Table Of ContentEN
Enhancing European
cooperation in VET:
outcomes of the
Riga cycle
Progress in common priorities for 2015-20
Enhancing European
cooperation in VET:
outcomes
of the Riga cycle
Progress in common priorities
for 2015-20
Final report
Cedefop reference series 115
Luxembourg: Publications Office of the European Union, 2020
Please cite this publication as:
Cedefop (2020). Enhancing European cooperation in VET:
outcomes of the Riga cycle. Progress in common priorities
for 2015-20: final report. Luxembourg: Publications Office.
Cedefop reference series; No 115.
http://data.europa.eu/doi/10.2801/79719
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This publication contains UK data and analysis based
on research conducted before the United Kingdom’s exit
from the European Union on 31 January 2020. EU averages
or other statistical parameters including the UK reflect the
situation in the European Union before 31 January 2020
and should not be considered as representative of the
situation in the EU thereafter. In this context `EU-28’ refers
to the 28 EU Member States prior to 31 January 2020.
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The European Centre for the Development of Vocational Training
(Cedefop) is the European Union’s reference centre for vocational
education and training, skills and qualifications. We provide information,
research, analyses and evidence on vocational education and training,
skills and qualifications for policy-making in the EU Member States.
Cedefop was originally established in 1975 by Council Regulation
(EEC) No 337/75. This decision was repealed in 2019
by Regulation (EU) 2019/128 establishing Cedefop
as a Union Agency with a renewed mandate.
Europe 123, 570 01 Thessaloniki (Pylea), GREECE
Postal address: Cedefop service post, 570 01 Thermi, GREECE
Tel. +30 2310490111, Fax +30 2310490020
Email: [email protected]
www.cedefop.europa.eu
Jürgen Siebel, Executive Director
Barbara Dorn, Chair of the Management Board
Foreword
In 2002, the Member States of the European Union launched the Copenhagen process, to reinforce and
better coordinate their vocational education and training (VET) policies. In 2010, the Bruges commu-
niqué gave new impetus to the process. In the Riga meeting in June 2015, the European Commission,
EU Member States and social partners, the European Economic Area and the candidate countries reaf-
firmed their commitment to competitive and inclusive VET. The Riga conclusions broadened the scope
of European VET policies, enshrining new priorities such as the generalisation of work-based learning
and the acquisition and strengthening of key competences.
Cedefop and the ETF have been in charge of monitoring and analysing how national VET poli-
cies have taken up the Riga lines. Their present joint report shows that considerable progress has
been made since 2015. New steps have been taken to develop and expand apprenticeship and dual
systems, systematise school-business cooperation, and establish wide-scale graduate tracking and
training needs anticipation. Retraining a growing range of vulnerable groups has become the norm.
Awareness of identifying and cultivating key competences has been raised. Considerable attention is
now being paid to VET teaching, in efforts to boost its attractiveness and strengthen teacher and trainer
professional development.
Overall, the findings show that the progress achieved in the medium term-deliverables reinforced
the 2020 vision for VET.
However, there is no doubt that challenges remain. In particular, early and systematic ex-post evalu-
ation of policies is not yet common practice everywhere. As it is time to forge a new vision for the future
of VET beyond 2020, unsettled issues need to be identified and addressed. This report helps in that
regard, pointing to areas which could attract more attention in the next decade. It will assist shaping
new initiatives for the future of VET policies in Europe.
Jürgen Siebel Cesare Onestini
Cedefop Executive Director ETF Director
Acknowledgements
This report is the result of a cooperation between Cede-
fop and the ETF. At Cedefop, the work was carried out in the
Department for VET systems and institutions (DSI) as part of
the VET policies and systems project, under the supervision of
Loukas Zahilas. Eleonora Schmid, George Kostakis and Guy
Tchibozo were responsible for coordinating the work. Georgios
Zisimos coordinated the work for the ETF.
The thematic sections and accompanying country chapters
were prepared and drafted by Silke Gadji, Nikolaos Georgiadis,
George Kostakis, Dmitrijs Kulss, Jelena Letica, Vicky Oraiopou-
lou, Iraklis Pliakis, Anastasia Pouliou, Eleonora Schmid, Guy
Tchibozo and Aristos Theocharous at Cedefop; and Georgios
Zisimos, Evgenia Petkova, Kersti Raudsepp and Mircea Bad-
escu at the ETF.
This publication would not have been possible without the
contributions of Directors General and the Advisory Committee
for Vocational Training from all participating countries, Cede-
fop’s ReferNet partners and ETF country teams. We are grate-
ful for the advice of Cedefop and ETF experts working on the
themes covered by the Riga priorities and statistics, and the
European Commission.
Table of contents
Foreword 5
Executive summary 12
1. Policy context 20
2. 2015-16: baseline and countries’ priorities 24
2.1. Baseline: the situation in 2015 25
2.1.1. EU-28+ (Member States, Norway and Iceland) 25
2.1.2. Candidate countries 29
2.2. Countries’ initial priorities for 2016-20 31
2.2.1. EU-28+ (Member States plus Norway and Iceland) 31
2.2.2. Candidate countries 32
2.2.2.1. Process/methodology followed 34
2.2.2.2. Ex-ante impact assessment findings: state of play in MTD 1 in 2016 34
2.2.2.3. Common challenges identified through the ex-ante impact assessment 35
3. National VET policies: 2015-19 developments at a glance 36
3.1. Continuity towards the Bruges objectives 36
3.2. Policy developments 36
3.2.1. EU-28+ (Member States, Iceland and Norway) 36
3.2.2. Candidate countries 38
4. National policy developments by MTD 42
4.1. EU-28+ 42
4.1.1. MTD 1 – All forms of work-based learning with special attention to apprenticeships 42
4.1.1.1. Introducing/reforming apprenticeship, dual VET, and alternance schemes 43
4.1.1.2. School-based VET with workplace-based on-the-job training 47
4.1.1.3. School-based VET with in-school work-based learning 48
4.1.1.4. Increasing stakeholder involvement in VET 48
4.1.1.5. International peer learning and support 49
4.1.2. MTD 2 – Quality assurance mechanisms in line with EQAVET and continuous
information and feedback loops to IVET and CVET 51
4.1.2.1. Developing quality assurance mechanisms 51
4.1.2.2. Continuous information and feedback loops 55
4.1.3. MTD 3 – Access to VET and qualifications for all through more flexible/permeable
systems, guidance and validation of non-formal and informal learning 57
4.1.3.1. Training, reskilling and upskilling at-risk groups 58
4.1.3.2. Increased permeability and/or flexibility 60
4.1.3.3. Improving guidance 60
4.1.3.4. Access to VET and qualifications through validation of non-formal and
informal learning 63
4.1.3.5. Improving transparency: NQFs, ECVET and related initiatives 63
4.1.3.6. Ensuring equal opportunities for all 63
4.1.4. MTD 4 – Key competences in both IVET and CVET 64
Enhancing European cooperation in VET: outcomes of the Riga cycle
8 Progress in common priorities for 2015-20
4.1.4.1. Native language(s) and literacy, and foreign languages 67
4.1.4.2. Learning-to-learn and financial literacy 67
4.1.4.3. Digital competence 67
4.1.4.4. Maths, science, technology 67
4.1.4.5. Entrepreneurship competence 69
4.1.4.6. Social and civic competences, and cultural awareness 69
4.1.5. MTD 5 – Systematic initial and continuous professional developments of VET
teachers, trainers and mentors 70
4.1.5.1. Access to the profession of teaching in VET schools 71
4.1.5.2. Continuing professional development of VET school teachers 71
4.1.5.3. Becoming mentors and trainers in companies 73
4.1.5.4. Continuing professional development of trainers/mentors in enterprises 73
4.1.5.5. Monitoring and evaluation of CPD processes 74
4.2. Candidate countries 75
4.2.1. MTD 1 – Work-based learning/apprenticeships 75
4.2.1.1. Introducing/reforming apprenticeships 75
4.2.1.2. Work-based learning in school-based VET; focus on practical learning
in enterprises 76
4.2.2. MTD 2 – Quality assurance/feedback loops 77
4.2.2.1. Continuing work on developing quality assurance mechanisms in VET
in line with the EQAVET recommendation 78
4.2.2.2. Evaluation and alignment with EQAVET indicators 79
4.2.2.3. National reference points 79
4.2.2.4. Building tracking systems in VET 80
4.2.3. MTD 3 – Access to VET and qualifications for all 80
4.2.3.1. New strategic approaches and legal measures to improve access to VET 80
4.2.3.2. Designing programmes and learning modes to meet the specific needs
of different groups of learners 80
4.2.3.3. Measures addressing dropping out and early leaving from education and
training 81
4.2.3.4. Making VET systems and pathways permeable, easing transfer of learning
within VET and to/from other education and training programmes 82
4.2.3.5. Setting up/improving the systems for validating non-formal and informal
learning as an alternative route to formal qualifications 82
4.2.3.6. Reinforcing counselling services to guide young people towards
suitable and labour market relevant VET and qualifications 83
4.2.4. MTD 4 – Key competences in VET curricula 83
4.2.4.1. Promotion of key competences through new strategic documents
and new teacher standards 83
4.2.4.2. Monitoring of key competences remains a challenge 84
4.2.5. MTD 5 – Professional development of teachers and trainers 84
4.2.5.1. Initial training for teachers in VET ‘schools’: changing models in the
western Balkans to address existing gaps 84
4.2.5.2. CPD for teachers in VET ‘schools’: new regulations, piloting
new modalities 85
4.2.5.3. Initial training and CPD of trainers/mentors in companies: a new
challenge on the horizon? 86
