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)
increasing the share of graduates holding a certificate about the need for special education on the labour market;
preparation of specialists - professional consultants to work with and for SEN learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Changing the system of vocational preparation of SEN learners (including disabilities) for active participation in social and professional life by:
diagnosis of the functioning of vocational education for SEN learners;
development, in cooperation with employers and other social partners, recommendations for programme changes in vocational education of SEN learners;
identification of the needs of the labour market and the possibility of expanding the vocational education offer for SEN...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 education and care to Ukrainian students migrating to Poland due to armed conflict in Ukraine.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As a result of the armed conflict in Ukraine, the Ministry of Education and Science issued six regulations in response to the need to provide adequate education and care for Ukrainian children and young people migrating to Poland.
The regulations allowed:
the head of a unit of the education system in the area of selected districts (poviats) of the eastern border to suspend all or individual classes (with the consent of the body managing the unit and the body exercising pedagogical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Human capital development strategy reflects and answers the main challenges faced by Poland in supporting human capital development and increasing social cohesion. The challenges outlined by the strategy are: formal and non-formal education quality improvement; health system advancement; increasing the fertility rate; changing the functioning of public administration due to the ageing processes; and poverty and social exclusion prevention.
The strategy set up four strategic goals:
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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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...
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The main goal of Anlehre+ is to offer more flexible and shorter low-threshold training pathways that allow people with (multiple) placement barriers to stay in the VET system and thus increase their chances of obtaining a training qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2022, the Centre for Education and Training (ZAWM) in Eupen submitted a new ESF-project application to develop and implement flexible, low-threshold and shorter training pathways, targeting also migrants (including refugees) and learners with disabilities.
Concrete objectives are the development and implementation of:
the individualisation of support and guidance for youths and young adults with (multiple) placement obstacles;
flexible, low-threshold and shorter training pathways...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reinforcing a positive and valuing image of dual certification modalities among young people, families, educational communities and the business community.
Increasing the attractiveness of qualification level 4 dual certification offers.
Encouraging and motivating adults to complete their training or schooling paths.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are different kinds of initiatives and events to promote and disseminate VET:
Professional Education and Training Campaigns (Campanha de Educação e Formação)
The campaign targets young people who are in the ninth grade (13-15 years old) when taking an informed and well-guided choice is of the utmost importance. Civil society, and particularly parents and guardians of young people in the third cycle of basic education are also target groups. It will promote vocational education...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
Directorate General for Education (DGE)
Higher education institutions
Directorate General for Educational Establishments (DGEstE)
Strengthening the action of the public employment and vocational training services;
Extending the territorial and sectorial coverage of the Institute for Employment and Vocational training (IEFP) vocational training centres network, to reduce territorial and sectorial imbalances and gaps, and ensure greater proximity to people, companies and the needs of the labour market;
(Re)qualifying and modernise the IEFP training centres network, making vocational training more attractive;
...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2021, the IEFP signed a financing agreement for the application of EUR 230 million with the Estrutura de Missão Recuperar Portugal, the body responsible for negotiating, contracting and monitoring the implementation of the national recovery plan, as part of the implementation of the investment Modernisation of the supply and of the educational and vocational training facilities.
The financing contract runs until 31 December 2025. It aims to provide 22 000 training workshop...
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Institute for Employment and Vocational Training (IEFP)
Portugal's participation objectives are in line with those of these skills competitions:
reinforcing the value of integrating worldwide standards of excellence in vocational training performance;
enhancing the social status of vocational training, encouraging the recognition of vocational paths as successful alternatives for insertion into working life;
promoting new technology-based skills, strategic for the development of the economy, according to European and worldwide evolutionary...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
WorldSkills and EuroSkills are aimed at all young people aged between 17 and 25 who have completed or are attending a qualification programme in vocational education and training. They aim to demonstrate the individual level of skills, rigour and mastery of techniques and tools for the exercise of each profession in the competition, through practical performance tests evaluated according to demanding criteria and in accordance with internationally established technical prescriptions by...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
This measure aims to promote vocational education and training (VET) and make it more attractive, bringing more students to choose the vocational training path earlier and allowing young people faster entry into the labour market. This should have a positive impact on youth employment in Lithuania.
The development of experimental training programmes brings opportunities for students who have completed the first part of the basic education programme. They can study according to the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the Government Strategic Analysis Centre (STRATA) study University, college or vocational training institution?, based on data retrieved from the 2013/14 school year to the 2018/19 school year, the number of students who chose to study in vocational education institutions together with second part of the basic education programme education has doubled. The number of students who chose to study only according to initial vocational education programmes (ISCED 2) has been...
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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
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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to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
to overcome regional discrepancies in unemployment;
to increase the employment rates of the working age population.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.
Priority target groups of the...
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The Active Blackboard programme for 2020-24 contributes to the development of the digital, social and creative competences of learners, preparing them for active participation in a modern and innovative society. It responds to the changing circumstances of the COVID-19 pandemic and follows the Strategy for responsible development until 2020 (with a perspective to 2030).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme for 2017-19 was established by Resolution 108/2017 of the Council of Ministers of 19 July 2017. According to the programme evaluation, performed by the Educational Research Institute, positive results for both pupils and teachers were observed. Teaching aids and equipment purchased in the programme are fully used in the schools. However, primary and secondary schools still suffer from a shortage of modern ICT equipment. The evaluation results also recommended the extension of...
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The Accessibility Plus programme provides multifaceted, systemic and coordinated activities aimed at improving the quality of life and providing greater independence for people with special needs, including young and adult learners. It will be achieved through the large-scale improvement in public environment accessibility, such as infrastructure, transport, products and education services.
The main aim of the Strategy for persons with disabilities is the social and professional inclusion...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Accessibility Plus programme indicates the following actions for vocational education:
developing, testing and implementing the financial and organisational model of individual support for pupils with special educational needs;
creating a system of specialised, continuing support for teachers, including support for adapting schools to the needs of pupils with disabilities.
The Strategy for persons with disabilities 2021-30 involves the following education measures including VET:
...
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The strategy is the fundamental document for shaping regional policy in Poland to 2030. It identifies development challenges for the country from a regional perspective, determines the major action directions and principles and specifies regional policy objectives and measures to be taken by the government, local governments and other entities involved in the implementation of this policy. According to the strategy, the main objective of regional policy is the effective use of domestic...
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The National strategy for regional development 2030 (NSRD) was adopted by the Council of Ministers on 17 September 2019. One of the objectives of the strategy is the development of human and social capital in the following subareas: vocational and higher education, continuing education, labour market and social capital. The strategy outlines several initiatives in these areas:
establishing mechanisms to encourage universities to cooperate with entrepreneurs;
increasing entrepreneurs’...
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The objectives and priorities of the strategy have been formulated on the basis of a SWOT analysis of the current state of the labour market. One of the opportunities outlined in the analysis is related to the provision of adequate education and training in the labour market, as follows:
changes in the admission plan for education for better adaptation to labour demand;
advanced training and training at the request of employers for the unemployed;
training for employees;
providing the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Investment in education, training and lifelong skills development brings benefits both to individuals and to society as a whole. Education is the engine for job creation, economic growth, improved social conditions and prosperity.
The strategy focuses on the modernisation of the adult education system by creating opportunities for the use of digital technologies, as well as by increasing the digital skills and competences of the workforce for full participation in digital education and the...
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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...
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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...
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Federal Institute for Vocational Education and Training (BIBB)
The reform aims to give people the freedom to choose. Completion of upper secondary education gives young people and adults the freedom to choose their way forward in life, more people will have equal opportunities for better lives.
The government aims for nine out of ten to complete and pass upper secondary education by 2030. The Completion reform, with open doors to the world and the future, contains measures to equip more young people and adults with key and/or professional competences,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The reform will include more options for completing upper secondary education, including for adults, along with more relevant training and a right to apprenticeship in VET.
All students in upper secondary education, including both IVET and CVET, will benefit from the policy development.
These are the most important measures foreseen in the Completion reform:
everyone who starts upper secondary school will have the right to complete an upper secondary degree;
training courses will be...
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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...
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to look to the future, reinforcing the inclusion of people with disabilities;
more cohesion and solidarity and that respects diversity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The ENIPD 2021-25 is based on eight strategic priorities: citizenship, equality and non-discrimination; promoting an inclusive environment; education and qualification; work, employment and vocational training; promotion of autonomy and independent living; measures, services and social supports; culture, sport, tourism and leisure; and knowledge, research, innovation and development.
The implementation of the education and training related priorities includes:
definition of a framework of...
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The aim of this programme is to support the municipalities to tackle urgent challenges in education: from digitalisation to the development of new cooperation and services, and to the expansion of promising education topics.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the ESF Plus education municipalities programme, the Federal Ministry of Education and Research (BMBF) supports districts and independent cities in the further development of their education landscape. One thematic focus of the programme is the establishment of digital-analogue networked education landscapes for lifelong learning. Local education authorities also choose specific thematic priorities, for example, in the area of cultural education, democracy building/political education,...
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The aim of the improvement agenda for inclusive education in VET for 2020-25 is to further ease the entry of special needs learners and learners with disabilities to VET and give them the adequate extra guidance they need to complete a VET programme.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the education ministry presented to parliament (in a policy letter) the Improvement agenda for inclusive education in VET for 2020-25.
In this letter, the minister, based on the evaluation of inclusive education in VET (Passend Onderwijs in het MBO) and on advice from the Education Council (Onderwijsraad), both issued in 2020, concluded that although learners are mostly satisfied with the support provided by VET schools, there is still room for improvement. The importance...
Bodies responsible
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Ministry of Education, Culture and Science
Ministry of Social Affairs and Employment
Ministry of Health, Welfare and Sport
Council for upper secondary VET schools (MBO Raad)
The regulations introduced during the COVID-19 pandemic aim to ensure the safety and health of citizens and promote learning within the current limitations.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Regulations addressed to schools, including VET schools, in 2020 and 2021 (until February) mainly concerned the temporary closure of institutions and the easing of the transition to distance learning. More than 23 regulations were issued by the education minister for these purposes.
EU funded projects have been implemented aiming to solve problems resulting from the effects of the COVID-19 pandemic on schools, including VET providers. For example, computers and software were delivered to...
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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.
Actions undertaken by the Ministry of Family and Social Policy in 2020 are aimed at directing and intensifying activities to support the deinstitutionalisation of social services in Poland, i.e. better matching the care and support of dependent people with their needs, including those of children and young people in various forms of foster care.
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 2020, work has intensified on the preparation of a national strategy for the deinstitutionalisation of social services in Poland. On 12 January 2020, the Minister for Family and Social Policy appointed a team for the development of the strategy for the deinstitutionalisation of social services in Poland, which is an auxiliary body to the minister. The strategy is to be finalised and presented to the minister by 30 April 2021.
The tasks of the team include the development 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.
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 National recovery and resilience plan promotes reforms at all education levels, including VET-related objectives in the components Education for the 21st Century and Increasing the performance of Slovak higher education institutions.
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 recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the Plan for Digital Appropriation is to make the Brussels-Capital Region a Smart City by increasing the accessibility and the basic digital skills of its citizens in a comprehensive and ongoing way, which will lead to an overall improvement of the well-being of its citizens (privately and professionally) and boost its economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following its memorandum on e-inclusion, the Government approved the Plan for Digital Appropriation 2021-24 on the 12 February 2021. This plan was proposed by the Digital Inclusion Coordination and drawn up in consultation with stakeholders on the ground.
The implementation is organised in four areas defining 17 projects including 66 actions.
Raising awareness and destigmatising: raising citizens' awareness of digital tools and services, how to use them and on the support or training...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Precariousness plan for better access to training in Brussels matches the first principle of the European Pillar of Social Rights, which seeks equal opportunities and access to the labour market through education, training and lifelong learning: ’everyone has the right to quality and inclusive education, training and life-long learning to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market’. Bruxelles...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Precariousness plan for better access to training in Brussels (Plan Précarité) was drafted in 2018 and introduced in 2019. This plan introduces various incentives to learners of Bruxelles Formation and OISPs (socio-professional integration organisations) in Brussels with which the institution collaborates. It focus on four types of measures:
a. measures related to the financial benefits of trainees and to well-being in training:
extension of the training allowance (EUR 1/hour) and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
The Long-term plan sets out strategic directions for education and the development of the education system in the following areas:
lifelong learning;
improving the quality and efficiency of education and training systems;
facilitating equal access to education for all;
sustainable development;
educational attainment of the population, demography, labour market, employment, social cohesion.
For the period 2019-23, the Ministry of Education Youth and Sports (MŠMT) set three...
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 Long-term plan for education and the development of the education system of the Czech Republic (the Long-term plan) covers the entire system of regional education (pre-school, basic, secondary, tertiary professional education). Decision-making and consulting powers are vested in self-governing bodies: regions (for public VET schools at upper secondary and tertiary professional levels) and municipalities (pre-school and basic schools).
The plan determines the framework of long-term...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 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...
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To set up a grading system that increases incentives for learners to study more advanced courses in a subject and to reduce stress.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national commission of enquiry was set up in 2018 with a mission to propose a grading system that would increase incentives for learners to study more advanced courses in a subject and to reduce stress by replacing the current course-based grading system with a subject-grading system in which the grade for the last and highest-level module in a subject would be used for calculating the average grade. In the new system, a grade will be given for a subject as a whole not for each course in...
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The main objective of the plan is to suggest reforms and specific measures that will increase the country’s per capita GDP to reach 92% of the EU-27 average by 2030.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The finance ministry was responsible for preparing the National integrated reform plan (NIRP). Over 100 experts, including analysts from respective ministries and experts from NGOs and businesses, contributed to the identification of milestones, measurable goals and required costs in eight priority areas. The following are the most relevant to VET:
education;
research, development and innovations;
digitalisation;
labour market and social sustainability.
The priority area 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 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 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 legislation aims to strengthen the position of upper secondary VET students via six 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.
Although the law focuses on VET students in a vulnerable position, it is also relevant to all VET students.
The legislation introduces VET student funds and a fund at each VET institution for the support of vulnerable students aiming to reduce dropout rates due to financial reasons. Each public VET college (MBO) is responsible for creating its own VET student fund. For this purpose, it may use resources from the general funding it receives from the government (lump sum). The lump sum will...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The ambitious document strives for overall modernisation of the Czech education system, reflects newly emerging social and technological challenges, in particular the advancing shifts related to the Fourth Industrial Revolution, but also the negative aspects of the Czech education system, which include long-term declining quality of initial education, employers’ dissatisfaction with skills of school graduates, increasing share of early leaving from education and the growing selectivity of...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.
Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods of...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 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.
map and evaluate current FET-HE transitions practice and data across the two sectors;
develop proposals so that education and training qualifications from the FET sector are recognised for entry into higher education in an agreed and consistent manner;
examine specific issues relating to the transition for learners from further education and training into third-level education;
consider and make recommendations on how best to position further education and training qualifications for...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are many issues being progressed by the different stakeholders involved in the sub-group and the group has served as an excellent mechanism to discuss ideas, share data and good practice that can influence relevant actions, while also providing a platform for considering opportunities for further work and collaboration. Set out below are the key policy areas that are being progressed by individual members of the sub-group, or which are being discussed as a collaborative response, for...
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This document quantifies expenditures on current social protection and inclusion policies, assesses their effectiveness and accessibility, and examines existing data collection settings. Based on the findings, it proposes measures to improve the social inclusion of vulnerable groups and to unlock the untapped potential for economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Overall, the spending review proposes a series of measures regarding social inclusion, data collection and methodology development, the management of systems not sensitive to additional funding, as well as three austerity measures. Many were related to education.
One austerity measure was linked to VET, requiring that contributions to the so-called activation work of the unemployed provided by municipalities (focusing predominantly on unskilled activities, such as street sweeping, waste...
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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)
to inspire innovation in learning, as well as continuous improvements to governance and business processes, and the use of state-of-the-art technologies;
to encourage a socially responsible approach towards the surrounding environment, customers, employees, clients and the public;
to open up programmes to employees and the public, while enabling the adoption of transparent and clearly communicated decisions;
to help ensure employees are experts in their fields;
to achieve a high 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 2017, the EU allocated as much as EUR 25.7 million for implementation of the Erasmus+ programme in Lithuania. Almost 900 eligible applications were submitted for grants in the country per year. Some 297 education and training applications were received in 2017. A sum of about EUR 11 million was allocated to higher-education establishments; more than EUR 3.5 million to VET institutions and about EUR 500 000 to general education schools. Pupils, students and education staff participating in...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The overall objective of the 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...
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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)
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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An amendment to the School Act came into force in September 2016, which legally guarantees targeted support for children with special needs. Schools (including VET schools) are now legally entitled to additional funding for the necessary measures for teaching children with special needs. This amendment covers all children with special educational needs, based on their health as well as on their cultural and social environment (i.e. also Roma children). The amendment also covers talented...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015-17, NQF and EQF levels continued to be added gradually to qualifications and certificates. The NQF and the levelling of qualifications thus became a visible part of national education databases. The framework is operational and forms an integral part of the Danish education and training landscape. Two (interconnected) websites are available: the nqf. dk website, which targets the international public; and the ug. dk website, which provides the national public with comprehensive...
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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.
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...
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People with disabilities can attend an initial or continuing training course to get a qualification. These courses aim to provide beneficiaries with knowledge, competences and skills necessary to be active in the labour market, maintain employment and have positive career prospects.
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 number of hours of initial training courses can range from 1 200 to 2 900 hours (corresponding to a period from one to two and a half years) leading to a qualification at EQF level 2. Continuing training courses have a maximum duration of 400 hours, leading to a training certificate.
In 2015 and 2016, IEFP, in cooperation with the National Agency for Qualification and Vocational Education and Training (ANQEP) and rehabilitation organisations, consolidated the available training...
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Institute for Employment and Vocational Training (IEFP)
Legislation aims to address the needs of each learner and provide the adequate environment to achieve their goals, promoting equity and equal opportunities throughout compulsory 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 legislation introduced in 2018 and amended in 2019, aims to promote inclusive education and enable schools to recognise and respond to learners' diversity, individual needs and capabilities. It established a flexible learning model, which addresses the unique needs of learners and targets the acquisition of common knowledge throughout their school paths, regardless of the specific education or training programme in which they are enrolled. This legislation offers learners opportunities...
Bodies responsible
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Ministry of Education (ME)
Directorate General for Education (DGE)
National Agency for Qualification and Vocational Education and Training (ANQEP)
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
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Ministry of Culture and Innovation
IKK Innovative Training Support Centre Plc
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
To facilitate access to educational resources that are specifically used for distance learning or education processes.
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 education authority VET, the education community can find and create structured teaching material ready to be downloaded and used by teachers and learners in Procomún, the Repository of open educational resources (OER) of the ministry, operated by the National Institute for Education Technologies and Teacher Training (INTEF). Another initiative is the Educational Technology Observatory, which provides a virtual library with articles for teachers written by teachers about how to use...
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National Institute of Education Technologies and Teacher Training (INTEF)
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...
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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
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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)
To reduce early leaving from education and training through actions addressed in the 2015 national strategy:
to implement prevention, intervention and compensation programmes and measures to address the major causes of early school leaving, with a focus on reaching young people aged 11 to 17;
to reduce the share of young people aged 18 to 24 and lower secondary graduates not involved in further education or training (early school leavers). The goal is to reduce this share to less than...
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 to reduce early school leaving in Romania was adopted in June 2015. It is based on prevention, intervention and compensation in thematic/policy areas and addresses the following directions of action/pillars:
ensuring access to quality education for all children;
ensuring the completion of compulsory education by all children;
reintegration into the education system of people who left school early;
developing adequate institutional support.
The strategy targets...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Institute of Education Sciences (until 2020)
Romanian Agency for Quality Assurance in Pre-university Education
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
County school inspectorates
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
Supporting teachers to better respond to the specific learning needs of disadvantaged learners is crucial. Especially regarding Roma learners, as they are facing challenges they were not prepared for within initial training. In-service training of teachers should prepare them to better adjust to disadvantaged learners' 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.
For a long time ESF projects have been crucial in promoting teachers' in-service training regarding assisting disadvantaged learners, including Roma. In 2017, the implementation of the ESF 'Open school for all' project gave a new impulse in this effort. The project aims to further strengthen professional competences of teachers and teacher assistants in the provision of inclusive education to Roma within mainstream general education, an important prerequisite for provision of subsequent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Examples of eligible activities within Don’t BE disQUALIFIED (NedisKVALIFIKUJ SA!) call include:
creating and carrying out programmes aiming to develop competences complying with labour market requirements including ICT and financial literacy;
supporting second chance programmes, enabling adults to complete lower secondary education;
supporting inclusive education activities for people with special educational needs;
supporting young people experiencing difficulties with 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.
Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) is the motto of a 2016 call for projects launched by the education ministry, focusing on key competence development and enhancing/upgrading skills. Project topics include continuing VET. Applications exceeded by two times the available ESF co-funded budget of EUR 15 million. 144 projects have been in progress since 2018, but have been delayed due to administrative complications. In 2017, EUR 7 million were allocated to ESF projects focusing on 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, Research and Sport
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
To describe measures addressing identified weaknesses or suggested improvements.
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 2017, the education ministry published the Learning Slovakia strategy paper, following a public discussion on a draft version from March 2017. The VET-related chapter of this strategy paper for the first time in the official documents clearly defines and distinguishes between the diverse forms of work-based learning: dual VET, as set in the 2015 Act on VET; work-based learning within VET school-enterprise agreements but without individual learning contracts; short-term...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Since there are no nationally determined VET programmes in municipal adult education, the objective has been to propose a cluster of courses that meet the competence requirements for different vocational areas.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2016, the government commissioned the National Agency for Education to recommend vocational packages for adults. These packages are clusters of courses agreed with industry as entry points into the labour market. They will not only consist of partial qualifications, but also include building blocks that may be transferred and accumulated towards a full qualification. In April 2017, the mission was amended to include bridging programmes aimed at young people, mostly recently...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Opening up municipal adult education as a second chance education and as an opportunity for career changes; inclusion of adults with intellectual disabilities into municipal 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 government set up an enquiry: A second chance and another chance - an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult education as a second chance education and as 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.
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 offer financial incentives for learners to study in VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government supports the implementation of initial VET programmes by offering financial support in various forms.
High school scholarship is a national social protection programme that offers approximately RON 250 (EUR 50 since 2018/19) of monthly financial support for upper secondary education learners in grades 9 to 12, including those in VET (technological and vocational programmes). The scholarship is linked to family income and is not available for all learners enrolled in any 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.
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)
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).
Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
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 of 22 November 2018 supports the setting up of the so-called 'ancillary occupations'. Ancillary occupations are targeted at people with minor intellectual disabilities. As a consequence of the change, when introducing a new occupation or changing an existing one, the relevant minister is required to either propose the possibility of establishing an ancillary occupation or to provide justification for why this is not possible. Learners may take the exam in their occupation or in 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.
The main objective of the strategy is to increase income and social, economic, environmental and territorial cohesion.
This would be achieved through:
sustainable economic growth increasingly driven by knowledge data and organisational excellence;
socially sensitive and territorially sustainable development;
effective State and economic institutions contributing to growth as well as social and economic inclusion.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National strategy for responsible development (Strategia na Rzecz Odpowiedzialnego Rozwoju - 'Morawiecki Plan' - SRD) was adopted by the Council of Ministers in February 2017. It addresses the challenges, which the country will be facing until 2030, in particular in the areas of social and regional development, reduction of poverty and social exclusion, as well as demographic challenges. In education, the following actions were prioritised:
promoting dual VET, further linking school...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To integrate the long-term unemployed into society by engaging them in permanent employment or relevant training, thus reducing a risk of social exclusion.
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 2016, the State Employment Agency (NVA) started the ESF 2016-21 project Support for the long-term unemployed. The target group of the project is those who have been unemployed for 12 months or more, or who have addiction problems that impede finding a job.
Professional rehabilitation for people with disabilities is provided by the Social Integration State Agency. In February 2017, the Cabinet of Ministers approved new procedures by which a person receives State-funded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reintegrating vulnerable groups 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.
The employment reintegration contract, which alternates practical and theoretical training, was implemented in 2016. It allows:
employers to pass on their experience and to give a real employment perspective to older jobseekers, people with reduced working capacities or disabled persons;
jobseekers to illustrate their specific capacities while at the same time acquiring new competences.
The duration of the employment reintegration contract is 12 months. To benefit from an employment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reintegrating vulnerable groups 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.
In 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Ministry of Family Affairs, Integration and the Greater Region
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
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 range of projects for continiuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million 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.
to develop the assessment of a person's acquired competences to allow them to obtain a qualification;
to develop the assessment of general competences acquired by a person;
to develop a system for the recognition of foreign qualifications;
to monitor the assessment of a person’s acquired 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.
In 2016, to address the problem that non-formal training for unemployed adults organised by the public employment service (the Lithuanian labour exchange) did not lead to formal qualifications, the Ministry of Labour and the Ministry of Education, Science and Sport agreed to enable validation and recognition of learning outcomes gained through such courses. That year, the employment service also began working on using modern methods of testing (ProfileXT) and tests in native languages 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 aim is to ensure the availability and quality of VET, that qualifications meet the country’s economic needs, and the balance between supply and demand for specialists at the national and regional levels. Tasks include reorganising the network of State VET institutions; optimising the supply of VET programmes for the acquisition of first qualifications on a territorial basis; improving the provision of educational assistance in VET institutions; and ensuring high-quality access to VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2017-20 action plan for lifelong learning was adopted by the Ministry of Education and Science in June 2017, and was later amended in December 2017. The plan replaced the former 2014-16 action plan for VET development and, in part, the 2014-16 action plan for non-formal adult education. It aimed to define objectives and measures for further development of systems for VET and lifelong learning, as well as the organisations responsible, and funds required and their sources (national budget...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 turn this development around and improve reading literacy amongst Icelandic learners.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2018, the Directorate of Education has been leading a national campaign for literacy, where all schools at compulsory and upper secondary level are offered assistance. The main emphasis is on compulsory schools, managed by the municipalities, where many have already amended their policies. A movement to assist learners lacking competences is in progress. Many have to deal with dyslexia and get special assistance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 development of data IT systems to track FET graduate outcomes, known as the Programme and learner support system (PLSS).
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 PLSS is a suite of software applications that are designed to provide an integrated approach to the collection and processing of personal data of users of PLSS and FET programmes funded through SOLAS, and the outputs, outcomes and performance of such programmes.The data are informing the SPAs between the Education and Training Boards (ETBs) and SOLAS.
The PLSS consists of three elements:
national programme database (NDP) - a depository of all programmes/courses designed to be run by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
Various FET programmes (some of which include VET) have undergone external evaluation. For example, in 2017 the post-leaving certificate (PLC) programme underwent an evaluation by Ireland's Economic and Social Research Institute (ESRI). Based on the recommendations arising from the evaluation, SOLAS established a PLC programme improvement advisory committee to develop an improvement plan. Actions to be implemented under this plan include:
the readjustment of the balance between PLC...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 SPAs define how ETBs contribute to achieving national performance targets for FET success in ‘generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery’ (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
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)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on 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.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, the National Office of Vocational Education and Training and Adult Learning has been responsible for the development and operation of the national careers guidance system. A careers orientation working group was set up in 2015 to survey and coordinate careers orientation in VET centres and to develop methodological guidelines. Based on its work, a nationwide careers orientation event was organised in 2016 (Night of the Professions) and since then it has been held annually....
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Office for Vocational Education and Training and Adult Learning (NOVETAL)
The measure aims to facilitate access for new graduates of the vocational baccalaureate wishing to enrol into the higher technical section (Section de technicien supérieur, STS).
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 scheme for progression from upper secondary VET to tertiary technological education is being piloted, from September 2017, for three years in three education districts (académies). The aim is to allow students who obtained the baccalauréat (end of upper secondary diploma) in vocational education to pursue their studies in higher technological education (section de technicien supérieur, STS).
Previously, admission to higher technological education programmes was preferably granted 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 and Youth
Ministry of Higher Education, Research and Innovation
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to support NEETS and low-qualified young people in access to training and to acquire a qualification at EQF levels 3 and 4 and contribute to equality of opportunity.
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 framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics 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 National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
create a top-quality framework for employment and dignified work;
be the main actors of their own qualification and labour market insertion process;
increase their qualifications and employability by acquiring more professional skills;
be part of a new economic model based on social sustainability, productivity and added value;
provide adequate and individualised assistance from the public employment services;
avoid horizontal segregation 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 Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Economy
State Public Employment Service (SEPE)
Autonomous Public Employment Services
Ministry of Health, Consumption and Social Welfare
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training
National Institute of Qualifications (INCUAL)
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae)
Red.es
National Institute of Education Technologies and Teacher Training (INTEF)
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 education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. 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 Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements 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.
The aim of the programme was to create high-quality, flexible and diverse vocational training opportunities for the Estonian population that meet their needs and abilities and the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It is implemented through a single measure (Correspondence between lifelong learning opportunities and the needs of the labour market and increased participation in learning). Its main activities are:
developing the quality and organisation of vocational education;
planning of volumes of studies, provision of study places and students´ support measures;
regional distribution of curriculum groups in vocational education institutions and modernisation 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 and Research
Information Technology Foundation for Education (HITSA) (until 2020)
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out choices.
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 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 SEN learners with quality VET and ease their transition to 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.
On the initiative of the Ministry of Social Affairs, a working group was set up from September 2015 to June 2016 to propose solutions for alleviating this transition for SEN students.
A joint action plan was agreed and is now being carried out by the education and the social affairs ministries. It aims at easing the transition of students with SEN between levels of education and from education to the labour market.
In July 2016, the terms of graduation in VET were also amended to allow 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.