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EACEA National Policies Platform:Eurydice
National reforms in vocational education and training and adult learning


14.Ongoing reforms and policy developments

14.3National reforms in vocational education and training and adult learning

Last update: 25 March 2024


No reforms.


Individual Learning Accounts system

A digital education platform, the Individual Learning Accounts system, was launched last December as a “one-stop shop” for learning and competences development for adults. On the platform, learners will have their own individual accounts and will be able to access funding for learning in the areas of national priority. As much as 50% of the public funding will be allocated to programmes that develop digital competences. The State will also fund programmes to improve adult literacy, multilingualism, maths, engineering, learning to learn and other competences. Those who complete the training will receive digital certification. Adults who choose the prioritised programmes will be able to receive a learning basket worth €500. The Learning Basket will be available to people aged 18–65 who are in employment and who have already obtained a qualification or higher education.


Transformation of the network of vocational training institutions

Starting from the 2022 academic year, a restructured network of vocational training institutions, in which the Ministry of Education, Science and Sports implements the rights and obligations of the owner (shareholder), will begin operating.

The purpose of this transformation is to make rational use of resources to create an effectively functioning, accessible network of vocational training institutions that implement vocational training programmes that meet the needs of the labour market, and that at the same time create favourable conditions for individuals to acquire qualifications; to create opportunities for persons studying in accordance with the professional training programme to obtain basic or secondary education, as needed, and to receive pedagogical, psychological, special pedagogical, social pedagogical and other educational. This will be done by combining the vocational training programmes of the vocational training institutions operating in the relevant region with the needs of the companies operating in the region, by eliminating excess assets, creating prerequisites for high-quality vocational training, efficient use of finances, optimal investment in vocational training infrastructure and human resources.