Opening up municipal adult education as a second chance education and as an opportunity for career changes; inclusion of adults with intellectual disabilities into municipal adult education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The government set up an enquiry: A second chance and another chance - an updated municipal education in 2017 to propose changes needed in the legislation on prioritising groups admitted to municipal adult education. In August 2018, the enquiry presented its proposals to the government for making adult municipal education more responsive to changes in the labour market and to the needs of individuals. It aimed at opening up municipal adult education as a second chance education and as an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To provide low-qualified unemployed adults the possibility to continue their education and so aid their later integration on the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2017, the parliament approved the introduction of a new financial support to stimulate low-qualified unemployed adults (aged 25 to 56) to begin, or resume, their studies. The target group comprises the unemployed registered with the employment service with low education levels and in need of education at primary or secondary levels to establish themselves in the labour market. The financial support is SEK 8 984 (about EUR 830) per month for full-time studies and lasts up to 50 weeks....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Action plan for 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 improve the level of literacy, numeracy and digital skills of adults (the unemployed, employees and the inactive) with a low level of education and training and/or help them acquire at least an EQF level 1 qualification.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015-20 lifelong learning strategy addressed the acquisition and validation of key competences that help early leavers from education to find jobs. The measures included revision of the validation methodology, quality assurance and training of staff in assessment centres of prior learning. The allocated financing allowed 45 000 adults to acquire key competences.
In order to facilitate access to upskilling for low-qualified adults, the labour ministry introduced EQF level 1...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To reduce unemployment among young people, and especially young people not in education, employment or training (NEETs): all young people under the age of 25 who lose their job or who do not find a job after finishing their studies receive, within 4 months from registering with employment agencies or at youth guarantee centres, an offer of good quality employment, continuation of education, apprenticeship or internship.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2016, the Youth guarantee implementation plan has put emphasis on initiatives that combine employment with training of the workforce, which gives young people the opportunity to improve their skills obtained during initial education and to acquire new skills through participation in apprenticeships and traineeships. The new Youth guarantee implementation plan for 2017-20 continues all the measures of its predecessor.
The Youth guarantee implementation plan for 2017-20 focuses on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Agency for Employment (ANOFM)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Qualifications Authority (ANC)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To develop an education and training system adapted to the demands of the labour market and its direct and indirect beneficiaries through fostering the labour market relevance of VET; improving participation and facilitating access to VET programmes; improving VET quality; and fostering innovation and cooperation in VET.
To reduce unemployment among young people, and especially young NEETs and ensure that all under age 25, who lose their job or who do not find a job after finishing their...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The strategy for education and vocational training in Romania for 2016-20 was adopted in 2016 (government Decision No 317 on 27 April 2016). It proposes the development of both an open-access and attractive and competitive system, offering quality education and training services in order to respond quickly and relevantly to the needs of people and the economy through efficient management of available resources. All individuals should benefit from the opportunity to acquire high-level...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
National Centre for TVET Development (CNDIPT)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
To increase participation in lifelong learning and improve the relevance of VET to the labour market needs. To have at least 10% of the adult population (ages 25-64) participating in lifelong learning activities by 2020.
The objectives are centred on three main strategic pillars: access and incentives for participation, quality and relevance, and partnerships for better information.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Lifelong learning strategy 2015-20 was adopted in 2015. It addressed the need for strengthening partnerships between VET providers and enterprises, to increase the quality and labour market relevance of VET. Measures supported the take-up of apprenticeship contracts for people with low qualifications, with a target of 125 000 contracts to be awarded by 2020. Financial incentives (subsidies) were set to stimulate employers to engage in apprenticeship programmes, internships and job...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education
Ministry of National Education (until 2021)
Ministry of Labour and Social Solidarity
Ministry of Labour and Social Protection (until 2021)
National policy priorities in the area set for 2016-20 promote:
entrepreneurial culture among young people;
learning experiences through traineeships;
recognition of skills in the workplace and businesses.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the scope of this policy development, several initiatives have been set up by the National Agency for Qualification and Vocational Education and Training (ANQEP) and the Institute for Employment and Vocational Training (IEFP).
Until 2017, ANQEP was organising regional debates and reflection groups, involving employers, schools and vocational training centres, to promote workplace training. Topics discussed involved the evaluation of practical training in the workplace and assessment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Institute for Employment and Vocational Training (IEFP)
National Agency for Qualification and Vocational Education and Training (ANQEP)
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.
improving and modernising the education and training offer for adults with low levels of basic skills (literacy, numeracy, ICT skills);
improving adults' access to education, especially of those at risk of exclusion, and disadvantaged groups (e.g. migrants, older adults, unemployed);
raising adults’ labour-market-relevant skills and competences and active participation in society.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
From October 2018 to December 2021, the Foundation for the Development of the Education System and the Educational Research Institute are implementing the CHANCE: new opportunities for adults project - a new upskilling pathways project; the Ministry of Investment and Economic Development (currently the Ministry of Development Funds and Regional Policy) is supervising this project, which is aligned with the Recommendation of the Council of the European Union of 19 December 2016 on upskilling...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Investment and Economic Development
Educational Research Institute (IBE)
Foundation for the Development of the Education System (FRSE)
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
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The main objectives of this joint action plan are:
increasing the reach out to illiterate people who have Dutch as their native language;
promoting adults' digital skills;
promoting basic skills, including numeracy, via in-company training;
supporting children and young people with a language deficiency;
increasing efficiency through research and monitoring;
promoting decentralisation of the action;
introducing independent points of expertise.
The objectives of this action plan...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Part of the new approach is to reach out to illiterate people who have Dutch as their native language. The new joint action plan to tackle illiteracy also includes more emphasis on digital skills for adults.
The government announced on 18 March 2019 the allocation of EUR 425 million for the period 2020-24 to tackle illiteracy. This is a EUR 35 million increase compared to the budget for 2015-19. Municipalities will receive more money to increase the scope and quality of their (language)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Count on language action plan 2016-19 (Tel Mee met Taal, EUR 18 million annual budget) introduced a joint action programme of several ministries to improve social and labour market participation, primarily of adults with insufficient literacy skills. In 2016/17, innovative projects supporting adults lacking literacy, numeracy and digital skills were started and research projects on literacy and the promotion of reading were launched. This initiative also supported parents in providing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 VPL system has been evaluated and, since 2016, the results have led to developing a new system in which there are two different paths for validating prior learning:
the labour market route;
the education route.
VPL tools are, for example, intake-assessment, e-portfolios, competence tests and ECVET elements. If a formal VPL procedure is followed, it can result in the award of an experience certificate (ervaringscertificaat). Since January 2016, an examination support body...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Culture and Science
Examination support body (Servicepunt Examinering) (until 2018)
Expertise centre for examination and education (Kennispunt Onderwijs en Examinering)
update skills and competences in an efficient and cost-effective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A national coordination point for ECVET (NCP ECVET) was set up and became part of the Dutch partnership for lifelong learning on 1 January 2015. The Dutch NCP ECVET promotes the awareness and availability of ECVET principles by providing information and supporting implementation.
ECVET has been piloted in mobility projects where learning outcomes acquired abroad are transferred between the participating countries. In 2015, 10 pilot projects were run with the aim of supporting 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)
Reintegrating vulnerable groups into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The employment reintegration contract, which alternates practical and theoretical training, was implemented in 2016. It allows:
employers to pass on their experience and to give a real employment perspective to older jobseekers, people with reduced working capacities or disabled persons;
jobseekers to illustrate their specific capacities while at the same time acquiring new competences.
The duration of the employment reintegration contract is 12 months. To benefit from an employment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reintegrating vulnerable groups into the labour market
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Ministry of Family Affairs, Integration and the Greater Region
Upskilling and reskilling measures for jobseekers and vulnerable groups aim to increase their employability and facilitate their reintegration into the labour market, simultaneously responding to the labour market need for skilled 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.
ADEM, in cooperation with different stakeholders, developed the following main upskilling and reskilling measures for jobseekers.
Skill you up
Since 2018, ADEM and the Chamber of Commerce have offered an ESF-part-funded Skill you up initiative, targeting jobseekers aged 30+ who have completed five years of secondary education and wish to enter a new occupation and/or a new sector of activity. Developed to help employees in the financial sector, affected by redundancy, to redirect their...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Chamber of Commerce
Chamber of Skilled Trades and Crafts
Chamber of Employees
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Strengthening the competitiveness of enterprises and contributing to economic growth and reducing unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Public Employment Service (ADEM, Agence pour le développement de l'emploi), the Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS) and the Luxembourg Employers' Association (UEL) launched in 2015 the programme, Companies, partners for employment (Entreprises, partenaires pour l'emploi). The programme was extended from 2018 to 2020 and its main objectives were to increase the recruitment of jobseekers, bridge the gap between vacancy requirements and jobseeker...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
To give employees opportunities to gain the knowledge, tools and ability they need to use advanced and ever-changing technologies in the workplace and their daily lives.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A range of projects for continiuing vocational education and training (CVET) were planned within the 2014-20 ESF programming period under the responsibility of the Ministry of Economy and Innovation. In the Competences LT project, funding was planned for the training of 6 600 people employed in predefined sectors. The project aims to support beneficiaries in adapting to new jobs, technologies and work processes, and in acquiring or improving qualifications. Its budget was EUR 4 million in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Given the results of the analysis, the overall objective of recent policy developments are:
to provide alignment between skills demand and supply;
to strengthen skills supply either in the education and training system, improving school-work transitions, or in the labour market, improving continuous training of the workforce, with a view to preventing exclusion from the labour market;
to implement investments in innovative assets for the skills supply chain, such as ‛digitalisation‛;
...
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 strategy for competences/skills has been launched based on the education and training (Good school) and labour (Jobs Act) reforms. Both reforms aim to improve the competences of young people and adults, including NEETs, and to provide new competences for the (long-term) unemployed and employees. The strategy also links skills with the labour market demand. As a result of the National strategy for competences/skills, cognitive (including basic skills), professional and particularly...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The SPAs define how ETBs contribute to achieving national performance targets for FET success in ‘generating outcomes of employment, progression, active inclusion, lifelong learning, meeting critical skills needs, and new models of delivery’ (National FET Strategy 2020-24).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each SPA set out plans for the development and innovation of the VET system and include each ETB's contribution to the national FET system targets agreed with the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). Measures and targets can vary by ETB, and take into account their regional characteristics, such as educational attainment, unemployment rates, enterprise base. Every year, the SPAs are reviewed and necessary amendments are agreed.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
Further Education and Training Authority (SOLAS)
City of Dublin Education and Training Board (CDETB)
Cork Education and Training Board (CETB)
Donegal Education and Training Board (DETB)
Cavan Monaghan Education and Training Board (CMETB)
Dublin Dun Laoghaire Education and Training Board (DDLETB)
Galway Roscommon Education and Training Board (GRETB)
Kerry Education and Training Board (KETB)
Kildare Wicklow Education and Training Board (KWETB)
Kilkenny Carlow Education and Training Board (KCETB)
Laois Offaly Education and Training Board (LOETB)
Limerick Clare Education and Training Board (LCETB)
Longford Westmeath Education and Training Board (LWETB)
Louth Meath Education and Training Board (LMETB)
Mayo Sligo and Leitrim Education and Training Board (MSLETB)
Tipperary Education and Training Board (TETB)
Waterford Wexford Education and Training Board (WWETB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2025 National skills strategy is targeted at ensuring relevance of education and training to the needs of learners, society and the economy. It is based on active involvement of employers and quality teaching and learning, with a perspective of lifelong learning and inclusion. The strategy points to the need for employers - especially small and medium enterprises (SMEs) - to provide work placement opportunities for learners.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Department of Education
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
To increase the number of apprenticeship and traineeship programmes and learners as a core contributor to Ireland's growth as a society and economy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Action plan to expand apprenticeship and traineeship 2016-20 in Ireland focuses on the actions required to achieve some of the goals set out in the National skills strategy 2025, the current programme for government in which Ireland aims to significantly grow work-based learning using the apprenticeship and traineeship modes of learning and skills development, and the education action plan. The actions outlined in these plans are funded through a variety of sources, depending on the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Department of Education and Skills (until 2020)
Further Education and Training Authority (SOLAS)
Department of Further and Higher Education, Research, Innovation and Science (DFHERIS)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Law 4386/2016 opened certification procedures to all interested parties meeting prescribed eligibility criteria. For example, it provides the possibility for adults to obtain qualifications through certification of continuing vocational education and training (CVET) or forms of non-formal VET different from those of vocational training institutes (IEK).
Presidential decrees to put in place a national system for the certification of outputs have been drafted and are currently being reviewed....
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 Organisation for Certification of Qualifications and Vocational Guidance (EOPPEP)
The aim is to combat illiteracy and promote proficiency in the French language in three ways: partnerships between the State and local authorities, social partners, public institutions and the voluntary sector; preventative actions for those not subject to compulsory schooling and specific actions within the remit of vocational training policies; State assistance for the pooling of teaching resources and best practice.
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 national agency for literacy (Agence nationale de lutte contre l'illettrisme, ANLCI) developed a key competences framework for work situations. The framework proposes a list of key competences which can be used to describe work situations and to design training programmes.
In order to improve the training available to illiterate persons wishing to earn the certificate for knowledge and professional skills Cléa (Certificat de connaissances et de compétences professionnelles)...
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The objective of the investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges 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 French government announced a EUR 57 billion five-year investment plan (Grand plan d'investissement), of which 15 billion is dedicated to 'building a skills society'. The training activities to be funded will be oriented particularly towards supporting the employability of the low-skilled unemployed and that of young people, including dropouts, and promoting innovative approaches to the training of teaching staff. The plans involve the Regions, through State-Region agreements.
A strand...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Employment and Professional Integration (until 2022)
Regional councils for employment, training and vocational guidance
The aim of the 2018 legislation is to transform radically the French continuing vocational training system and apprenticeships to meet the needs of businesses, particularly those of very small and medium-sized enterprises, and to promote access to training for all workers, especially the least qualified.
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 2018 Law for the freedom to choose one's professional future provides for:
the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
reforming funding mechanisms to establish a...
Bodies responsible
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Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
In the past, policies have been short-term, based on the sole criterion of gaining employment within six months after the end of the training. Currently, policies are focusing on the medium and long term to raise the overall level of qualification. This involves adapting the training offer and improving its quality, promoting individual autonomy, developing career guidance and counselling for jobseekers and ensuring effective funding.
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 plan to create 500 000 training places for jobseekers (Plan 500 000 formations pour demandeurs d'emploi) was launched in January 2016. It included the provision of VET to people in long-term unemployment and training tailored for those unemployed aiming to set up or take over a business. The final total of beneficiaries in 2016 was 945 000. The plan has been continued in 2017. This plan was extended in the first semester of 2017 with 200 000 additional training courses especially targeted...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
support the transformation of companies, building employee loyalty and improve risk prevention.
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 pilot to explore new ways for apprenticeship and work-based learning was initiated by the Ministry of Labour in 2015 along with stakeholders: the social partners; the National Employment, Training and Vocational Guidance Council (Conseil national de l'emploi, de la formation et de l'orientation professionnelles, CNEFOP); the National Agency for the Improvement of Working Conditions (Agence nationale pour l'amélioration des conditions de travail, ANACT); and training funds (Organismes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
This policy development aims at increasing the number of apprentices in the public sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 circular set the conditions for apprenticeship contracts in the non-industrial and non-commercial public sector. In addition to the overall target of setting up 500 000 apprenticeships by 2017, specific targets to create 10 000 apprenticeships in the public sector were set: 4 000 starting in September 2015, with a further 6 000 by September 2016.
A practical guide for human resources services has been issued. The objectives have been achieved: 4 420 and 8 300 recruitments in 2015 and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
A reform of apprenticeship contract had been initiated in October 2017. Its overall intention is to make the most of apprenticeship, regarded as an excellence training pathway, to ensure educational success and professional integration, in the respective interests of all: young people, businesses, local territories, and national economic and social 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.
Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.
The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Subsidised training for employment supports the acquisition of key competences, especially for those who left school without a secondary education certificate, so they can access professional certificate programmes at levels 2 and 3. In 2015 and 2016, the State Public Employment Service (Servicio Público de Empleo Estatal, SEPE) published calls for proposals which also offered key competences for adults and young people (within and outside the Youth guarantee programme), and early leavers...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
create a top-quality framework for employment and dignified work;
be the main actors of their own qualification and labour market insertion process;
increase their qualifications and employability by acquiring more professional skills;
be part of a new economic model based on social sustainability, productivity and added value;
provide adequate and individualised assistance from the public employment services;
avoid horizontal segregation and the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Reincorpora-T plan 2019-2021, approved in April, aimed at the long-term unemployed, is one of the measures implemented to contribute to the development of a new, more inclusive production model and is committed to intelligent, sustainable and inclusive growth as set out in the Europe 2020 Strategy. It considers and recognises, through active employment policies, the labour potential of the active population that is related to situations of long-term unemployment or precarious employment.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour and Social Economy
State Public Employment Service (SEPE)
Autonomous Public Employment Services
Ministry of Health, Consumption and Social Welfare
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There are multiple initiatives to raise the skills of young people and workers (employed or unemployed) in ICT and the digital economy. Different public bodies are involved, in some cases in partnership with industry.
Red.es, a public entity for the promotion of the information society, is currently in charge of the following schemes:
Digital professionals youth employment - this scheme is part of the digital agenda for Spain 2013-15, and is jointly funded by the European Social Fund...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Vocational Training
National Institute of Qualifications (INCUAL)
The Spanish School of Industrial Organisation Foundation (EOI)
State Public Employment Service (SEPE)
State Foundation for Training in Employment (Fundae)
Red.es
National Institute of Education Technologies and Teacher Training (INTEF)
Reviewing the validation of informal and non-formal learning procedure regulated in RD 1224/2009 to make it simpler and easing access, as well as to meet validation needs of the different productive and service 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.
Within the General Council for Vocational Training, a working group has been set up to review the results obtained during the almost 10 years of implementation of this procedure. Data are collected through a platform established by INCUAL. Validation is also carried out through the Reconoce project, launched in 2015 upon approval by the Spanish Youth Institute (INJUVE) and the youth departments of the Autonomous Communities. The project aimed to establish a new recognition system for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the education system, the process towards an integrated vocational guidance system was initiated in 2018. A working group was set within the General Council for Vocational Training, with the aim of laying down basic principles and legal provisions. In guidance under employment authorities, the Action plan for youth employment (2019-21) foresees the hiring of 3 000 professional counsellors by the regional PES to provide guidance services in connection to the common services portfolio. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Strategic plan for vocational training aims to make VET more responsive to the needs of the productive system, meeting skills demands in a quick and prospective way.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The new government, in power since June 2018, reorganised the administration. The change of name in the education administration state, now the Education and Vocational Training ministry (previously Education, Culture and Sports), reflects the new strategy to promote VET. In October 2018, the Government presented the Strategic plan for vocational training under education authorities. In February 2019, the Council of Ministers published the Agenda for change (Agenda del Cambio). The agenda...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET policy priorities in 2016-20 include the need to improve the quality of the practical training component of VET programmes, both, in school-based settings or delivered as dual VET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The education ministry has contributed to promote work-based learning by supporting VET skills competitions at national (Spainskills), European (EuroSkills) and international levels (WorldSkills). All regional education authorities are also fostering different kind of events to promote dual VET among students, families and companies.
Trade unions are also contributing to the development of dual VET. In January 2018, General Union of Worker (Unión General de Trabajadores - UGT) published a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The 2017-20 Spanish employment activation strategy includes projects and measures to rationalise the unemployment protection system, to develop a set of tools, infrastructures and information systems necessary for the modernisation of the national employment system, and to enhance its efficiency and effectiveness. These include measures aimed at strengthening and developing management and evaluation systems, and particularly at improving the management system and support for the Youth...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Employment authorities have reflected the policy priority given to dual VET and apprenticeships, including them as structural objectives in the 2017-20 Spanish employment activation strategy approved in December 2017. The strategy takes into account recommendations made to Spain both within the framework of the National reform programme and by the European Network of Public Employment Services (SPE-UE Network). The strategy covers dual and alternance training, regarded as key elements for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET policy priorities in 2016-20 include the development - progressively - of a State-wide dual VET regulation according to Article No 42bis of the Organic Act on Education; better coordination among all actors involved in dual VET; improving the quality of the practical training component of VET programmes, both in school-based settings or delivered as dual 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.
Dual VET is being developed in cooperation with the Autonomous Communities. The ministry of education and vocational training (2018), in cooperation with the main stakeholders, is pursuing the regulatory work necessary to develop dual VET at national level, also monitoring and assessing the results of regional pilot experiences so as to meet the needs and characteristics of the Spanish business world.
The initial draft was presented to social partners in May 2018, but the new government...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To promote adult education and broaden learning opportunities for 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 activity is part of the National adult education programme. In 2017-18, nine projects were set up for equipping adults with social and learning skills, entrepreneurship competence, skills in foreign languages and Estonian for non-native speakers. The projects offer support and follow-up activities that increase the sustainability of learning outcomes and bridge the development of key competences and provide motivation for the continuation of studies in formal and non-formal education....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme was to create high-quality, flexible and diverse vocational training opportunities for the Estonian population that meet their needs and abilities and the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It is implemented through a single measure (Correspondence between lifelong learning opportunities and the needs of the labour market and increased participation in learning). Its main activities are:
developing the quality and organisation of vocational education;
planning of volumes of studies, provision of study places and students´ support measures;
regional distribution of curriculum groups in vocational education institutions and modernisation of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education and Research
Information Technology Foundation for Education (HITSA) (until 2020)
The aim of the programme was to motivate adults to learn and to create high-quality, flexible learning opportunities that consider the needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015 and comprises three measures:
reintegration of adult dropouts into formal education and creation of preconditions for their retention in, and acquisition of, formal education;
increasing access to non-formal training and improving the quality of training;
development of the occupational qualifications system and creation and support of lifelong learning formats in adult education.
Under the first two measures, the adult education programme...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 programme is to alleviate labour shortages, prevent unemployment and shorten the duration of unemployment, with a special focus on the long-term unemployed or other vulnerable groups.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Employment programme includes a package of measures for workers at risk of unemployment. The main target groups are:
workers with no professional or vocational education;
those whose skills are outdated;
workers whose knowledge of Estonian is poor;
those who are older than 50 years of age;
workers who cannot continue their present work due to health issues.
The VET and training-related measures include:
a study allowance scheme to support participation in VET and higher...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To offer career counselling and information to the whole population on a unified basis to assist people in finding appropriate educational and work opportunities, making and carrying out choices.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In April 2018 the government decided to connect the career services of Innove Rajaleidja centres with the career service system of Eesti Töötukassa (the Estonian Unemployment Insurance Fund). The objective is to offer career counselling and information to the whole population on a unified basis. Since January 2019, Eesti Töötukassa has thus been providing career advice and career information services for everyone, including schoolchildren. The Ministry of Education and Research is still...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the programme is to bring learning opportunities more in line with the development needs of the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programme was adopted in 2015. It sets out a roadmap and offers a framework for increasing the qualification levels of the labour force, decreasing the structural labour shortage and enhancing the employability of graduates by responding better to changes in labour demand. A smoother transition from education to employment will be ensured and opportunities to participate in lifelong learning will be expanded.
The programme is implemented through a single measure (linking studies to 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 aim of these measures is to provide guidance for young people for initial VET as well as career counselling for adults throughout their working life
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Building upon the results of its pilot project Continuing education and training guidance, the Federal Employment Agency (Bundesagentur für Arbeit, BA) launched in 2017 a more comprehensive Lifelong vocational guidance project. The project targets both young people and adults. In 2018, it was piloted at four locations.
The Lifelong vocational guidance (Lebensbegleitende Berufsberatung, LBB) is based on the BA 2025 strategy of the employment service, which provides better support for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Training projects jointly funded by the European Social Fund and contributing to key competences have been developed during the reporting period: the Prokop project (2016-19) supplements the training offer of the public employment service with continuing training in financial literacy, citizenship skills and soft skills for inactive people and people at risk of unemployment. For selected beneficiaries, training is supplemented by individual guidance; the Support for foreigners project...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 is to improve digital skills at national level (Cyprus). Secondary objectives are:
to improve productivity in private and public sectors;
to aid the entrance in the labour market of unemployed people;
to assist senior citizens to make the most of the digital world in their daily routines.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2017, the Human Resource Development Authority of Cyprus (HRDA) is including the acquisition of basic digital skills for employees over the age of 35 in the single- and multi-company training programmes that it subsidises. Both schemes aim at providing continuing training to meet the training needs of employees as well as the unemployed who are registered with PES (i.e., in multi-company training programmes). The Cyprus Productivity Centre (CPC) of the Ministry of Labour, Welfare and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Human Resource Development Authority of Cyprus (HRDA)
Cyprus Productivity Centre (CPC)
Deputy Ministry of Research, Innovation and Digital Policy
To train or retrain unemployed people of all ages in a range of technical vocations, aiming towards improving their employability.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 24 April 2018, fast-track initial vocational training programmes for the unemployed in technical professions are in place by the Cyprus Productivity Centre (CPC). Candidates undergo an assessment of their technical skills and a personal interview. Participation is free of charge. The activity is in full-scale implementation stage. However, a major issue is the lack of funding for establishing any sort of training allowance for the participants of the programmes. As a result, the demand...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 education ministry is coordinating the implementation of the project 'Establishing a mechanism for the validation of non-formal and informal learning'. The project is jointly funded by the European Social Fund (ESF) and the Republic of Cyprus. This project has supported a mapping study of the current situation in Cyprus on the validation of non-formal and informal learning. Based on this mapping study, an overall National action plan for the creation of mechanisms for the validation of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (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.
The 2015-20 strategic plan for technical and vocational education and training aims to set up a national monitoring system of initial vocational education and training (IVET) and continuing vocational education and training (CVET) graduates, to inform the upgrading of the VET system. The Department of Secondary Technical and Vocational Education and Training (DoSTVET) purchased services for the design and development of the platform. The platform is operational as of April 2019. It is called...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Sport and Youth (MESY)
Ministry of Education, Culture, Sport and Youth (MoECSY) (until 2022)
Ministry of Education and Culture (MoEC) (until 2019)
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 Employment Promotion Act (EPA) provides employers with financial incentives for offering apprenticeship places to unemployed people directed to them by the public employment service. Incentives include financial support for training, mentors, social and health insurance.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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.
Following the 2015-20 VET development strategy adopted in October 2014 (and the updated VET strategy in Bulgaria for the period 2019-21), the VET Act was amended, introducing the legislative basis for validation of prior learning in VET. Validation, using the State education standards (SES), can be carried out by VET providers for professions included in the national list of VET professions (LPVET), and could lead to qualifications at EQF levels 2 to 5. The procedures for partial validation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National Agency for Vocational Education and Training (NAVET)
To support national labour market policy by providing analysis and data on the skills needed in five sectors of 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.
In 2016, the Bulgarian Industrial Association (BIA) started the project Development of national competences assessment system - MyCompetence. The project is funded by the Operational programme Human resource development 2014-20, with the financial support of the European Social Fund (ESF). For the period from December 2017 to October 2019, BIA committed to extending the capacity and scope of the MyCompetence initiative and the supporting infrastructure. More specifically:
the sector...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 offer jobseekers including early leavers in Brussels the possibility of training 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.
Thanks to the financial resources of the European Social Fund (ESF) made available within the framework of the Youth employment initiative 2, pilot training courses have been set up with experienced partners:
MolenGeek: training as a mobile web developer - or coder / coder in everyday language - and in e-marketing;
BeCode Brussels: training as a mobile web developer, AI data developer / developer, Devsecops (cybersecurity training).
Launched in March 2017 in Brussels, these projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Strengthen the language skills of jobseekers to improve the employment rate, especially for low-skilled people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Bruxelles Formation (BF), the French-speaking public service in charge of vocational training in the Brussels Region, has a training centre dedicated to language learning: BF langues.
BF langues provides training in French as a foreign language, Dutch and English for employment purposes at its training centre and at the vocational training centres run by Bruxelles Formation and its partners.
The teaching approach is skills-based, occupationally targeted and interactive and the methodology...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
In-company training (Formation professionnelle individuelle en entreprise, FPIE) allows jobseekers who are registered with an employment organisation to acquire skills in the relevant professional field and so aids their employment afterwards.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
As the development of in-company training is a priority for Bruxelles Formation, the Company Relations Department has developed a specific action plan in 2018, which can be summarised as follows:
Administrative simplification
development of an online tool allowing all employers to publish their internship offers and for other measures/partners (Actiris and others).
Development of synergies and partnerships
a communication strategy for the various partners (including the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Official and social recognition of professional competences (ensuring visibility to all skills of both workers and jobseekers older than 18 through certification, access to adult education and higher education, access to job orientation, and access to recruitment).
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 Adult Education, since 2017, the procedure for valorisation of acquired skills is framed by the decree of the Government of the French Community of 29 November 2017 (with reference to Article 8 of the decree of 16 April 1991 organising Adult Education). Valorisation aims to give access to courses for which learners do not have official prerequisite, to obtain exemptions from a part of a course or to obtain the certificate of the course in which they master the learning outcomes. The study...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Skills Validation Consortium (CVDC)
Ministry of Vocational Training in the Brussels Region
Ministry of Vocational Training in the Walloon Region
Orientation and guidance measures aim at supporting the public in defining their professional career and the related requirements by emphasising the discovery of trades and establishing contact with professionals from several sectors. They also aim to be centres of excellence in guidance, teaching, training and discovery of the sciences and professions of the future.
More precisely, Cités des métiers aim to be centres of excellence in guidance, teaching, training and discovery of the...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Several centres of excellence in guidance, teaching, training and discovery of science were set up in Belgium, namely one Cité des métiers centre was set up in Namur in June 2016 and another one in Brussels in 2018. Founded in May 2019 by the Government of the Walloon Region, the University of Liège and Le Forem, the non-profit organisation named Centrale des Métiers de Liège is responsible for the Cité des Métiers project in the city of Liège.
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Fight against labour shortages in Wallonia and assign employers which are in need of additional employees the responsibility to train the people which are directed to them.
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 August 2018, the Walloon Region signed an agreement with the business sectors and their training funds as part of the fight against labour shortages. This agreement is expressed in three strong measures implemented by Le Forem.
Coup de poing pénuries (Shortages punch) action: the objective of this action is to act quickly and specifically on the particularly serious shortages encountered by small and large companies. As soon as a company or several companies are looking for at least...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Le Forem (The Walloon Office for Vocational Training and Employment)
This pact aims to create sustainable and quality jobs in order to contribute fully to economic growth.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Trade unions, employers and the Walloon government signed the first Pact for employment and training in 2016. The pact focused on six areas:
reorganisation of employment aids;
creation of training places for dual VET learners;
reinforcing lifelong guidance;
creation of integration contracts for young people;
financial incentives for adult CVET;
supporting social dialogue in Wallonia.
The Employment and training pact was discontinued at the end of 2017 due to the change of government....
Bodies responsible
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Ministry of Employment and Vocational Training in the Walloon Region
The 2020 Training plan ultimately aims to increase the employment rate of Brussels residents through sustainable integration into quality jobs, by:
improving their skills and certification levels;
securing the right to qualification throughout life.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Government of the Brussels Region adopted the 2020 Training plan in December 2016. The plan is an integral part of the major projects of the 2025 strategy for Brussels (Go4Brussels). It is also de facto part of the Belgian contribution to the objectives of the EU2020 Strategy and European cohesion policy. The plan includes the following measures:
organising coherent and adapted paths towards employment, promoting links between training and / or studies;
developing and reorienting...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Bruxelles Formation (Brussels Institute for Vocational Training)
Training Service for Small and Medium-sized Enterprises (SFPME)
The aim of validation is to help individuals to achieve personal development, to contribute to a higher level of employment, to improve access to formal education systems and to stimulate lifelong learning. Developments at policy level aim at an integrated approach to validation, bringing existing separate validation measures together in a single comprehensive strategy.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
There is increased cooperation between different validation providers (inside as well as outside education) and the willingness to create a single framework linking validation processes to the Flemish qualifications framework (FQF). In July 2015, the concept for an integrated framework for validation in Flanders was approved by the Flemish government; a task force was set up to develop the integrated policy framework and to draft a decree on validation. A cost-benefit analysis has been...
Bodies responsible
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Flemish Ministry of Education and Training
Flemish Ministry of Work and Social Economy
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
The government of Flanders aims to intensify and increase the share of work-based learning in higher education and formal adult education programmes to close the gap between education 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.
In May 2018, the Flemish Parliament adopted the law to integrate higher profession-oriented education (formerly called HBO5 programmes) into a fully fledged component of higher education (as short-cycle programmes leading to an associate degree). To stress this difference, the name HBO5 was taken out and replaced by the associated degree programmes (HBO programmes). At least one third of the learning period in this type of programme has to be work-based, which is intended to attract 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.
Facilitating access to employment through a close-to-reality learning experience in a highly realistic training environment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the CVET centre in Sankt Vith introduced the virtual enterprise Vithalit as a new learning scheme to allow a close-to-reality learning experience in a highly realistic training environment. From merchandise traffic to business relations, all procedures mirror commercial practice. The programme promotes integrated learning and aims at facilitating (re-)entry into employment. Since the launch of the programme, the trainees participated in various national and international fairs for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The ADG aims to improve their support to jobseekers, through the provision of a comprehensive support to job seekers in the context of reform projects 'One stop placement (Vermittlung aus einer Hand)' and internal modernisation. The different processes are to interlock more effectively and thus ensure a more efficient service and outcome.
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 ADG and the Institute for Vocational Training in Small and Medium-Sized Enterprises (IAWM) exchange information on apprenticeships. Since mid-2016, ADG advisors have had access to weekly updated information on available apprenticeships, which enables them to plan measures to integrate jobseekers into the labour market.
As part of supported employment, jobseekers can begin in-company vocational training. This is one of the existing labour market policy measures. The main difference from...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
German-speaking Community Public employment service (ADG)
upgrade skill levels for employed or unemployed skilled workers with qualifications below the level of universities of applied sciences to reduce the risk of unemployment;
enable employed or unemployed people who have not finished their education and training in the past to obtain labour market relevant qualifications;
cover the need for a skilled workforce in specific fields of the Austrian 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.
Since January 2017 the professional scholarship has enabled unemployed and employed low-skilled individuals (through taking educational leave) to obtain labour market relevant qualifications to secure their employability and to cover companies’ needs for a skilled workforce.At the start of the programme a list of relevant qualifications (in the form of training possibilities) was defined by the Public Employment Service. This list is continuously updated. During the training period, 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.
Updating initial and continuing education programmes and curricula to meet the needs of digitalisation.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019 the Austrian Public Employment Service (AMS) organised a total of 10 company workshops within the framework of the New digital skills initiative, which is a new development of the AMS New skills project, which has been running since 2009. High-ranking representatives of leading Austrian companies participated in five different clusters (manufacturing industries, trade, tourism, construction and office/administration/IT). The aim of the workshops was to identify the new demands placed...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.