwards at general and vocational schools, with the exclusion of the apprenticeship system. In...
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Federal Ministry of Education, Science and Research (BMBWF)
BMBWF, which is responsible for the VET schools (i.e. three- to five-year school-based VET programmes), is pursuing the following specific goals with the establishment and further development of a structure for increased internationalisation in VET:
promotion of international competences among students and teachers;
supporting VET schools in implementing their internationalisation projects/strategies;
promoting the European and international dimension in VET schools;
promote Erasmus+...
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 Erasmus+ VET Team Austria, located at OeAD, the Agency for Education and Internationalisation, plays an essential role in pursuing these goals. This is a network of professionals with expertise in European VET topics and Erasmus+. OeAD, in cooperation with BMBWF, has defined the following procedure in connection with the above objectives.
Activity 1: Status quo survey and feedback from practitioners
In the course of this activity, interviews with practitioners from Boards of...
Bodies responsible
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Federal Ministry of Education, Science and Research (BMBWF)
Austria's Agency for Education and Internationalisation (OeAD)
In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:
excellent, inclusive and accessible VET for all;
high employment rate of graduates;
sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):
centres of excellence in VET;
in-company training centres;
higher VET transformation;
quality assurance in IVET and CVET;
prevention of early school leaving;
basic skills;
individual learning accounts;
a new system of lifelong learning...
Bodies responsible
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Ministry of Education, Science, Research and Sport
To support the development of competences that create more added value, to improve continuing training and retraining opportunities, including WBL, to respond swiftly to the development needs of the world of labour and ensure that people are equipped with the right knowledge and skills for employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Developing WBL and practical training includes the following measures:
VET and higher education development programme PRÕM+, empowering professional associations and enterprises to provide WBL and apprenticeships and expand WBL;
quality assurance of WBL and practical training.
Bodies responsible
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The National strategy for employment 2021-27 outlines, for the next programming period, an integrated vision of relevant labour market policies, from both labour demand and supply perspectives.
It was designed to respond to the European priorities set in the European package of measures for more social cohesion and in the European Green Deal promoting measures to address climate change challenges, and to the national priorities set to diminish and limit the effects of the COVID-19 pandemic...
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 developed in a challenging economic time. It needs to support the recovery of the labour market after the COVID-19 crisis and continue the previously implemented policies, including Youth Guarantee actions.
It is based on social innovation, models of public and private services and partnerships to offer adapted solutions and comprehensively address the increased societal complexity of contemporary Romania.
The strategy proposes a multi-annual framework plan with measures...
Bodies responsible
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Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To broaden workforce knowledge and skills related to the green economy, and to address skills gaps to support the green and digital transitions in VET.
The development of population´s digital skills is guided by national targets set in the Education strategy 2021-35:
the share of 16 to 24-year-olds with digital skills above the basic level should increase to 90% by 2035 (2019: 76.2%)
the percentage of 16 to 74-year-olds with digital skills above the basic level should increase to 60% by...
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 envisaged:
developing the principles for skills-based curriculum development in VET;
developing principles for addressing the skills needed for the green transition, including competences supporting the development of environmental awareness in VET;
a total of 2 830 people to be trained in VET, higher education and continuing education under the green transition actions in 2022-24;
a total of 2 000 people to be trained in VET, higher and continuing education as...
Bodies responsible
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At EuroSkills, Europe's best skilled workers compete in their disciplines in the fields of crafts, industry, services and future skills for the title of European champions. In order to internationalise further the German system of initial and continuing vocational education and training, the participation and organisation of the German national vocational team is supported by the Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Affairs and Energy (BMWi).
...
Description
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WorldSkills - the World Skills Championships - and EuroSkills - the European Skills Championships - take place alternately every two years. The WorldSkills Germany network promotes and supports national and international competitions of non-academic professions. Founded in 2006, the WorldSkills Germany association currently unites over 80 members. In addition to companies and associations, these include Chambers of Skilled Crafts and guilds or industry associations, as well as the BMBF and...
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Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
Federal Ministry of Economic Affairs and Climate Action (BMWK)
The main goal of Anlehre+ is to offer more flexible and shorter low-threshold training pathways that allow people with (multiple) placement barriers to stay in the VET system and thus increase their chances of obtaining a training 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.
In 2022, the Centre for Education and Training (ZAWM) in Eupen submitted a new ESF-project application to develop and implement flexible, low-threshold and shorter training pathways, targeting also migrants (including refugees) and learners with disabilities.
Concrete objectives are the development and implementation of:
the individualisation of support and guidance for youths and young adults with (multiple) placement obstacles;
flexible, low-threshold and shorter training pathways...
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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.
In a globalising society, there is a need for competencies in the work environment, which often exceed specific technical competencies. These allow working in an internationally influenced environment and include intercultural competencies, speaking foreign languages, self-management and adaptability.
To respond to the need to internationalise the Flemish VET institutions
VET institutions that...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Internationalisation continues to gain importance, also in VET. Skills in globalisation can be developed in the (often multicultural) school context, but only if the education staff have already acquired these competencies themselves. It is even better if learners and teachers are immersed in an international learning work experience. For instance, the Erasmus+ traineeship for VET learners will positively affect the attractiveness of VET in Flanders, but mobility of educational staff should...
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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 action plan for lifelong learning aims to transform Flanders into a lifelong learning society. This is essential to increase innovation potential and productivity and to prepare Flanders for transformations such as climate change and the ageing population. This is an initiative to promote VET and lifelong learning; it also strengthens key competences in 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.
On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business school.
...
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To evolve to an innovative knowledge society a resilient and (re-)skilled workforce is needed. By offering (financial) support to individuals and enterprises, the Flemish government wants to increase the participation rate in lifelong learning. Incentives for learners and companies aim to promote work-based and lifelong learning and encourage the provision of quality guidance in the workplace.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Incentives for work-based learning In 2015, the federal incentives for VET became Flemish, due to a State reform. Since then, young people (below the age of 18) and the training companies, which offer work-based learning, receive a bonus each school year (starting bonus for learners, internship bonus for companies). In addition, training companies receive a reduction in employer’s social security contribution paid by companies for employees who are low-educated young people, apprentices in...
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Through the STEM-agenda 2030, the Flemish Government promotes STEM (science, technology, engineering and mathematics) in VET and lifelong learning. The number of courses and careers in STEM should be increased, leading also to an increased number of graduate STEM specialists. STEM competences in the wider society in general should also be strengthened: this is known as STEM literacy.
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 STEM agenda 2030 focuses on the following three parts.
Sustainable STEM communication in relation to VET
With a sustainable and inclusive STEM communication strategy in VET:
attention will be paid to the low and barely increasing participation rate of girls;
societal transitions will be placed in a central position (VET and STEM contribute to these transitions);
high-quality and instructive practices will be disseminated towards the STEM and VET ecosystem;
players in that...
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With the Excellence Initiative for vocational education and training (VET), the Federal Ministry of Education and Research (BMBF) is providing targeted impetus for a necessary boost in attractiveness and modernity. The aim is to contribute to the necessary change in society's appreciation of VET. The Excellence Initiative for VET is a crucial part of the Federal Government's skilled labour strategy.
The initiative aims to increase the attractiveness of VET for all young people. A special...
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 Excellence Initiative for VET policy projects are combined into an overarching agenda. Individual activities will be launched successively during 2022 to 2026. Over EUR 750 million have been earmarked for this purpose.
In order to give new impetus to VET, the Excellence Initiative focuses on three central fields of action.
Improving individual opportunity support for talents in VET, to ensure that skilled workers and young people can develop their potential in the best possible...
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raise the status of higher vocational education and stimulate the development of excellence in this area;
provide outstanding vocational colleges with the resources to work long-term on quality development and innovation in higher vocational education;
stimulate increased cooperation among vocational colleges and different education levels, and strengthen their cooperation with the labour market.
This means that the centres will amongst others work on shorter...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Centres of vocational excellence are intended to contribute to increasing professional competence and the quality of training at vocational colleges. Similar to centres for excellent education in the university and college sector, this is a prestigious scheme which should, among other things, stimulate increased quality in the vocational colleges that serve upper secondary learners, including apprentices, young people (15-29 years) and adult learners.
Centres of vocational excellence have...
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Ministry of Education and Research (KD)
Norwegian Directorate for Higher Education and Skills
One aim of the white paper is to examine the possibility of giving more weight to programme subjects than to common core subjects. It also aims to assess potential other alternatives and suggest new regulatory rules. It is also an objective that public schools have rules and frameworks as flexible as those of private schools.
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In the current regulation, it is possible for county municipalities to determine in their local admissions regulations that up to 50% of the students are admitted based on skills tests, instead of following the ordinary admissions rules based on grades. This only applies to admission to the education programme in music, dance and drama and the education programme in sports. Alternative rules are to be investigated, that provide greater flexibility for admission to public schools, e.g. by...
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One of the overall goals of the government is that more young people and adults choose, complete and stay qualified for vocational education and training (VET) or higher vocational education. It also aims to strengthen the quality and development in VET at all levels and to see vocational education as a continuous pathway from one education level to the next. A national centre for vocational education and training (EQF4) and higher vocational education (EQF5) can be a measure to achieve 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 autumn 2022, an expert working group was appointed by the Ministry to look at the mandate and possible funding for the centre. The working group consisted of representatives of the Ministry of Education and Research, the social partners and the Directorate for Education and Training. Based on the working group’s results, the government decided to establish an expert group from representatives of all relevant organisations and stakeholders, chosen for their expertise.
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The objective of the expert group is to assess pedagogical, ethical and legal issues of using digital learning analytics based on the data about student learning activities, to improve, directly or indirectly, their learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An expert group for digital learning analysis was established in autumn 2021 to provide the Ministry of Education and Research with a better basis for decisions about digital learning analytics and adaptive teaching aids, exams and tests in lower and upper secondary education, higher education, and higher vocational education. It should also advise on the need for regulation and input for policy development and measures from the Ministry of Education and its subordinate directorates. The...
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The government’s objective is to strengthen the digital competence of the population, to ensure the world of work has access to better digital competence and infrastructure, and to make digitisation a core competence in the public sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy for digital competence and infrastructure, from kindergarten to upper secondary education, contributes to the government's overall digitalisation and education policy goals as they emerge from the government’s political platform. It aims to enable children and young people to experience a greater emphasis on practical skills and abilities in school. Increased competence, better equipment and more learning arenas are highlighted in the political platform as measures that can...
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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.
Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
Increasing the attractiveness of qualification level 4 dual certification offers.
Encouraging and motivating adults to complete their training or schooling paths.
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 different kinds of initiatives and events to promote and disseminate VET:
Professional Education and Training Campaigns (Campanha de Educação e Formação)
The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational 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.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Directorate General for Education (DGE)
Higher education institutions
Directorate General for Educational Establishments (DGEstE)
Strengthening the action of the public employment and vocational training services;
Extending the territorial and sectorial coverage of the Institute for Employment and Vocational training (IEFP) vocational training centres network, to reduce territorial and sectorial imbalances and gaps, and ensure greater proximity to people, companies and the needs of the labour market;
(Re)qualifying and modernise the IEFP training centres network, making vocational training more attractive;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.
The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...
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Institute for Employment and Vocational Training (IEFP)
Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions by...
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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.
Institute for Employment and Vocational Training (IEFP)
This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.
The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to 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.
According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...
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Youth STEAM incentive (Impulso Jovem STEAM) aims to increase by 10% over the next 5 years the number of young people in higher education, in areas of science, technology, engineering, arts and mathematics (STEAM), in line with the new needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Financial support for projects promoted and to be implemented by higher education institutions (HEI), in partnership or in consortium with enterprises, public and/or private employers, municipalities and local, regional and national public entities, as well as in close cooperation with secondary schools. They may take the form of schools, alliances and/or programmes, oriented to strengthen initial higher education and to increase the number of graduates in STEAM areas throughout the country...
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Ministry of Science, Technology and Higher Education
The Training voucher aims to reinforce the quality of active employment measures, particularly as regards professional qualifications, seeking to:
contribute to improving the productivity and competitiveness of companies by reinforcing the professional qualification of their workers, especially those with lower qualifications;
boost the demand for training among the unemployed and active employees;
encourage lifelong learning pathways as well as the personal development of the active...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training voucher is a direct financial support for vocational training to be granted to employees and the unemployed as a way of providing individual access to training.
It is addressed to employees aged 16 or over, regardless of their qualification level, and unemployed individuals, aged 16 or over, registered in PES for at least 90 consecutive days, with qualification levels 3 to 6. For the unemployed, to receive financial support, the training must correspond to that defined in the...
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Institute for Employment and Vocational Training (IEFP)
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).
...
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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)
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...
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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
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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)
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...
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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...
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Institute for Employment and Vocational Training (IEFP)
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....
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The National Association of the Danish Regions (Danske Regioner)
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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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...
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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...
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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’...
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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
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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
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
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 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...
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 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
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)
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
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 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...
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 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)...
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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
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 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.
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...
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 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...
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 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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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 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 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.
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...
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.
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...
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 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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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 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
a. 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...
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
The main objectives of this policy development are:
supporting young adults at a distance from the labour market to acquire economic independence;
preventing long-term unemployment among young people as a response to the effects of the COVID-19 crisis.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the Cabinet’s response, 14 measures were announced that focus on tackling youth unemployment and preventing early leaving from education and training. The most significant measures that focus on employment are:
making explicit which bodies are responsible at a local and regional level;
supporting life coaching arrangements;
promoting guidance for young people after graduation.
The country’s approach to tackling youth unemployment caused by the pandemic has a regional focus 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 approach, apart from preventing early leaving from education and training, also has the objective of easing the path of young early leavers from education and training back to school or to work.
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 March 2020, the education ministry has issued three policy letters discussing the new approach to further combat early leaving from education and training and support young early leavers achieving sustainable economic independence.
In the first letter (March 2020), the government and various stakeholders from education and the labour market (including employers’ organisations) expressed their joint intention to focus on apprenticeships (dual pathway) to help working, young dropouts to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Vocational Information and Counselling Centre (Euroguidance Slovenia) offers expert help for guidance practitioners in employment and education sectors and promotes learning mobility among guidance practitioners. Euroguidance Slovenia coordinates career centres of the Employment Service of Slovenia that are available around the country. Career centres provide information needed for planning further education or employment and to those who need assistance in decisions about...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Euroguidance Slovenia activities include:
collecting information on careers, labour market, education and employment possibilities (these are available free of charge in Euroguidance Slovenia library and career centres around Slovenia);
establishing and maintaining careers database, video clips about careers and information on education possibilities and financial aid;
providing guidance tools such as the Where and How online guidance programme;
organising training of guidance...
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 vision of the master plan is to provide adults in Slovenia with equal opportunities and incentives for quality learning and education in order to support their holistic development and sustainable living at all stages of life.
The goals of the ReNPIO 2022-2030 are:
increasing the participation of adults in LLL;
raising the level of basic skills and improving general education of adults;
raising the educational attainment of adults;
increasing the capacity of adults to respond...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ReNPIO 2022-30 directs the policy of adult learning and education at the state level and contributes to the systemic regulation of the field. It provides stable financing, defines and integrates measures of various policies. The Plan also emphasises the importance of green transition and digital transformation, as well as a culture of learning by increasing participation in LLL and providing equal opportunities for different target groups. Significant added value of the new document is the...
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 regulations introduced during the COVID-19 pandemic aim to ensure the safety and health of citizens and promote learning within the current limitations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations addressed to schools, including VET schools, in 2020 and 2021 (until February) mainly concerned the temporary closure of institutions and the easing of the transition to distance learning. More than 23 regulations were issued by the education minister for these purposes.
EU funded projects have been implemented aiming to solve problems resulting from the effects of the COVID-19 pandemic on schools, including VET providers. For example, computers and software were delivered to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
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 process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care...
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 Science
Ministry of Funds and Regional Policy (MFiPR)
Ministry of Development, Labour and Technology (MRPiT)
The government has set, as a strategic objective, the upgrade of VET from the level of a forced solution for few, to a conscious education and career choice for many.
The main objectives of the new legal framework are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
empowering general adult education;
strengthening permeability among education levels;
improving employability for all.
The reform also aims to improve initial 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.
In December 2020, Law 4763/2020 introduces a legal framework regulating VET and LLL and describing the organisation of each school type, the qualifications and the role of their staff (manager, teachers, career/vocational counsellors). The Law also establishes the structure of the Hellenic Qualifications Framework (HQF) and regulates qualifications for NQF/EQF levels 3, 4, and 5.
The law also establishes for the first time a two-year vocational training programme for lower secondary (basic)...
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
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
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 total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education and Youth
Delegate Minister for VET under the education and labour ministers
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational 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.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
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Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
The 2020-22 Oikeus osata programme aims at raising the level of VET learner competence, strengthening the equality of education, reducing learning gaps and achieving objectives related to improving quality in VET. In addition, the programme helps prepare the government’s key measures, such as extending compulsory education, reforming continuous learning and integration.
Over EUR 270 million has been allocated for 2020-22 to implement the programme.
The development programme for improving...
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 to develop quality and equality in VET is mainly implemented through comprehensive development projects funded by the Ministry of Education and Culture and the Finnish National Agency for Education. The projects are mainly wide-ranging network projects with one coordinator. This secures the efficient direction of the projects and the transition of the results as part of national development and VET provider everyday routine.
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 face the challenges, the Brussels Region has put in place funding mechanisms to support schools, municipalities and the non-profit sector in order to prevent school dropout, to intervene when a student is about to drop out, or to re-engage the young person who interrupted a 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.
As part of its 2025 Strategy, the government put the following measures in place to combat early school leaving:
strengthening its 'DAS and DASC' mechanisms (stated as a priority, see below for further details on these mechanisms)
increasing financial support but also to simplify (one call every three years),
introducing more systematic monitoring of actions (see school service).
In 2016, the Brussels government, within the framework of the Brussels programme for education (Strategy...
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 Plan for Digital Appropriation is to make the Brussels-Capital Region a Smart City by increasing the accessibility and the basic digital skills of its citizens in a comprehensive and ongoing way, which will lead to an overall improvement of the well-being of its citizens (privately and professionally) and boost its economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.
The implementation is organised in four areas defining 17 projects including 66 actions.
Raising awareness and destigmatising: raising citizens' awareness of digital tools and services, how to use them and on the support or training...
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 Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: ’everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market’. Bruxelles...
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 Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) 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.
Bruxelles Formation (Brussels Institute for Vocational Training)
The common umbrella represented by the training and employment centres aims to ‘promote the organisation, development and promotion of employment in a specific sector, in support of the economic and social development of the Brussels territory’. It targets jobseekers, workers and learners and supports companies to find 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.
On 14 July 2016, the Brussels Regional Government and the French-speaking Brussels Government adopted a Note on the creation of training and employment centres (Pôles Formation Emploi, PFE) in the Brussels Region. Since then, the governments of the Brussels Region and COCOF have adopted several structuring principles for the creation, governance and operation of training and employment centres.
Established on a sectoral basis, these centres are the result of a public/private partnership,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Brussels Public Employment Service (Actiris)
VDAB Brussel
Training Service for Small and Medium-sized Enterprises (SFPME)
Walloon residents have the opportunity to learn languages or to deepen their knowledge. They thus position themselves more optimally on the job market and meet the needs of businesses more adequately. By strengthening the language skills of jobseekers, particularly in a professional context, Wallonia intends to improve its employment rate, especially for 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.
Under the Decree of 20/02/2014 and the Decree of the Walloon Government (AGW) of 08/09/2016, the action plan for learning languages (plan langues) of Forem, the Walloon office for vocational training and placement, offers financial assistance for learning Dutch, English and German. Learners can complete a year, or a semester, abroad in the academic year immediately following graduation from upper secondary school.
The Forem annually convenes the providers who practically organise the stay...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Le Forem (The Walloon Office for Vocational Training and Employment)
adapt the content of digital-related training offered by providers of adult education in French-speaking Belgium;
extend the existing training offer in basic digital skills to provide a solid foundation in this area to low-skilled audiences so that they can then continue their training course;
raise the level of acquisition of basic skills of people with little education, unemployed, NEETs and those at risk of early leaving education;
establish...
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 Start Digital project was submitted by the Employment and Training department of the SPW (The Walloon Public Service) as part of the EaSI (Employment and Social Innovation) programme. The project brings together 13 education and training partners from Wallonia, Brussels and the Wallonia-Brussels Federation thus involving all the partners in education and training for adults in French-speaking Belgium (excluding higher education).
The project broadly targets jobseekers or learners over...
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.
By offering international mobility grants to VET learners, it is intended to:
allow trainees in entrepreneurial training to carry out part of their practical training in a company located in another country of the European Union. At the IFAPME, these internship hours carried out abroad are recognised as part of the graduation;
promote foreign language skills;
strengthen business skills;
provide internationalisation of the employment and/or training policies;
promote the acquisition of...
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 2014, every year several dozen learners from different VET programmes and from the IFAPME network complete a professional and linguistic training course of 4, 6, 8 or 13 weeks duration. This internship abroad is an integral part of the vocational training offered by the regional training provider IFAPME. Focused on practice and know-how, these scholarships cover all or part of the compulsory internships necessary for graduation. A short course in English is offered to learners involved...
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.
Walloon Institute for Apprenticeship and Entrepreneurial Training and Small and Medium-Sized Enterprises (IFAPME)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country’s economic structure and public sector and measures of immediate impact.
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 action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public...
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.
Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation