It is important to develop professional collaborations that involve students and teachers in Hungarian vocational training in regions outside the borders. This can generate a positive trend in the labour market, that would strengthen the integration and the relations of Hungarian vocational training in Hungary and beyond.
The goal is to support the development of the professional and general skills of Hungarian communities beyond its borders in a way that matches increasing European 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 working group of the VET Innovation Council, Vocational training development in the Carpathian Basin, mapped future opportunities. The working group carried out the mapping between 2021-22. At its November 2022 meeting, the VET Innovation Council adopted the findings and proposals of the working group. The department responsible for VET development of the Ministry of Culture and Innovation has already started to elaborate the concept for the development of vocational training 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 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...
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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...
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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...
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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...
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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...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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...
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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.
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)
Improving the quality of adult learning in Europe by internationalising adult learning and training organisations, including VET, and the professional development of their staff.
Building communities of practice in various fields of adult learning, including vocational education and training, and between all stakeholders such as teachers and policy makers.
Facilitating the creation and sharing of (open) educational resources that can be used in adult learning, including the use of new...
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In Poland, the activities of the EPALE platform are the responsibility of the Foundation for the Development of the Education System, commissioned by the Ministry of Education and Science.
The European EPALE platform has been operating since October 2014. From the beginning, it has been available in the Polish language. The current contract for the implementation of the project by the EPALE national office covers the period from April 2022 to the end of 2024.
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Ministry of Education and Science
Foundation for the Development of the Education System (FRSE)
setting up a national team of experts for vocational education and training;
providing support to beneficiaries in implementing EU tools related to vocational education and training (VET).
Its mission is to improve the quality of VET and to support the cooperation of vocational schools with employers in Poland and Europe. The team also serves higher education, especially State higher vocational schools in practical studies.
Description
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In 2021, the Foundation for the Development of the Education System began providing organisational services to the Team of Experts for Vocational Education and Training (EVET) nominated by the Ministry of Education and Science. The Action Plan of the Team of Experts is an integral part of the Erasmus+ Work Plan.
The objectives are implemented through organising consultations, seminars, conferences, workshops, training sessions, lectures, debates, study visits and analytical work, as well as...
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Ministry of Education and Science
Foundation for the Development of the Education System (FRSE)
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:
...
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The strategy update was coordinated by the ministry responsible for family, labour and social security. The final version of the document was adopted in 2019. The strategy is implemented by 15 different institutions, including the ministries responsible for education, digitalisation, labour, health or justice.
The implementation of the strategy goals includes strategic projects outlined in the Strategy for responsible development, and supplementary projects grouped in two areas: social...
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The main goal of the action plan is to prepare the workforce for the modern economy by developing high-quality, relevant, effective and inclusive VET at all levels. The document also provides information on national challenges and main objectives in vocational education and training, as well as the most important tools and measures to be implemented.
Description
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The action plan includes the following five specific measures:
implementing the integrated skills strategy through the development of professional skills in formal and non-formal education, including skills related to green and digital transitions;
provision and professional development of staff for the VET system;
the development of career guidance and promotion of VET;
implementation of innovative and durable mechanisms of cooperation at national and international levels in VET,...
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In response to the 2020 Council Recommendation on VET and the Osnabrück Declaration on VET, the education ministry prepared a comprehensive National implementation plan (NIP), which sets out the following eight objectives to address European priorities and achieve national targets:
excellent, inclusive and accessible VET for all;
high employment rate of graduates;
sustainable and competitive fields of study/qualifications in IVET and CVET relevant to labour market needs based on digital...
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Eight priority areas were identified in relation to the achievement of the objectives, five of which explicitly target VET, two target lifelong learning in parallel with VET ((f) and (h)) and one targets interlinking general education and VET (e):
centres of excellence in VET;
in-company training centres;
higher VET transformation;
quality assurance in IVET and CVET;
prevention of early school leaving;
basic skills;
individual learning accounts;
a new system of lifelong learning...
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Ministry of Education, Science, Research and Sport
To ensure the supply of teachers and trainers, and support specialists.
To empower teachers, heads of schools and other staff in VET to provide quality education and training.
Description
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In order to develop the competences of teachers, trainers and heads of school, the following measures are foreseen:
building the capacity of schools to develop the content of VET, including curriculum development and in-service training for vocational teachers;
pedagogical-methodological in-service training courses (including special pedagogy and andragogy) for VET teachers, in-service training in digital pedagogy for vocational teachers;
field-related training for vocational teachers,...
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to provide access to state-of-the-art equipment and technology;
to improve citizen services;
to facilitate digital transition;
to improve the quality of VET provision;
The timeframe for all measures included in this policy development is the end of 2025.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This development exemplifies the fourth and fifth objectives of the 2022-24 Strategic plan for vocational education and training , lifelong learning and youth and is also part of the Greek National implementation plan for VET recommendation and Osnabrück declaration. It contains the main actions/activities comprising the digital transformation and modernisation of infrastructure and equipment.
Development of a digital platform for VET
The digital platform for VET is expected gradually to...
Bodies responsible
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Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
To aid lifelong learning and recognition of competences and qualifications through establishing a system of transferable credits used in the professional training 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 development of the transferable credit system includes methodology for granting transferable credits for the professional training of adults including categories of skills to be considered for certification of competences: key, technical and occupation-related. It facilitates mobility and complies with the general provisions regarding competences acquired in education and training, including adult training.
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The action plan for lifelong learning aims to transform Flanders into a lifelong learning society. This is essential to increase innovation potential and productivity and to prepare Flanders for transformations such as climate change and the ageing population. This is an initiative to promote VET and lifelong learning; it also strengthens key competences in VET.
Description
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On 30 October 2020, the lifelong learning partnership was established, to stimulate the participation in lifelong learning through working out a joint approach across sectors and policy areas. This partnership is composed of representatives from the Socio-Economic Council of Flanders (SERV), education and training providers, the private training providers, the Lifelong Learning Committee of the Flemish Education Council (VLOR) and a higher education expert from the Vlerick business school.
...
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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...
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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)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
This measure is part of INCODE.2030. The Portugal digital academy is a national initiative that aims to bring digital competences to all Portuguese people including migrants), investing in inclusion and digital literacy, in the education of new generations, in the qualification of the active population, in advanced and specialised training of senior staff and in research. It is a free course aggregator platform where all citizens can improve their digital competences regardless of age. The...
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Institute for Employment and Vocational Training (IEFP)
Agency for Competitiveness and Innovation (IAPMEI)
Secretary of State for Digitalisation and Administrative Modernisation
To eliminate the problems identified and improve adult education quality, the project plans to develop a quality assurance system through the development of models of self-evaluation and external evaluation of adult education institutions in order to improve adult education based on relevant research data.
Description
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The project Development of a quality assurance system in adult education is financed under ESF Operational programme Effective human resources 2014-20. The implementation period of the project is 40 months beginning from January 2019. The project has a total value of EUR 2 368 780 (HRK 17 838 099). The body responsible for the implementation is the Agency for VET and Adult Education (ASOO). The project is aimed at improving the quality of the adult education system through the development of...
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The amendment of the Law on Adult Education aims at the alignment of the regulations with the development of the national qualifications framework and to improve the quality assurance system, to ensure quality and effective education focused on the needs of the individual and the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2021 Law on Adult Education provided guidelines for the development of a comprehensive quality assurance system and allowed for the validation of non-formal and informal learning. With the 2021 law, the adult education system has been completely aligned to the national qualification framework and based on occupation and qualification standards. The law allowed for formal recognition of non-formal and informal learning validation, as well as systematic quality control of the institutions...
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The purpose of the project is to provide relevant information on real time data and short-, medium- and long-term forecasts on labour market needs to mitigate skill mismatches and skill and labour shortages.
The project aims to upgrade/further develop short-term (up to 1 year) competence and profession forecasting based on current methods and tools and to develop a methodology of medium- (3-5 years) and long-term (10 years) forecasting. The project will also help to establish institutional...
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The project is managed by the Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ) in cooperation with the Employment Service of Slovenia. The Skills forecasting platform, a comprehensive online information system for labour matching and skills anticipation, is of key importance in tackling future challenges in the labour market and education system. It will contribute towards a well-functioning labour market and the creation of quality jobs, providing the...
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Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
Aiming to support the adaptability of workers, enterprises and the entrepreneurial environment to the new development requirements, the Labour Institute of General Confederation of Workers (INE/GSEE) implemented integrated and targeted actions to align VET and training programmes to the labour market and to sectoral up- and reskilling needs. These actions contribute to further development of quality assured systems for initial VET (IVET), continuing VET (CVET) and lifelong learning and the...
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The INE/GSEE implemented the project Support to quality development of industrial vocational training and its alignment with employee certification (regardless of age), under the priority, Development and update of occupational profiles and framework curricula, under the operational programme, Competitiveness, entrepreneurship and innovation, during 2017-21.
The occupational profiles are based on a methodology for developing occupational standards in line with the Hellenic Qualifications...
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Labour Institute of General Confederation of Workers (INE/GSEE)
Ministry of Development and Investments
Small Enterprises' Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants (IME GSEVEE)
Hellenic Federation of Enterprises (SEV)
Centre of Hellenic Commerce and Entrepreneurship Development (KAELE ESEE)
Institute of Greek Tourism Confederation (SETE-INSETE)
National Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The main objective of the policy is to support society, companies, the academic world and public administration in taking advantage of artificial intelligence development.
Description
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The policy document describes actions and goals in the short, mid and long-term perspective that will serve the development of Polish society, economy and science in the area of artificial intelligence (AI). It is organised into 6 policy areas, one of which is education, including VET. The actions in this area will include updating curricula and supplementing teaching programmes with AI information and solutions, increasing access to education tools (including online tools) for AI and...
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The 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 Strategic plan 2022-24 includes three sub-pillars and sub-strategies for VET to ensure lifelong learning (LLL) with focus on adult learning and youth. These sub-pillars are part of the same strategic objectives and complement each other in providing a holistic approach to VET and lifelong learning, with a focus on designing VET policies, updating VET and LLL programmes in accordance with labour market needs, and adjusting VET offers to regional needs.
More specifically, the strategic...
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The six strategic objectives of the plan are further analysed into sub-objectives that serve the effective implementation of the strategy.
More specifically, the implementation of the first strategic objective, Development and strengthening of VET and LLL with emphasis on quality assurance, is achieved through the following sub-objectives:
increasing the attractiveness of VET through the creation of new opportunities;
design of VET and LLL programmes and their quality assurance;
...
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Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
LLCS 2030 focuses on four thematic areas: qualification system; basic skills and civic education; lifelong learning and counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:
second chance education and ‘F-type programmes’ (ISCED 253) for low achievers in lower secondary general...
Bodies responsible
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Ministry of Education, Science, Research and Sport
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
Providing teachers and secondary learners with laptops so that they can participate in digital classrooms.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government of the German speaking community decided to equip teachers and secondary learners (including apprentices) with laptops to guarantee good functionality of online classes. The Ministry of the German-speaking Community is responsible.
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The measure is part of the Equal start initiative: development of the lifelong learning support system (2021-24) and has the following objectives:
Develop a digital platform that would make it easier for learners to find training programmes in one place, including the creation of an individual learning account system;
help to change the culture of lifelong learning in Lithuania by offering more flexible learning opportunities;
invest more purposefully in strengthening the most relevant...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The platform development project is carried out by three ministries: Ministry of Education, Science and Sport, Ministry of Economy and Innovation, and Ministry of Social Security and Labour. It is expected that the unified system will be operational by the end of 2022. It is funded by the Lithuanian economic recovery and resilience plan.
The unified adult education support system will be convenient for all users: learners, training providers, individuals seeking learning opportunities....
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To support the national labour market policy by providing analysis and data on the skills needed for key professions/occupations in all economic sectors.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The initiative is funded by the ESF under the operational programme (OP): Human resource development 2014-20, and is implemented through two components.
Component one has been implemented by the labour ministry and component two by the national employer organisations. A unified toolkit has been developed in component 1, including methodologies and requirements for job research and identification of the digital skills required for the development of digital skills profiles in key positions...
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Ministry of Labour and Social Policy
National employer organisations
National employee organisations
National Agency for Vocational Education and Training (NAVET)
In addition to the provision of IVET and CVET (upskilling, reskilling), Centres of excellence in VET (CeEVETs) must offer retraining of teachers, head instructors and instructors, offer work-based learning opportunities for dual learners contracted by SMEs, and be an interface between basic schools (lower secondary education in particular) and VET schools and between VET schools and higher education institutions for career choice and VET-related aspects. CeEVETs will be responsible for the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The creation of centres of excellence in VET (CeEVETs) is determined by the Lifelong learning and counselling strategy for 2021-30 adopted by the government on 24 November 2021. According to the strategy action plan, a pilot phase of transforming some of the existing centres of VET into CeEVETs should already start in 2022, co-funded from ESIF (specific objective 1.4 ‘Developing skills for smart specialisation, industrial transition and entrepreneurship’ of Operational programme Slovakia...
Bodies responsible
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Ministry of Education, Science, Research and Sport
Ministry of Labour, Social Affairs and Family
Ministry of Investments, Regional Development and Informatisation
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...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
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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The objective is to promote efficient skills provision and lifelong learning in the long term and facilitate transition to the labour market. The aim of the initiatives included in the assignment is to reinforce the conditions for authorities and other actors to create and provide digital services that strengthen individuals' positions in the labour market while meeting the skills needs of the private and public sectors.
Description
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In June 2021, the government gave several national authorities involved in education and employment the mission to develop digital services that provide data about education and the labour market, as well as to establish forms for the management of a coherent data infrastructure for the provision of skills and lifelong learning. These authorities shall jointly investigate the conditions for, and begin work on, developing common concepts or translation keys between existing conceptual...
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Law 4763/2020 aims to promote the joint strategic planning of VET. To this end, it reforms VET governance substantially to avoid overlaps, better address labour market needs and support autonomy at VET provider level.
The main objectives of Law 4763/2020 are:
providing knowledge, skills and competences in accordance with the needs of the labour market;
improving employability for all.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
According to Law 4763/2020, the General Secretariat for VET, LLL and Youth is responsible for designing, implementing, coordinating and monitoring policies in the relevant fields. It is also the supervisory body for the implementation and monitoring of VET and LLL programmes.
In addition, the law set up advisory bodies (including social partners and VET stakeholders) at national and regional level to support VET governance.
Nationally, the main advisory body introduced is the Central...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Religious Affairs
General Secretariat for VET, Lifelong Learning and Youth
The National recovery plan will direct the funds obtained by Poland (EUR 58.1 billion) from the EU Recovery and Resilience Facility (RRF) into specific reforms, programmes and investments, including those relating directly to VET. The plan aims to increase productivity of the economy and create high-quality jobs.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The process of designing the National recovery plan was managed by the Ministry of Funds and Regional Policy (MFiPR). In February 2021, the document was submitted for public consultation, which influenced its final shape. In May 2021 the plan was officially submitted to the European Commission.
Its main areas of focus are:
resilience and competitiveness of the economy;
green energy and reducing energy intensity;
digital transformation;
availability and quality of the health care...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Science
Ministry of Funds and Regional Policy (MFiPR)
Ministry of Development, Labour and Technology (MRPiT)
The 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...
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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.
Increasing the capacity of pedagogical teams to meet the needs of learners of all ages in digital skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the European Commission's support for the development of an adapted training offer in the context of the implementation of the Skills enhancement pathways, several stakeholders from the Belgium French speaking community are working together in the framework of the EU programme for employment and social innovation EASI to implement a training strategy for basic digital skills for jobseekers and adult learners with little schooling.
In line with this strategy, The...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public Service of Wallonia (SPW) for Economy, Employment, Research - Department of Employment and Vocational Training
Training Service for Small and Medium-sized Enterprises (SFPME)
The plan will set in motion a framework of actions promoting digital transformation that focuses on citizens, companies and public administration. It includes long-term initiatives aiming to reshape the country’s economic structure and public sector and measures of immediate impact.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The action plan for the digital transition has three main pillars. Each one comprises three sub-pillars:
Capacity building and digital inclusion of people
digital education,
professional training and reskilling,
digital inclusion and literacy,
Digital transformation of enterprises
entrepreneurship and investment attraction,
existing companies (with a focus on SMEs),
scientific and technological knowledge transfer to the economy,
Digitalisation of the public...
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Presidency of the Council of Ministers [Presidência do Conselho de Ministros]
Secretary of State for Digitalisation and Administrative Modernisation
The Ministry’s long-term objective and task is to create conditions for all higher education institutions to provide quality education to students in full-time, combined and distance forms of study, as well as through lifelong learning courses that are open to the general public; to carry out research, development, artistic and other creative and professional activities, the outputs of which will support the social, economic and cultural development of the country; and, to make higher...
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 SP2021+ formulates a general vision for higher education and its significance for society.
Six priority objectives have been set:
develop competences directly relevant to life and practice in the 21st century;
improve the availability and relevance of flexible forms of education;
improve the efficiency and quality of doctoral studies;
strengthen strategic management and the effective use of capacities in research and development at higher education institutions;
build capacity...
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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 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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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve approaches to developing and implementing VET curricula and examination as well as recognition of prior learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
VET provision, curricula, examination
In December 2016, the ESF project ‘Development of sectoral qualifications system for vocational education development and quality assurance’ was launched to develop new occupational standards and modular VET programmes for most of professional qualifications (sectoral qualifications).
In 2017, amendments to the Vocational Education Law specified the legal framework for the modularisation of VET programmes. VET modules were included in the State...
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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.
IVET schools and adult education and training providers have to operate as an Accredited Examination Centre (AEC) to raise the quality of the VET programmes they offer. The National Accreditation Office (Nemzeti Akkreditációs Hivatal) is entitled to certify an AEC, based on the standards defined by the Hungarian Standards Institution (Magyar Szabványügyi Testület).
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 important innovation of the new Act on VET LXXX of 2019 is that final vocational examinations will be delivered by AECs instead of VET institutions and AL providers. The centres will run the exams for both (full or partial) VET qualifications listed in the national register of vocational occupations and vocational qualifications offered in adult training.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
IKK Innovative Training Support Centre Plc
National Accreditation Authority
Institute of Transport Sciences Nonprofit Ltd.
National Office for VET and Adult Learning (NOVETAL)
The content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its implementation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective of the policy development is to create, support and implement innovation-related curricula, teaching methods, technologies, digital content and teaching material in VET and AL.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2019, a new agency was established, the Innovative Training Support Centre (Innovatív Képzéstámogató Központ Zrt., IKK). It also works alongside the National Office for Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnőttképzési Hivatal) as a state administrative VET body. The IKK supports the implementation of the provisions of the VET Act of 2019 on innovation, digitalisation and related areas. IKK also implements GINOP (Economic Development 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The provisions of the Act on National Public Education CXC of 2011 allowed electronic filing and storage of school documents. In 2015, work started on the creation of an electronic management system for Hungarian public schools: the Public education registration and study information system - NEPTUN-KRÉTA (Köznevelési Regisztrációs és Tanulmányi Alaprendszer - NEPTUN-KRÉTA). The new system was piloted in 2016/17 and made compulsory in 2017/18 in all public schools. The Ministerial Decree of...
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Ministry of Culture and Innovation
Government Office of Pest County
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided...
Bodies responsible
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The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system’s answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A...
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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...
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The government aims at increasing opportunities for retraining, continuous professional development, and professional specialisation education throughout working life, at developing apprenticeship training as a channel for reskilling and for adult education, and at providing flexible opportunities to study in higher education institutions. It also aims at developing study leave and financial aid for adult learners and improving the opportunities for studying while looking for a job.
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 of continuous learning, in line with the Government Programme for 2019-23, is prepared by a parliamentary group that includes members from all parliamentary parties. Labour market organisations, education providers and other key organisations and ministries are represented in the monitoring group.
Policy areas:
provision and financing of education;
identification of prior learning and students’ income;
increasing opportunities for retraining, continuous professional...
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Service Centre for Continuous Learning and Employment
To expand the national framework for qualifications and other competence modules.
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 March 2018, the Ministry of Education and Culture set up a working group for the preparation and coordination of the expansion of the national framework for qualifications and other competence modules. The task of the working group was to specify in more detail the criteria specified in the Act on the national framework for qualifications and other competence modules (93/2017) and to formulate a proposal for the required legislative amendments.
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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 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...
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The project aims to supplement elements enabling the deepening competences of adult in further 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 project is aimed at creating and coordinating a network of further education entities. Within the project, reorganisation of the National register of qualifications (NSK) should take place, consisting of adapting the offer of authorisations to the needs of the labour market and optimising the network of authorised entities that award qualifications, among which are also VET schools. An emphasis will be put on the development of digital competences: educational programmes for the...
Bodies responsible
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Ministry of Labour and Social Affairs
Ministry of Education, Youth and Sports
National Pedagogical Institute of the Czech Republic
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...
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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,...
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To provide legal arrangements making modern tools and instruments, which have been tested in various projects, compulsory 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.
Amendments to the law should allow students to receive a State-recognised partial vocational qualifications, thus promoting a competence-based approach in VET.
Introducing modular VET programmes should significantly reduce the time needed to respond to labour market skill demands. The content of the developed modular vocational education programmes needs to be flexible in vocational basic education, pre-secondary vocational education, vocational secondary education, vocational continuing...
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To improve adult education offer (more individualised and flexible), develop VET modular programmes for adults, provide support for employers to upskill and reskill employees, upgrade skills recognition, and improve financing (socially responsible and sustainable), quality, governance and awareness (public and employer) of 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.
Several activities support implementing the national policy for adult education:
updating the information about adult education and its policy making, linking the European Union and State priorities in adult education;
promoting the development of EU programmes in adult education and the dissemination of results in Latvia;
developing recommendations Upskilling pathways, to help those implementing adult education to implement education in a quality manner, observing the quality criteria...
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The aim of the national ESF project, System of verifying qualifications, is to set up a comprehensive system for verifying qualifications and results of non-formal and informal learning. The specific objectives are to:
establish structures and set mandatory procedures for lifelong learning with an emphasis on the validation and recognition of qualifications;
pilot in practice the system of validation of qualifications and their parts (units of learning outcomes).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The project System of verifying qualifications, run by the State Institute of Vocational Education, started in 2019 and is expected to be completed on 1 February 2023. It aims to complement existing qualification standards of the National system of qualifications (NSQ) by developing assessment manuals and to suggest and pilot processes of validation of non-formal and informal learning concerning approximately 300 qualifications. 72 qualification cards placed in the national registry of NSQ...
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Ministry of Education, Science, Research and Sport
The overarching goal of the national education strategy (guidelines) for 2021-27 called Future skills for the future society, is to provide for quality education to help realise people’s potential, develop their ability to adapt and responsibly manage constant changes in society and the 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.
There are four main areas of development envisaged in the national education strategy 2021-27:
Highly competent educators
Highly competent educational staff implies the training, attraction and retention of outstanding teachers and academic staff, as well as systematic and purposeful professional development, methodological and consultative support. Stimulating the motivation of teachers and academic staff is also important.
Availability of quality education to everyone
Quality...
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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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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The suggested maximum of 10 knowledge centres materialised in 2017 as nine centres with different foci: robotics and automation (two centres), welfare technology (two centres: assisted technologies), process technology, craftsmanship and handicrafts, craftsmanship and design, sustainable building and energy related building renovation, e-business, and data-based service development. Each centre is placed in a VET college, but the centres also have close formal cooperation with knowledge...
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Slovenian Qualifications Framework (SQF) Act came into force, serving as the legal basis for SQF implementation and full operationalisation. The SQF register describes qualifications in accordance with SQF and EQF levels and contains 1 684 qualifications (1 358 educational qualifications, 312 national vocational qualifications and 13 supplementary qualifications). The adoption of the SQF Act in 2016 opened up the system to supplementary qualifications awarded on the labour...
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Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
The project focuses on strategic planning and implementation of a comprehensive set of activities for the promotion of lifelong learning and adult education in Croatia.
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 Agency for VET and Adult Education (ASOO) conducted an ESF-funded project Promotion of lifelong learning from 2016 until 2019. The activities encompass a nationwide media campaign, organisation of the annual Lifelong learning week and International andragogy symposium, capacity building for decision makers and adult education teachers, and several dissemination conferences. In 2017, the Survey on adult education in Croatia included 2 369 participants throughout Croatia to determine the...
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This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
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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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 training agreement approach was set up in 2018. It foresees that practical training is included in all VET qualifications. Training at workplaces on practical work tasks can be apprenticeship training or training based on a training agreement. When applying for a training agreement, learners are not in an employment relationship (their status is that of a learner). Learners receive no salary and employers receive no training compensation. The details of the training agreement are...
Bodies responsible
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What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Office of Vocational Education and Training and Adult Learning (NOVETAL), which is also the quality assurance national reference point (QANRP), used Erasmus+ funding to set up a national EQAVET expert network to strengthen the culture of quality assurance in VET and to cooperate with QANRPs from other countries to share experiences in workshops and peer learning activities. The national EQAVET expert network consists of four to six members, including representatives of the...
Bodies responsible
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National Office for Vocational Education and Training and Adult Learning (NOVETAL)
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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This section lists main bodies that are responsible for the implementation of 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 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 December 2018, the Council of ministers approved EUR 8.6 million (three times the previous budget), jointly financed by the European Social Fund, for VET teacher training, upskilling and mobility. The distribution criteria, agreed by the Autonomous Communities, take into account the number of teachers and the number of secondary schools and / or baccalaureate centres and / or VET centres. CPD training provision for teachers also encompasses guidance practitioners.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
During 2017, discussions in relation to access to the teaching professions took place at a sectoral conference on education and a revision of legislation was agreed. The Educate for the 21st century forum was held on 6 November in which challenges and proposals on the teaching profession developed by experts over the last few years were presented. Agreement was reached on the need to moderate the recruitment of temporary staff (a consequence of the economic crisis). Greater stability 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.
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, SOLAS and ETBI published a Strategy for technology-enhanced learning in further education and training 2016-19. The strategy examines ways of bringing technology into the further education and training sector to facilitate innovative teaching and learning practices. In 2017, the SOLAS corporate plan for 2017-19 outlined its goals, one of which is to support the Education and Training Boards in expanding delivery options, including the use of ICT and technology-enhanced learning 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.
Establishment of the national system for validation of non-formal and informal learning and certification of competences, for lifelong learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Law 92/2012 on the reform of the labour market defines for the first time in Italy the validation of non-formal and informal learning, as one of the key elements to ensure and implement lifelong learning in a comprehensive and systematic manner, establishing rules and regulatory requirements (standards) concerning the characteristics of the system and the stakeholders involved, ensuring transparency, usability and broad accessibility of validation/certification services (IVC).
In recent...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Regions and autonomous provinces
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Universities and Research
Ministry of Education, Universities and Research (until 2019)
Guarantee individual mobility and support the match between supply and demand of skills in the labour market; heighten the recognition and transparency of learning acquired and needs, as well as the use of certifications at national and European level;
ensure the readability, consultation and portability of qualifications and competences for lifelong learning in the context of the National system for the certification of 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 2013, the Legislative Decree No 13 article 8 sets up the National repertory of education and training and professional qualifications.
In 2014, the National Technical Committee was established and works for the development of the National repertory that is a comprehensive collection of national, regional and sectorial repertories existing and encoded by the entitling bodies. The entitling bodies are the qualification authorities: education ministry (for school and university...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Policies
Ministry of Education and Merit
Ministry of Education (until 2022)
Regions and autonomous provinces
Ministry of Education, Universities and Research (until 2019)
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
The Action plan for adult education addresses four strands:
higher vocational education;
liberal adult education through folk high schools;
adult IVET and adult apprenticeship in IVET;
adults' right to general 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 Action plan for adult education (Kunskapslyftet, the knowledge boost) was introduced in 2015. It is aimed at supporting the Swedish government's goal of lowering unemployment rates. Relevant legislation/regulation and funding arrangements have been changed/adopted. The plan aims, at the same time, to address skilled labour shortages and enable people to (re)train.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 ensure high-standard and regularly updated teacher competences supporting quality teaching and 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 National Centre for TVET Development implemented several projects through which continuing teacher and trainer-in-companies training was offered.
One of the projects aimed to improve the skills and competences of teachers and trainers involved in work-based learning, through an Erasmus+ pilot training programme (DALIVET 2014-16). An accredited training course was introduced to increase the competences of 23 vocational education and training (VET) school teachers and 22 trainers. 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
Ministry of National Education (until 2021)
Directorate for Continuous Teacher Training
National Centre for Policy and Evaluation in Education (Unit for Research in Education)
To guarantee that teachers and trainers have the necessary competences for the teaching profession and can progress in their careers.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Ministry of National Education changed the procedure for awarding the teacher confirmation certificate (Definitivat certificate). After completing a 1-year period of teaching, prospective teachers take a simplified teacher confirmation examination.
The written test consists of two parts instead of three: one part is focused on the subject in which the candidate specialises (60% of the total grade); the other is focused on the teaching methodology (30% of the total grade), while...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 raise teaching quality standards and implement a master programme for the teaching profession as part of initial teacher training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A master degree has been legally required as a condition for entering the teaching profession since 2011 (Education Law), but the implementation of this provision did not start in 2015-16 as planned, leaving it as an option.
The law was revised in May 2015, focusing on the organisation and implementation of a master of arts (MA) for the teaching profession: a 2-year programme including academic studies, practical training (throughout three semesters) and research (linked to the MA...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To allow comparing the qualification levels of different countries using the EQF grid description based on learning outcomes.
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 Romanian national qualifications framework was referenced to the EQF in April 2018 and the next revision of the referencing report is foreseen to take place in 2023.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Qualifications Authority (ANC)
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To increase participation in lifelong learning and improve the relevance of VET to the labour market needs. To have at least 10% of the adult population (ages 25-64) participating in lifelong learning activities by 2020.
The objectives are centred on three main strategic pillars: access and incentives for participation, quality and relevance, and partnerships for better information.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
The project will contribute to increasing the access of adults to different forms of lifelong learning through the development of model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) leading to a qualification, and vocational skills courses (kursy umiejętności zawodowych - KUZ).
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 education ministry opened a call for proposals to develop model programmes for vocational qualification courses (kwalifikacyjne kursy zawodowe - KKZ) for adults. The assessment of applications was finalised in late 2016; three projects were selected and began to be implemented. The initiative is co-financed by the ESF. The aim is to support VET providers in expanding their offer for adults. The projects were completed at the beginning of 2018, with 81 model vocational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main objectives of the project are to help adults develop key competences to improve their situation in the labour market; support various forms of adult learning; and encourage participation of adults in learning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017/18, the education ministry developed an ESF co-funded project to support 45 schools in becoming local centres for education and knowledge (lokalne ośrodki wiedzy i edukacji - LOWE).
Beneficiary groups included adults with low levels of education, unemployed or economically inactive adults, adults aged 45+, and adults receiving certain forms of social assistance and family support.
The measures include diagnosis of participants' needs, vocational courses and other forms of adult...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
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 team of ECVET experts is in place since 2014 to promote general understanding of ECVET principles and provide informative support to vocational schools.
In 2017-18, several seminars and an international conference were organised with the participation of ECVET experts on the practical application of ECVET principles. In 2018, ECVET National experts prepared the e-brochure Why ECVET, and organised a webinar addressed to representatives of vocational and adult education, teachers,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Setting the legal framework for practising as adult trainer .
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 amendment of the 2011 adult trainer regulation, which sets the conditions for:
admission to the initial training programme,
the organisation of the programme and
the examination giving access to the function of adult trainers.
The amendment requests candidates to have passed tests in all three official languages, instead of only two, before being allowed to take the entrance exam (concours) for the induction phase. It also confirmed the change in responsibility for adult...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Ministry of Education digital education strategy aims to focus first on IT infrastructure and security and, second, on the introduction of coding and computational thinking in school curricula.
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 2015, the Digital Education strategy was developed, including five dimensions broken down into specific projects; the strategy's major focus is on IT infrastructure and equipment.
In 2015, the National Youth Service and Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) developed the Bee Creative project. This contributes to developing digital literacy and creativity (programming, security, design, communication) and entrepreneurship, 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.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
The aim is to increase the quality of vocational and adult education by developing a system for in-service training of teachers in vocational education and adult 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.
In 2015, the education ministry approved and prioritised the organisation of VET for teacher-related CPD within the framework of sectoral practical training centres and innovative companies. In the 2015-16 period, traineeships in companies were funded for 100 VET teachers from the engineering, construction, trade, transport and services sectors.
In October 2016, a national-level project was launched aiming to create a CPD system for vocational teachers and adult educators. The project is...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim is to increase the quality of VET and adult education by developing a system for in-service training of teachers in such 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.
In October 2016, a national-level project was launched with the aim of creating a CPD system for vocational teachers and adult educators. The project has been coordinated by the Qualifications and VET Development Centre (KPMPC), under the responsibility of the Ministry of Education, Science and Sport. It was anticipated that about 700 vocational teachers (almost a third of those working at the time) would participate in training courses relating to key and pedagogical competences for topics...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
When amending the VET Law in 2017, three main goals were identified:
to change the VET system fundamentally in response to changes in the State’s economic development;
to change the management and funding of VET schools in a way that would attract more social partners and more funding;
to change the quality assurance system to increase the prestige of VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new VET Law was adopted on 14 December 2017, with some of its articles coming into force on 1 February 2018 and others on 1 January 2019. The law emphasised the importance of workplace learning and apprenticeship, clarifying the regulation on apprenticeships. It also enhanced the role of sectoral professional committees, in particular with respect to the planning of apprenticeships and the coordination of qualifications systems at a sectoral level. In addition, the law redefined the rules...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Sectoral professional committees (SPCs) are advisory bodies formed to ensure cooperation between all VET stakeholders in a particular sector of the economy. They support the effectiveness of the sector's qualification system and the labour market relevance of VET programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A joint Order of the Minister of Education, Science and Sport and the Minister of Economy and Innovation on the Tasks, Functions, Committee, Formation and Financing Procedures of Sectoral Professional Committees was drafted in 2018. It was approved by the ministers in the middle of that year.
Sectoral professional committees (SPCs) are funded by the Ministry of Education, Science and Sport, while their activities are supervised and coordinated by the Qualifications and VET Development...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
VET teacher training is regulated by the Good school reform (Law 107/2015). According to this Law, teachers' in-service training becomes continuing. It also provides incentives to support continuing teacher training and systematic need analysis mechanisms. Teachers' in-service training must be in line with the school plan and with the priorities of the education ministry. As part of the Good School Law, the priority areas for teacher training in the period 2016-19 are:
organisational 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 Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2017, the council of ministers approved several legislative decrees aiming to complete the implementation process of the Law 107/2015 The Good school reform. One of the decrees defined new criteria for the recruitment of school teachers. Applicants must be university graduates and must pass exams that take place twice a year. The number of job openings will be estimated based on the needs of each school. Successful candidates attend a three-year training course (work-based learning)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
Particular emphasis, in line with the National plan for digital education (PNSD), is given to the following goals:
creation and development of innovative environments for teaching and learning and improvement of schools’ digital equipment;
develop and strengthen teacher, learner, school director and staff digital competences;
develop and strengthen teacher, learner confidence in applying innovative teaching and learning methodologies in order to stimulate the process of learning in 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 2016, the education ministry adopted the multi annual National plan for digital education (PNSD). The plan has coordinated government, region and municipality digital resources, as well as managed all the projects focusing on digital education and innovation. The plan can be seen as a consequence of the Good school Law which emphasises the development of digital skills.
The plan aims to link education institutions with lifelong learning and life-wide learning in formal, informal 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 Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
According to the National strategy for lifelong learning (2012 agreement on a National strategy and the 2014 guidelines on school guidance and counselling system) Law 145/2018 has changed the objectives of the school-work transition pathways to transversal competence and guidance pathways, (PCTO, Percorsi per le Competenze Trasversali e per l'Orientamento). Personal, social and learning to learn competence, citizenship competence, entrepreneurship competence, as well as cultural awareness...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 reform ( Law No 107/2015- Buona Scuola) aimed to increase specific skills: foreign language (English) and communication skills, through the development of content and language integrated learning, literacy and the Italian language for foreign learners; mathematical-logical and scientific skills; digital skills, ICT, computational thinking; critical and conscious use of social networks and media; musical and artistic skills; entrepreneurial skills; citizenship skills; legal 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 Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
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 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Merit
Ministry of Labour and Social Policies
Ministry of Education (until 2022)
Ministry of Education, Universities and Research (until 2019)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In November 2016, the 2017-19 FET professional development strategy was published by the Further Education and Training Authority (SOLAS) and the Education and Training Boards Ireland (ETBI). The strategy acknowledged that provision specific to the FET practitioner was not adequately addressed within the existing formal learning offer. It stated that in the period to 2019, the implementation of the strategy would include an examination of the feasibility of developing a suite of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 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.
One of the most important tasks is to have theory and practical teachers in VET who are well aware of the most up-to-date technologies of a given sector i.e. who adapt the challenges of Industry 4.0for teaching in IVET. The only way to fulfil this need is if further training of professional teachers is organised within the corporate environment. They also need to be prepared to use new teaching methods that are appropriate for preparing students for their final examinations and the labour...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry responsible for VET outlined its priorities in the decree, VET in the service of the economy, which was approved by the Government in February 2015. The decree calls for a career scheme for school-based vocational trainers and a motivational system that allows the differentiation of remuneration and recognition of extra work. To expand career opportunities and raise the standards of professional work, alternative pathways are also being recommended for teachers to progress in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The primary objective of the measure is to promote social inclusion through a well-educated workforce prepared for the challenges of the 21st century, of which VET is one of the most important platforms. Improvements ensure a modern education and training infrastructure, in line with the training structures and methodologies developed and modernised in recent years.
Building on the commitment and awareness of the green and digital transition and sustainable development throughout society is...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.
Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)