Continuing focus at the policy-making level

Implementation modalities are not always clear yet

Not enough attention paid to the needs of service providers and end users on the ground

No special focus on the implementation in the regions and rural areas

Ambitious nature of reforms

High number of priorities set for implementation

Complex design of the VET system that requires a high level of professionalism

The need for continuous support to service providers and end users for efficient functioning

The job status of teachers would be improved first before implementing the new law.

Improved salaries and working conditions would become a reality, so that more talented young people enter the teaching profession.

Merit-based hiring and firing criteria would be developed and implemented for VET teachers.

Measures would be taken to counteract the limits of a weak and fragmented private sector.

Different alternatives of first work experience would be explored systematically (e.g. internships, traineeships, volunteerism, job shadowing, summer jobs, social entrepreneurship).

Clear incentives would be provided for the private sector to be involved in VET in different ways.

Small and micro companies would be supported in providing collective training offerings in clusters.

A new approach of co-management and power sharing would be implemented in VET governance.

Given the complaints from employers, technical skills would be complemented by key competences.

There would be a special focus on foundation and transversal skills, particularly in regions and rural areas.

Counselling and guidance services would be provided on an ongoing (lifelong) basis for every student in the education system.

All learners would have access to information and guidance for educational and occupational choices at crucial moments in their lives.

The information barrier would be reduced for the functioning of the complex VET system.

New VET first cycle programmes would be offered in higher education in order to increase the VET offering and its attractiveness.

Entry requirements to publicly subsidised VET would be amended (i.e. based on age, education, income and place of residence).

Students from poor socio-economic households would get priority access to VET.

Measures would be taken to reduce both academic and financial barriers.

All VET providers would receive funding based on clear rules, which would reduce financial barriers.

Students with vouchers could choose freely between public or private VET providers.

The unified VET admission exam would be applied to all VET providers, including private VET providers