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.
Their main aim of policy in this area is to provide state-of-the art technologies and equipment in physical environments to learners engaged in VET to help them acquire skills for jobs. The idea was that specialists trained at centres would better meet the needs of the labour market and employers, as well as more quickly find a job that matches their qualifications and adapt more easily to specific workplaces. A further expectation was that use of these centres' infrastructure would...
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 2016, the Ministry of Education, Science and Sport carried out a review of EU investments in the VET system for the 2014-20 period. This analysed results from the previous programming period and new proposals, as well as labour market (regional) trends and forecasts. It also offered suggestions for improving the provision of practical training in IVET, either in sectoral practical training centres or other training institutions. The review proposed that selected sectoral 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.
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)
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.
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 aim of the system is to ensure interoperability between public information tools and databases, to allow the evaluation of public funds in VET, and to feed the ′electronic worker folder’ on issues concerning the assessment of competences acquired in formal, non-formal and informal 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.
Among the main reforms of the labour market outlined in the Jobs Act, the legislative Decree No 150/2015 provided the management of a unique information system on active policies whose one main branch is represented by the National statistical system for VET (SIU Formazione). It represents the unique informative source of data for monitoring VET funding schemes and programmes which are carried out and managed by the Regions and autonomous provinces. According to the constitutional...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
National Agency for Active Employment Policies (ANPAL)
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 2015, teachers received a substantial salary increase in the hope that more young people would see the profession as attractive and join it, thus reversing the rising age trend among teaching professionals. This measure did not produce the expected results. Another reason for this was the boom in available jobs for many VET professionals in recent years, which increased the unattractiveness of the teaching profession. Part of the need for teachers has been bridged by giving people...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
To improve and strengthen VET and make it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
For 2015-17, the main emphasis in the education ministry was the elaboration of proposals that a specific working group delivered in 2015. The main ideas of the working group were:
the school should be responsible for the training of learners throughout their studies, including the workplace training;
the basic education at the commencement of VET needs to be broader and more subjects need to be offered for those who have not yet decided what they would like to study;
to develop further...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Science and Culture (until 2021)
The Strategy 4.0 and the Act on VET aims to increase the apprenticeship offer through the creation of Sectoral training centres, the development of active company cooperation in VET centres and through strengthening the participation of SMEs in practical 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.
Incentives are given to companies that provide practical training. These include the reduction of contributions to the State based on the number of training placements they provide, as well as receiving extra funding for making investments, recruiting instructors and maintaining apprentice workshops.
As a general rule, enterprises that fulfil specific requirements and are registered by the chamber of commerce and industry, may conclude 12 apprenticeship contracts simultaneously (or,...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Culture and Innovation
National Office for Vocational Education and Training and Adult Learning (NOVETAL)
The main aim is to make VET attractive both for the students and also for their parents.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In September 2016, specific scholarships were introduced for apprenticeship programmes that provide qualifications in high demand on the labour market. Twenty qualifications are covered. In addition, since 2016 financial remuneration and other benefits provided to apprentices have also been available in adult education (monthly payments in evening and correspondence courses have been reduced to 60% and 20% of those provided in full-time education).
From the academic year 2020/21, 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 VET Innovation Council offers the formal framework of this dialogue and common thinking. It is a major advisory body on VET, adult learning and adult education policies.
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 of Innovation and Technology, in charge of VET and adult training, established the VET Innovation Council (SZIT) in September 2018. Its aim is to provide a continuous forum between the government and the relevant stakeholders in the VET system. It consists of representatives of governmental bodies, training organisations, chambers, trade unions, advocacy organisations, big companies, the Hungarian Academy of Sciences, student representatives and Roma.
Four thematic working...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 students involved in upper secondary VET programmes in-company experience, an up-to-date technological and working environment and to contribute to quality labour supply for companies.
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 VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:
assisting students in concluding practical training contracts with employers;
reforming qualifications to meet labour market conditions;
setting up the chamber guarantee to assist learners who could not find a practical...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.
Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.
These skills/areas of competence are: conducting research and information...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public non-profit organisation PIX
Ministry of National Education and Youth
Ministry of Higher Education, Research and Innovation
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to 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)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 CléA certificate is aimed at individuals without qualifications and serves to identify achievements, rather than shortcomings, to establish a basis for further development and training. Employers use it as a tool to support their employees. For recruiters, it is a new, unique certification which is comparable across sectors (no levels or grades).
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 national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) introduced the CléA Certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning. A nationwide publicity campaign and a call for training projects towards this qualification were organised. By February 2019, approximately 27 000 CléA...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 cross-sector jobs and training committee (COPANEF) (until 2019)
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
It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Three decrees issued in 2016 reorganised vocational diplomas by dividing them into skills sets. An adult candidate who has successfully completed training relating to a particular skills set will receive the corresponding certificate. The change already applies to the professional skills certificate (certificat d'aptitude professionnelle, CAP), the vocational baccalaureate (since 2016) and the higher technician certificate (brevet de techniciensupérieur, BTS, since 2017). Work is also 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 National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
France Compétences
Ministry of National Education, Youth and Sports (from 2020 till 2022)
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.
A circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
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
This section lists main bodies that are responsible for the implementation of 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)
National guidance policies aim to provide learners with information and guidance on their future education and career options, including apprenticeships, and to provide individualised support for forward planning.
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 Pathways for the future (Parcours d'avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.
A practical guide for the implementation of the Parcours d'avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness 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 National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Regional authorities
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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
Delegate Minister for VET under the education and labour ministers
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 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)
To offer open educational resources, training and technological solutions to help Spanish teachers incorporate this skill into their teaching practice through programming and robotics 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 School of Computational Thinking was set up in the academic year 2018/19 to train teachers to develop programming and robotics in their classrooms. This initiative is coordinated by the National Institute for Education Technologies and Teacher Training (INTEF) in collaboration with the Autonomous Communities, which provide their own teachers for the project, as the education ministry does not have the competence for the teacher training in the regions.
In primary education, teachers use...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
To promote teacher training in the technological, methodological and social aspects of integrating digital resources into their daily teaching 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.
The Ministry of Education and Vocational Training, through the National Institute of Educational Technologies and Teacher Training and the Autonomous Communities, elaborated, in 2021, a new reference framework for digital competence in teaching through a commission dependent on the Working Group on Learning Technologies. This framework was approved by the Sectoral Conference on Education at its meeting on 30 March 2022 and published by Resolution of 4 May 2022 of the Directorate General for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National 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.
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.
Update teachers' digital skills to respond to the increasing impact of digitalisation and industry 4.0.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Under its Digital pact for schools programme (2019-24), the Federal Government aims to fund the digital infrastructure in all German schools, including vocational schools, to promote the uptake of digital skills. Vocational schools have been gradually provided with high-quality digital equipment including professional administration. This investment goes hand-in-hand with investment of Federal States, promoting digital competences of teachers and the development of new digital teaching...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal States
Standing Conference of the Ministers of Education and Cultural Affairs (KMK)
Federal Ministry of Education and Research (BMBF)
German Research Centre for Artificial Intelligence (DFKI)
The aim of promoting digital media and innovative technology in VET is to raise the potential for teaching and learning using digital media, promoting the acquisition of digital media competence among apprentices and trainers. This strengthens initial and continuing VET and ultimately makes it more attractive.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The web portal, Digital media in VET,has provided information since 2015 on the use of digital media in VET and selected project findings. The portal offers a project database and map, including 222 projects in the following seven categories: didactics/methodology, learning in the work process, creation of content, learning location cooperation, competence assessment and documentation, mobile learning, and web 2.0.
The portal also features a selection of products developed by the funded...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The objectives of the Alliance for initial and further training are:
reducing the number of young people without school leaving certificate;
providing each person with a path leading to a VET qualification;
reducing the mismatch between applicants seeking apprenticeship places and companies offering them, and supporting the regional mobility of applicants;
strengthening further training, particularly advanced VET at tertiary level;
increasing the number of apprenticeship places 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 2015-18 Alliance for initial and further training was agreed between the Federal Government, Federal States, business and industry, the unions and the Federal Employment Agency at the end of 2014.
Within the alliance, sectors committed to providing 20 000 places annually for introductory training (transition programme), which has been implemented: 17 500 young people took up this type of training in 2015 and 21 000 in 2018. Evaluations showed that around 70% of young people moved into...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Economic Affairs and Energy (BMWi) (until December 2021)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Ministry of Education and Research (BMBF)
Federal Government Commissioner for Migration, Refugees and Integration
German Trade Union Confederation (DGB)
Association of German Chambers of Industry and Commerce (DIHK)
Confederation of German Employers' Associations (BDA)
Federation of German Industries (BDI)
German Confederation of Skilled Crafts (ZDH)
Federal association of liberal professions (BFB)
Federal Employment Agency (BA)
Federal States
Federal Ministry of Economic Affairs and Climate Action (BMWK)
The aim of the measure is to develop sustainability-relevant skills of apprentices and training personnel and to disseminate knowledge on how to design sustainable in-company learning places.
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 Federal Institute for VET (BIBB) started 12 pilot projects in VET aiming to ensure a sustainable development (Berufsbildung für nachhaltige Entwicklung BBNE). With the EUR 12 million budget, the projects intend to develop vocational competences in sustainability. Until 2021, they will be experimenting and evaluating relevant curriculum concepts, digital teaching, learning materials and examination questions for initial and continuing VET. These projects will lead - amongst...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Institute for Vocational Education and Training (BIBB)
The National Skills Strategy (Nationale Weiterbildungsstrategie NWS) aims at the sustainable promotion of employability in the changing world of work, strengthening the skilled worker base and facilitating career advancement for broad sections of the population. The overall goal of the strategy is to create a new culture by understanding occupational CVET as a lifelong necessity.
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 November 2018, the Federal Ministry of Labour and Social Affairs (BMAS) and the Federal Ministry of Education and Research (BMBF) launched a committee to develop a National continuing education strategy (Nationale Weiterbildungsstrategie). The social partners were part of the committee which was expected to formulate answers to the digital change in the world of work. The focus should be on SMEs, micro enterprises and people in need of help to increase their opportunities on the labour...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education and Research (BMBF)
Federal Ministry of Labour and Social Affairs (BMAS)
Federal Institute for Vocational Education and Training (BIBB)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015, and partly also due to the 2015-20 strategic plan for technical and vocational education and training, a framework for teachers professional learning (TPL) is implemented (following adoption by the Council of Ministers). This framework for TPL includes VET teachers and sets principles for continuing professional development (CPD). According to this framework, CPD becomes systematic, addressed to all teachers, and targeted to both teacher and school needs. This decision also tasks...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Cyprus Pedagogical Institute (CPI)
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 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.
In November 2016, the Council of Ministers adopted the ordinance for State education standards (SES) for obtaining a professional teaching qualification. The ordinance increases the number of learning hours for teacher initial training by 30% to 50%. It introduces new areas of study (for example, conflict management, violence prevention, ICT in education and inclusive education) and training methods (such as distance learning). The teaching qualification is acquired after completing 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.
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.
to improve the conditions for organising and conducting vocational education and training;
to maintain good quality vocational education and training;
to provide a set of adequate skills for the professions of the future;
to train specialists for whom there is demand in the labour market but who are not willing enough to train in these professions and specialties, and to secure staff for areas of priority for regional economic development;
to address the shortage of specialists 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.
The VET Directorate of the education ministry developed at the end of 2017 a (pilot) forecast model, in cooperation with the nationally representative employers' organisations, to inform admission plans in line with labour market needs. The model is based on the expected replacement needs within the next five years in each economic sector (according to the national classifier of occupations and professions). It uses anonymised data from the national social security institute, based mainly 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.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An Ordinance that regulates dual vocational education and training (DVET) came into force at the beginning of September 2015. Learning through work (DVET or dual training) applies to two groups of people: learners, aged 16, in class XI and XII, and people aged 16 and over who have entered the labour market. Learning through work for people in the labour market is related to acquisition of a vocational qualification. Learning through work is implemented in a partnership between an educational...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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)
To address the skills required by the digital society for today and tomorrow.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Compulsory education
The digital strategy for education was adopted in 2018 and then implemented. The strategy includes the following 5 axes:
defining digital content and resources for learning,
providing support and training to teachers and heads of school,
defining modalities of school digital equipment,
sharing, communicating and disseminating,
developing digital governance.
Digital competence is regarded both as a learning object and a support to other disciplines. Digital...
Bodies responsible
This section lists main bodies that are responsible for the implementation of 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 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
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Flemish Ministry of Education and Training
Flemish Ministry of Work and Social Economy
Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)
acceptance: the Austrian DigComp competence framework should become and remain a work base for the development and improvement of the digital competences of all citizens which is as widely accepted, as broadly understood and as coherently interpreted as possible;
updating: the Austrian DigComp competence framework and the application scenarios derived from it are to be updated continuously and, if necessary, expanded by the task force to keep pace with the dynamics of digitalisation and...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) published the Digital competence model for Austria (DigComp 2.2 AT). The tool is intended for supporting the assessment and description of personal digital competences and the identification of possibilities for further development. It is based on the DigComp reference framework of the European Commission.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
providing digital and critical thinking competences for learners from primary education onwards;
providing digital skills for teachers through a new course from the school year 2017/18, supported by establishing a national digital learning centre and future learning labs in colleges, where teachers can experiment with digital tools;
modernising infrastructure and equipment in schools, including tablet and laptop computers for learners;
providing digital learning tools, including open...
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 autumn 2017, all new teachers must acquire standardised digital competences, including digital subject-specific didactic, within their initial teacher training programme. They have to prove their competences through a mandatory portfolio, which contains a digital competence check (digi.check), completion of a modular course programme and reflection on one's own teaching activities. To promote the digital skills of teachers already in service, the course programme is also offered...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
increase the value of competences acquired in non-formal and informal learning contexts;
make validation arrangements more accessible by providing low-threshold, central information and advisory services;
improve opportunities for education and work (e.g. by making it easier for adults to obtain qualifications as second chance education);
improve permeability at the central interfaces of the Austrian education and training system (improving flexibility and efficiency).
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 a national consultation process, the national strategy for validating non-formal and informal learning was finalised and adopted in November 2017. The national strategy is expected to serve as the starting point for defining organisational structures, a catalogue of quality criteria (issued in May 2018) and a detailed implementation plan. The validation strategy provides an overview of existing validation arrangements, serves as a basis for developing new initiatives, assuring...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Federal Ministry of Education, Science and Research (BMBWF)
The objective of the funding programme is to ensure the quality of training and thus increase its attractiveness and to enable young people to have equal access to training, irrespective of gender, origin or personal disadvantages.
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 Austrian Economic Chamber, on behalf of the Federal Ministry of Digital and Economic Affairs (BMDW), has funded up to 100% of the costs of projects supporting quality, gender equality and social integration in apprenticeships:
the quality strand addresses quality management and quality assurance in apprenticeship training, including training tools, innovative testing methods and competence checks, and quality assurance of dual VET;
the gender equality strand addresses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Austrian Federal Economic Chamber (WKO)
Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
Federal Ministry of Labour, Social Affairs, Health and Consumer Protection (until 2020)