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)
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)
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
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)
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,...
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 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
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 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)
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)
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
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
To develop and implement a holistic approach to supporting learners with SEN or migrant background, and to diversify training provision for vulnerable groups, in order to prevent inequalities and segregation, exploiting every individual’s potential to the fullest.
To reduce the general risk of exclusion of young people and ensure the fastest and smoothest possible return of the young not in education, employment or training (NEET) to the education system or the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following measures are foreseen:
diversifying professional and training choices for vulnerable groups;
supporting SEN learners in schools and in providing employment supported by guidance and counselling;
supporting students with a native language other than Estonian, including those from a migrant background, in learning Estonian and providing additional Estonian language tuition;
reforming support systems for SEN students, including aligning information systems to support...
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 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
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
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...
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)
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...
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.
Promoting learning and increasing literacy skills - the ability to read and write (including read and write in a digital format).
Increasing the participation of adults in lifelong learning, particularly those with very low basic skills.
Ensuring that adults have access to formal education, that improving their literacy skills leads to effective certification and upgrading of their 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.
The local projects promoting qualifications - an adult education and training offer tailored to the needs of the different territories - focus on the motivation of citizens with a low level of education and literacy, which are generally more difficult to engage in training or schooling activities. The target group is adults with very low qualifications (less than ninth grade, including no schooling).
These projects, promoted by the Qualifica centres are based on partnership networks with...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Reinforcing the qualification levels of citizens, with a view to improving employability and (re)integration in the labour market, as well as the pursuit of studies, particularly at higher education level.
Increasing the potential of on-the-job training, through the active participation of companies and other employers in the training process, assuming them as true partners.
Developing and consolidating quality apprenticeships based on a system of work-linked training, understood as the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprenticeship courses allow for academic and vocational certification, emphasising inclusion in the job market, boosted by a strong training component undertaken in a work context, and the pursuit of higher-level studies. Although dual learning has a strong tradition in Portugal, increased requirements for workers' skills and the need to deal with accelerated scientific and technological development, led to a new generation of apprenticeship programmes (Programas de Aprendizagem).
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Enabling young people to complete compulsory education.
Preparing for integration into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Professional programmes (cursos profissionais) are IVET upper secondary education programmes leading to EQF level 4 (academic and professional certification); they are part of compulsory education and of the formal education and training system. They target graduates of basic education aged between 15 and 18, including NEETs and learners at risk of early leaving, who would like to attend a practical programme linked to the labour market. They last three years (from 3 100 to 3 440 hours)....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (ME)
Ministry of Labour, Solidarity and Social Security (MTSSS)
National Association of Professional Schools (ANESPO)
Promoting (re)qualification and professional reconversion in order to allow reinsertion and progression in the labour market;
Deepening the professional skills for better professional performance and better adaptation to technological and organisational changes;
Consolidating the initial training paths, reinforcing professional qualification and specialised technical competences;
Stimulating the pursuing of studies towards higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Technological specialisation courses (CET) are a modality of education and training at post-secondary non-tertiary levels that enables specialised training paths in different technological areas, developing professional skills. These courses, leading to an EQF level 5, are referenced to the national qualifications catalogue. The qualification is obtained through the combination of a general or professional secondary education with a post-secondary technical education.
CET are designed for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Qualification and Vocational Education and Training (ANQEP)
Ministry of Science, Technology and Higher Education
Ministry of Labour, Solidarity and Social Security (MTSSS)
To achieve the specific training needs of the employed and unemployed.
To promote the return of the unemployed to the labour market through a rapid integration in training actions of short and medium duration.
To allow the acquisition of relevant competences, or the valorisation of competences already held, always allowing the continuity of the qualification pathway.
To enable the gradual acquisition of a professional qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Modular training courses (Formação Modular Certificada) are addressed to adults aged 18 and over, employed or unemployed, who do not have the appropriate qualifications to enter or progress in the labour market, especially, those who have yet to complete basic or upper secondary education.
This is a modality that allows flexible training paths, through the realisation and certification of competence units and/or short duration training units (UFCD), that can be capitalised to obtain one, or...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation
This measure aims to reduce the number of unemployed people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
People who are entitled to unemployment benefit (regardless of their origin, as the right applies to people with foreign qualifications according to applicable provisions) are generally also entitled to take advantage of this measure.
The right applies to unskilled and skilled people. As a starting point, the definition of who is to be considered skilled or unskilled has to do with completed upper secondary, either general or vocational education. The decisive factor, however, in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The initial purpose of this measure/initiative was to make it easier for the unemployed to participate in short, job-oriented training programmes and to provide employers with skilled personnel in line with the particular labour market needs at regional/local levels. This objective is in line with the general objectives of the Danish National implementation plan for the 2020 Council Recommendation on VET and Osnabrück Declaration (NIP) and with the objectives of the Tripartite agreement on...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The regional education fund, for which the overarching legal framework is the Act on Active Labour Market Initiatives (LAB), is regulated by the Executive order BEK No 1974 of 11/12/2020) which provides subsidies for the municipalities' purchase of short vocational training courses.
The regional education fund supports, in principle, the unemployed. More precisely, it ensures guidance and upskilling opportunities are offered to unemployed people by their local job centre....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Association of the Danish Regions (Danske Regioner)
to upskill employed persons, who can improve their skills by attending a training programme/course;
to assist unemployed persons to acquire experience in real working conditions, additional to skills acquired by attending a training programme/course.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The job rotation allowance is a subsidy, paid by the local job centre. It covers the employer's total salary and training costs, including the salary of the employee and the temporary worker when an employee participates in continuing training and an unemployed person is temporarily hired in place of the employee who is trained at the time; this person is called a temporary worker. The rules for the job rotation allowance ensue from sections 149-153 of the Act on Active Employment Initiatives...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The ambition of the majority of the Danish Parliament is that at least 90% of 25-year-olds should complete general or vocational upper secondary education after compulsory schooling (lower secondary programmes, EQF level 2) and the percentage of young NEETs should be reduced by half by 2030. The remaining 10% must be well on their way to complete education later or have a permanent connect to the labour market and therefore be entitled to be assigned a training plan. The goal reflects the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, a committee of experts was established by the parliament to find a solution to the problem of falling IVET applications and to rethink the structure of pathways that would facilitate the transition from compulsory schooling to IVET.
In 2018, the conclusions of the committee were agreed by the majority of the parliament. The parliament (all parties) agreed on a Basic Vocational Training Act (FGU) which forms the legal basis for education institutions and programmes for young people...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to 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...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The strategy is the fundamental document for shaping regional policy in Poland to 2030. It identifies development challenges for the country from a regional perspective, determines the major action directions and principles and specifies regional policy objectives and measures to be taken by the government, local governments and other entities involved in the implementation of this policy. According to the strategy, the main objective of regional policy is the effective use of domestic...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:
establishing mechanisms to encourage universities to cooperate with entrepreneurs;
increasing entrepreneurs’...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
to integrate or reintegrate unemployed people (with particular emphasis on NEETs) in the labour market in a faster and more efficient way;
to reward active jobseekers;
to upgrade the skills of the workforce (regardless of age) and better align them with labour market needs building on skills forecasting mechanisms;
to reform CVET and its interconnection with the country’s economy;
to utilize European resources for quality assured...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Labour ministry is redesigning its approach to vocational education and training (VET) especially to RRF-funded continuing VET (CVET) programmes.
The main philosophy and rationale of the approach is that VET programmes should upskill and/or reskill unemployed individuals in high-demand specialties, in digital and green skills. Another aspect of the renewed approach is that after completion of training, certification by independent and international awarding bodies should be obligatory.
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
To improve the efficiency and effectiveness of the services provided, while reducing bureaucracy and operational and administrative costs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new integrated information technology system includes various subsystems such as an electronic archive, an accounting and human resource system, an internal portal, as well as the digital platform Hermes, covering the operational needs and all services provided by the HRDA using modern information communication technologies (ICT).
The system significantly enhances the utilisation of new information technologies by HRDA and at the same time contributes to promoting the use of ICT and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
The goal of the National education programme is to reduce learning disadvantages caused by the COVID-19 pandemic. There will be special attention to the quality of education and the well-being of students. The scope of education delays will be made clear and the understanding of which interventions are most effective will increase. Education equality will also be promoted.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
COVID-19 caused a delay in studies for many students. To recover from these delays, the Dutch government has made EUR 8.5 billion available for a national education support programme for recovery and perspective (Nationaal Programma Onderwijs: steunprogramma voor herstel en perspectief, NPO), of which EUR 2.7 billion has been reserved for measures in upper secondary vocational education programmes. Over the next 2 school years (2020/21 and 2021/22), VET colleges may choose from a menu of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Council for upper secondary VET schools (MBO Raad)
The 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 component of the National recovery and resilience plan (RRP) Accessibility, development and quality of inclusive education at all levels contains reform on Implementation of tools to prevent early school-leaving and adapt F-type VET programmes. The objectives of the Lifelong learning and counselling strategy for 2021-30 related to this component of RRP are:
to increase the permeability of the VET system by cancelling dead-end in VET currently represented by the F-type programmes;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, tackles this issue in Part ‘Second chance education and F-type programmes’ that suggests four measures aimed at:
transformation of the former F-type programmes into ‘combined’ programmes offering both completion of lower secondary general education and receiving at least EQF level 2 VET qualification allowing for continuity in initial VET;
allowing exceptional extension of lower...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
The objective of the relevant part of the Lifelong learning and counselling strategy for 2021-30 is strengthening legislative, financial and institutional support for improving the basic skills of adults.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The following five measures are set by the Lifelong learning and counselling strategy for 2021-30:
embedding the term ‘basic skills’ in the Lifelong Learning Act;
piloting tools for mapping, assessing and testing basic skill levels of low-skilled adults;
improving digital skills of citizens in line with the Reform 6 component ‘Digital Slovakia’ of the National recovery and resilience plan;
introducing piloting a financing scheme for support of non-formal learning of low-skilled adults...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
Government Office of the Slovak Republic
Ministry of Investments, Regional Development and Informatisation
Whereas part-time training used to be aimed almost exclusively at people with family responsibilities, the new model is developing from an exceptional solution for a small group of addressees into a design option for all apprentices. This flexible offer is an important building block to cope with the existing shortage of skilled workers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The amendment to the Vocational Training Act in 2020 (Section 7a BBiG), makes it possible to organise part-time vocational training individually in terms of time. In addition to single parents or individuals caring for family members, the option of part-time training is further opened up to additional groups. People with disabilities or refugees, for example, who want to or have to pursue gainful employment next to their training, can now also benefit from the option of part-time vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Institute for Vocational Education and Training (BIBB)
The government's aim is a society with opportunities for all, where everyone who can, participates in working life. The goal is for no one to be left out.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The White paper (Meld. St. 32 (2020-21), approved on June 2021, presents a comprehensive policy to include more people in working life and society.
The government has identified six areas where there is a need to continue to develop and strengthen efforts to prevent social exclusion and include more people in working life and society: they include better coordination between education, work and health, and better adaptation for users with extensive and complex challenges.
The government...
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 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 promote the diversification of education and training offer in low-density territories, allowing response to several interests: of students; the quality of learning and school success; the qualification and employability levels of young people; and needs of the economy and the labour market of these regions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project is based around a strategy for sharing classes between schools (a class, in some subjects, may have students from different schools), under a pedagogical experience regime, aimed at promoting the diversification of the educational and training offer in low-density areas.
The schools involved in the pilot should define tutoring mechanisms that, in permanent dialogue with the families, allow close and systematic monitoring of the learners, both in pedagogical and organisational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Directorate General for Educational Establishments (DGEstE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The goal for Portugal is the release of around 360 000 people from the risk of poverty or social exclusion, including 120 000 children.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The approach underlying the National anti-poverty strategy goes far beyond the definition of poverty as the deprivation of monetary resources, avoiding approaches focused solely on the analysis from a monetary point of view and seeking to make poverty reduction dependent only on economic growth. It is based on a broader vision of poverty, assuming poverty as a complex and multidimensional phenomenon, which constitutes a violation of human and citizen rights and requires integrated action...
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]
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (ME)
Ministry of Infrastructures and Housing (MIH) (until 2023)
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,...
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 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.
Diplom+ aims at facilitating the transition between school and employment or 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.
Diplom+ is a customised training programme bridging the transition between school and employment or higher education targeting recent graduates at EQF 4 (both general and vocational programmes), neither in employment or higher education. Diplom+ is a cycle of individually certifying training modules on transversal skills in high demand on the labour market, skills applicable in higher education and everyday life skills. The training consists of six mandatory and two to six optional modules...
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, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
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 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.
The objective is to 'boost' the labour market relevant skills mastered by jobseekers to meet the needs of businesses and promote the integration of candidates into the labour market. The digitisation of the economy, environmental issues and the emergence of new needs in the goods and services market are leading to the emergence of new qualification profiles. This requires Wallonia to invest in the professional qualification of jobseekers (including NEETs), the initial training of 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 2020, the Walloon government adopted an action plan aiming to boost a new dynamic in vocational training, to make it an essential lever in terms of professional integration and economic recovery. The action plan will be part of the recovery plans and programmes adopted by governments as well as the new European skills strategy in favour of sustainable competitiveness, social equity and resilience.
This plan is made up of one structural axis and six distinct operational axes aimed at...
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 Government
Le Forem (The Walloon Office for Vocational Training and Employment)
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.
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
The transnational project NEETs in action developed an innovative methodology, based on building community networks, aiming to promote the employability and social inclusion of NEETs by upgrading their skills, increasing their work experiences and addressing skills mismatches.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project started in September 2017 and was completed in October 2020. It was coordinated in Portugal by the Vocational Training Centre for the Commerce and Services Sectors (CECOA), in cooperation with partners from Germany, Italy, Spain, and the UK.
According to the intervention model report, the project promoted direct interaction among NEETs, employers and various local stakeholders (including local and regional authorities, SMEs, education and training providers, employment services,...
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.
Vocational Training Centre for the Commerce and Services Sectors (CECOA)
The roadmap sets out a vision for education and research extending to 2040. It outlines the changes in resources, structures and guidance that will be needed to respond to, and to influence, the factors changing the national and international operating environment and to create the conditions for a meaningful life 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 targets presented in the roadmap and the measures needed to achieve it are based on the state of play in education and research as well as on key factors for changing the education and research environment. Finland's demographic trend is the most significant factor affecting the education system. The birth rate is dropping, age groups are smaller, and people live in growth centres in increasing numbers. The report (roadmap) outlines the guidelines for the future of the Finnish education...
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 measure is to ease the transition from unemployment to municipal adult education, which includes VET at upper secondary level.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2021, the National Agency for Education and PES have been tasked by the government to analyse information exchange between the spheres of education and the labour market, with the objective to ease the transition for the unemployed to municipal adult education. Their mission includes analysing cost-effective means of sharing information, what data are needed and how it can be used, proposals for legislative revisions and if needed, proposals for operationalised support at the local level...
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 measures is to use a combination of testing and counselling to find a further career path that best suits a person's interests, skills, personality traits, wishes and ideas so that they can make their education and career choices more easily.
This should also reduce a certain mismatch problem in the labour market by better matching the skills needs of companies and the skills development of young 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.
In 2020, the Career check for young adults was introduced by the Austrian Economic Chambers and rolled out in five federal provinces. The career check is a combination of testing and counselling that supports young people in their career development. The development of the career check started in 2019 in cooperation with experts from the career centres of the regional Economic Chambers with the support of the Austrian Federal Economic Chamber.
The career check includes a test and an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Regional entities of the Austrian Economic Chamber (WKO)
To provide young people with a good quality offer of employment, continuing education, apprenticeship and traineeship within a period of 4 months after becoming unemployed or leaving formal education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government promoted a set of active employment measures, including vocational training, associated with the creation of self-employment and youth entrepreneurship, which stand out for their impact on this target group:
The Perception and business management network (Rede de Perceção e Gestão de Negócios, EJá) created in 2016, promotes entrepreneurship, creativity and innovation; and supports the NEETs (young people not in education, employment and training).
The Invest in young...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
The Government Programme 2019-23 states: ‘We will reinforce the implementation of the reform of vocational education and training, particularly supporting the provision of […] workplace learning and the development of apprenticeships. Together with the education providers, the Ministry [of Education and Culture] must draw up a model to implement full school days, which may also be delivered by making use of workplace learning and by promoting innovative local solutions. We will increase...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new Act on VET was adopted in June 2017 and entered into force in January 2018. The focus of the implementation of this latest reform is on the following elements:
a single Act on VET, i.e. VET for young people and adults within the same framework;
a single licence to provide education and to award qualifications;
flexible application and admission systems;
a clearer range of qualifications that better meets the needs of working life;
a single competence-based approach 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 objective is to reinforce learning of sustainable development, financial literacy and economic understanding in VET (qualification requirements).
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 part of the larger and continuous updating of VET qualifications, which is caused by the changes in working life, the Finnish National Agency for Education is preparing optional competence modules for sustainable development, financial literacy and economic understanding to be included in vocational upper secondary qualification requirements.
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The strategic goals of the Quality strategy in VET aim to provide comprehensive long-term guidance for quality management and:
to implement comprehensive quality management in VET institutions;
to take customer orientation as the basis for activities;
to integrate continuous improvement towards excellence in all activities and decision-making;
to adopt evidence-based leadership and guidance;
to set clear targets for the quality and effectiveness of activities.
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 strategic goals included in the Quality strategy are to be put into practice by using development measures. The development measures proposed for each VET actor have been set out for the next 3 years (2020-22). The actors are VET providers, the Ministry of Education and Culture, the Finnish National Agency for Education, working life committees and the Finnish Education Evaluation Centre. The monitoring and the review of the quality management strategy will take place at the end of 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 Qualifica programme is a flagship integrated strategy promoting adult training and qualification. It also aims to:
raise employability;
promote digital and literacy competences;
link training with labour market needs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Qualifica programme is based on:
cooperation and coordination among education, labour and higher education ministries in the development and implementation of policy tools and instruments;
combining adult education and professional training with recognition, validation and certification of competences (RVCC process);
promoting the coherence of the network of training courses;
promoting tailor-made training.
2016 legislation introduced Qualifica centres as a key tool of the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (ME)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The main objectives of the Qualifica passport are to:
promote flexible qualification pathways;
promote participation and recognition of lifelong learning;
raise VET awareness among employers.
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 Qualifica passport is a guidance instrument and personalised register of all qualifications, achieved learning outcomes and competences acquired or developed by an individual. It is a key instrument of the Qualifica programme, enabling the evaluation of everyone’s training, as well as allowing the identification of possible missing components and aiming to build a tailored training pathway. It is an instrument available in electronic format that allows adults to list their education and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Solidarity and Social Security (MTSSS)
Ministry of Education (ME)
National Agency for Qualification and Vocational Education and Training (ANQEP)
The FET strategy 2020-24, by simplifying the FET structure, aims to:
improve access to it;
support its learners consistently;
build its provision around a distinct, diverse and vibrant community-based FET college of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The FET strategy 2020-24 was developed in consultation with the FET sector and other key stakeholders. Consultation was wide-ranging and included bilateral meetings, regional workshops and a public call for submissions. Strategy development also involved developing an understanding of the policy context, the evolving environment and the nature of FET provision in Ireland, and then benchmarking this against other international approaches to further and vocational education and training.
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.
Further Education and Training Authority (SOLAS)
Department of Education
Department of Education and Skills (until 2020)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
The main objective was to identify, prioritise and propose solutions to the barriers to participation in FET faced by the long-term unemployed (those unemployed for over 12 months).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This report contributes to the development of the evidence-based FET, in policy and practice, by providing the voice of the stakeholders, learners from some of the most vulnerable groups in society, educators, and employers.
In summary, the main challenges for reducing barriers to FET are: the lack of information and clarity around individual courses; the role of SOLAS and FET in general; addressing the negative socio-cultural attitudes towards FET; improved awareness of, and barriers 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 call for proposals Strengthening the competences of young people through active citizenship to increase employability was published in October 2019. Its objective was strengthening the competences of young people through training, contributing to increasing the proportion of young people employed after leaving the operation and to the reduction of youth unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The purpose of the call is permanent inclusion of young people in the labour market through innovative projects that enhance their general and specific competences for greater employability as well as active citizenship. It encourages innovative forms of youth work in tackling youth unemployment. The target group are unemployed young people 15 to 29 years of age.
Projects implementing activities were supported in one of the following:
work with young people within organisations in 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 lifelong learning strategy the years 2021-27 aims to:
assist national agencies and other bodies in Cyprus reaching the EU targets in relevant fields;
improve efforts to upskill and reskill low-qualified and low-skilled adults and address the high percentage of unemployment among young people;
have a beneficial effect on other groups such as early leavers, NEETs and migrants/refugees. The implementation of a variety of learning opportunities is anticipated to enrich knowledge, skills...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The development, implementation, monitoring and evaluation of the lifelong learning strategy 2021-27 is under the authority of the education ministry, and is internally coordinated by the European and International Affairs, Lifelong Learning and Adult Education Office..
The monitoring of policies and actions included in the lifelong learning strategy are mandated to the national and the technical lifelong learning committees. Representatives from various stakeholders, including the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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)
To offer, via its four pillars of action, to young people of different ages and different needs, guidance and personal development 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 four pillars of action of the service are:
Personalised guidance from career counsellors and expert career guidance: each young person can arrange a personal appointment with a counsellor so that he/she can receive personalised counselling. Appointments are carried out at all youth information centres in all five districts in Cyprus;
Skills testing
This is an important tool that can lead young people to self-knowledge and guide them to the most appropriate choice of field of study 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 initiative Future starters (Zukunftsstarter) targets young people between 25 and 35 years old without initial vocational training and aims to attract 120 000 young adults to IVET between 2016 and 2020.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Employment Agency (BA) joint initiative to provide initial vocational training for young adults Training will be something - late starters wanted (AusBILDUNG wird was - Spätstarter gesucht) started in 2013 and was initially scheduled for 3 years, before being further developed and continued as Future Starters (Zukunftsstarter) from August 2016 to 2020. The programme has been extended until 2025. Based on the expanded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Labour and Social Affairs (BMAS)
The overall objective of the strategy is to equip the population of Estonia with the knowledge, skills and attitudes that prepare people to fulfil their potential in their personal, occupational and social life, and contribute to promoting both the quality of life and global sustainable development.
Three strategic goals have been set to achieve the general objective:
learning opportunities are diverse and accessible and the education system enables smooth transitions between levels and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education strategy applies an integrated approach to the development of the education system to make better use of Estonia’s high-quality education for the benefit of people, society and the economy.
It continues to support the contemporary approaches to teaching and learning, considers rapid technological developments, strives to ensure the next generation of teachers and the renewal of teachers’ roles, and it focuses more on the skills policy, including a clearer division of the roles...
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.
addressing new/additional target groups for apprenticeship training by making the framework conditions more attractive;
improving the quality assurance of inter-company training and the transition from inter-company training to a company workplace;
make it possible for those with care duties or health restrictions to start or continue their apprenticeship training by reducing the daily or weekly training period.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In January 2020, the Austrian parliament passed an amendment to the Vocational Training Act (BAG), jointly developed by the Federal Ministry for Digital and Economic Affairs and the social partners. This brings several provisions designed to make apprenticeship training more attractive, in particularly to open up further target groups for this form of training or to facilitate access to, and completion of, training for certain target groups. The following amendments came into force on 1 May...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
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 set out Law 30/2015, with the change of government in 2018, a new approach started to develop, which seeks all major stakeholders to work together:
setting up a national network, including social partners and VET representatives, based on identified sectors;
conducting innovative experimental approaches to vocational training;
cooperating with qualifications and pedagogic institutes;
establishing links with relevant external bodies and doing research.
The analysis of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
State Foundation for Training in Employment (Fundae)
The objective is to provide the curriculum for the attainment of basic functional digital, numeric and reading skills within adult 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.
The curriculum was published in 2019 within the Ministry of Science and Education (MZO) initiative. The competences proposed by the curriculum are based on the competence levels as defined by the Programme for the international assessment of adult competencies (PIAAC). The curriculum may be delivered as stand-alone training or to complement short training courses or other programmes in CVET. The modular structure of the curriculum allows for adaptation to learner needs. If VET learners lack...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the initiative is to define eight Danish VET programmes as advantage programmes aiming to improve their attractiveness.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is designed so that employers in eight VET programmes guarantee the students that, at least three months after they have finished the second basic course (GF2), they will be given an internship in a company, and that they must have maximally 15% of their practical training in a school-based training centre. Companies able to deliver this will receive funding. A special digital platform will be set up in order to enhance the visibility of these programmes.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Second opportunity programme, abbreviated as the 2O programme, is a socio-educational response to societal issues. It is designed and developed by schools, in collaboration with other entities and institutions, aiming at:
fighting early leaving from education and training, providing young people with tailored training;
closely monitoring socio-professional integration of young people and their autonomous 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 2O programme provides young early leavers from education and training, at risk of social exclusion, with training tailored to their needs, expectations, and specific interests, aligned with local labour market needs. Learners also benefit from monitoring of their socio-professional integration and autonomous development.
Each Second chance school develops its own pedagogical model and strategy, in close connection with the European network of second opportunity schools (European...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education (ME)
Directorate General for Educational Establishments (DGEstE)
The objective is to make career guidance a statutory task in the county municipalities.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Based on the white paper, the Ministry of Education and Research published a public consultation on 29 August 2019. The consultation documents suggested that career guidance should be a county municipality responsibility and that the duty to provide career guidance be regulated in the Education Act.
Stakeholders provided their input the ministry processed the responses.
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 is to increase upper secondary school completion and employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Employment Committee was established in 2018 to address these challenges. The work was divided into two phases. In phase one, the committee presented proposals for increased employment. In phase two, the social parties and professional experts were included in the work and discussions continued based on the report from phase one and new proposals presented.
In phase one, the committee provided an overall analysis of employment trends of different groups in Norway. In phase two, 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 skills reform launched in 2019 is that no one should become outdated and that more people are enabled to work longer. The goal of the grant scheme is to establish several further education digital competence 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.
Skills Norway announced grants totalling near EUR 3 million (NOK 35 million) for the development of flexible continuing education programmes in digital competence. These programmes are aimed at companies and employees who need more expertise as a result of digitalisation.
The grant scheme aims to contribute to:
development of flexible training programmes for companies in need of expertise to digitise their business;
better access to flexible and work-relevant continuing 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.
Ministry of Education and Research (KD)
Norwegian Directorate for Higher Education and Skills
The mapping system supports policy design for early intervention and activation within the Youth guarantee in Croatia, such as innovative interventions for the activation of NEETs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Ministry of Labour, Pension System, Family and Social Policy (MROSP) launched an initiative to develop a mapping system for young people neither in employment nor in education and training (NEETs). The mapping system involves compiling a database, which cross-references information on student enrolment in secondary and higher education with databases of the Croatian Pension Insurance Institute (HZMO) and the Croatian Employment Service (HZZ) to establish whether, upon graduation...
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, Pension System, Family and Social Policy (MROSP)
Providing an opportunity for low-skilled people to undergo an internship in an enterprise.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This project runs from 2016 till 2019 and is aimed at providing an opportunity to undergo an internship in an enterprise. The eligible target groups include jobseekers registered at the Labour Office, parents on (or after) a parental leave, persons over 50 years, and those with no qualification or having only a low level of vocational qualification (up to two years of vocational training). Since May 2017, graduates have been also included in the eligible target group. Interested eligible...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving...
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)
Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:
the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility...
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 objectives of the e-Guidance portal are to:
facilitate access to information on education, training, employment and other career-related topics;
offer user-friendly career guidance services for independent use;
increase the number of users of guidance services.
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 e-Guidance portal, established in 2015, takes account of labour market analysis and skill needs anticipation and addresses a wide range of users, from pupils to the unemployed. It aims to provide easy access to information necessary to choose an education and training programme, look for a job, and achieve career objectives. It offers a Career compass (Kompas karijere), a tool that enables different user groups to find targeted information.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2016, a national committee for lifelong guidance delivered a report on increasing the quality and accessibility of career guidance in schools. The report suggested equal rights to career guidance for apprentices as for school pupils, and setting up an online platform for guidance in lower and upper secondary education. It also suggested opening career guidance centres for adults in all counties. In Norway, skills policy and career guidance are tightly connected. Skills Norway is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Committee for Lifelong Guidance
Norwegian Directorate for Higher Education and Skills
Helping learners prepare to meet admission requirements for VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET system has been restructured and made simpler. 12 existing access channels have been merged into four (care, health and pedagogy; office, trade and business service; food, agriculture and experiences; technology, construction and transportation. All VET programmes are now structured according to these four areas, giving learners a simpler first choice of specialisation.
A new study regime was established in compulsory school in tenth grade (EUD 10) to help learners prepare to meet...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
On 19 December 2018, the Ministry of Finance presented a new policy action targeted at giving young people more room in choosing their education pathway or in changing pathways. Aspects of the initiative include:
a new subsidy and taximeter system: the current grant and taximeter system in youth education does not in itself motivate schools to focus on quality and has become too opaque. The government will therefore initiate a review to implement changes and simplify the system;
better...
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 project is to improve the quality and content of 21st century vocational training and adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The aims of the project Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) include the review of the examination system, the development of a validation system and the preparation of a methodology for VET content development that is compatible with open and innovative learning settings as well as the demands of the economy. Uniform criteria were also developed to strengthen the external evaluation system in CVET. Criteria include...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Centre Plc
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
eCollege provides online courses, including computer programming, data science, office productivity and web and graphic design. In 2015, eCollege awarded two major four-year contracts worth EUR 7.5 million to Cenit college and Enovation solutions. Cenit college is responsible for the management of e-tutoring and related support services, while Enovation solutions handles monitoring and reporting services. This eCollege partnership is to ensure that online education and training is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Establishment of the national system for validation of non-formal and informal learning and certification of competences, for lifelong learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Law 92/2012 on the reform of the labour market defines for the first time in Italy the validation of non-formal and informal learning, as one of the key elements to ensure and implement lifelong learning in a comprehensive and systematic manner, establishing rules and regulatory requirements (standards) concerning the characteristics of the system and the stakeholders involved, ensuring transparency, usability and broad accessibility of validation/certification services (IVC).
In recent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
Based on specific criteria, underdeveloped districts are entitled to additional support from the government (state budget and EU funds). Developing action plans for respective districts addressing unemployment and identifying relevant investment opportunities is a precondition for the intervention of the government. Some measures address VET as an instrument for improving the qualifications of those at risk of unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Five-year action plans were launched in 2016 to address unemployment in the most vulnerable districts. Training centres and regional education centres, i.e. secondary VET schools, in originally 12 and gradually 20 districts (out of 79), identified as underdeveloped, were partially funded by ESIF.
The training centres are meant to provide practice-oriented training for the disadvantaged unemployed or low-qualified. The regional education centres are expected to address the specific needs of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Parliament of Slovakia
Government Council for Underdeveloped Districts
Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation
Ministry of Investments, Regional Development and Informatisation
Enrich the public discourse on lifelong learning and skills development, learn from international experience in preparing a new lifelong learning strategy, a new act on lifelong learning, and in achieving coherence in future policies on skills 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 education ministry has started an international project (with a budget of EUR 350 000) aimed at elaborating a National skills strategy for the Slovak Republic, in cooperation with the OECD. A launch conference was held on 29 January 2019 and a final OECD report is expected by the end of March 2020.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
The objective of the national programme was to identify priorities for reforming the education system, including VET, and to quantify expenditures for respective measures.
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 27 June 2018, the government approved the National programme for the development of education (NPDE). The NPDE was adopted, with 106 measures to be fulfilled until 2027. Some measures related to regional schooling and higher education are relevant also to VET. Measures directly aiming to align VET to labour market are as follows:
increasing the quality of dual VET through the funding of professional and employer organisations involved; they will receive approximately EUR 1 million...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science, Research and Sport
The purpose of the project was to increase the attractiveness of vocational training through promotional activities, presenting professions in school, competition, and advertising in other activities for a greater number of views in the recognition of vocational professionals in vocational education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016-20 ESF-funded project VET promotion, coordinated by the Institute of the Republic of Slovenia for VET (CPI), promoted VET as an attractive education option and supported the young and talented in moving forward in their career. The project promoted vocational and technical education through the active participation of young people between the ages of 18 and 25, teachers, employers and other social partners.
The promotion is done mainly through the national and European skills...
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 of the Republic of Slovenia for Vocational Education and Training (CPI)
To improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 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.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1...
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
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To reduce unemployment among young people, and especially young people not in education, employment or training (NEETs): all young people under the age of 25 who lose their job or who do not find a job after finishing their studies receive, within 4 months from registering with employment agencies or at youth guarantee centres, an offer of good quality employment, continuation of education, apprenticeship or internship.
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 2016, the Youth guarantee implementation plan has put emphasis on initiatives that combine employment with training of the workforce, which gives young people the opportunity to improve their skills obtained during initial education and to acquire new skills through participation in apprenticeships and traineeships. The new Youth guarantee implementation plan for 2017-20 continues all the measures of its predecessor.
The Youth guarantee implementation plan for 2017-20 focuses on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Agency for Employment (ANOFM)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Qualifications Authority (ANC)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
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 education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...
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
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To increase participation in lifelong learning and improve the relevance of VET to the labour market needs. To have at least 10% of the adult population (ages 25-64) participating in lifelong learning activities by 2020.
The objectives are centred on three main strategic pillars: access and incentives for participation, quality and relevance, and partnerships for better information.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...
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
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, expanded measures for NEETs have been provided to a large extent through the activities of labour offices at national and regional level, including ESF co-funded initiatives. This includes individualised comprehensive support through diagnosis and needs identification, vocational counselling and guidance, development of individual plans, job placement and various forms of support adjusted to the individual situation.
Labour offices are institutions providing 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the Youth unemployment action plan (Aanpak jeugdwerkloosheid) 2015-16, work agreements (werkakkoorden) have been concluded (75 in 2015; ended in 2017) between employer organisations, trade unions, large employers, and the Ministry of Education, Culture and Science and the Ministry of Social Affairs and Employment. In these agreements, employers express their intention to support young people in finding a job by offering them a place to learn. Employers are also invited to open up jobs 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 objectives of the policy development were to first and foremost support schools, learners and their parents in the guidance process, and provide the most appropriate guidance system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2016, the Ministry of National Education, Children and Youth announced changes in the guidance process. To ease 5th Grade (third year of lower secondary school) learners' choice between the many vocational programmes offered, a new guidance procedure was introduced in 2016/17. In the new approach, decisions about possible career paths are only made after extensive discussions between teachers, learners and parents throughout the cycle and the analysis of a series of documents. 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.