Eurydice

Since the implementation of the "LMD reform" (the Bologna process in France) in 2002, programmes that lead to a Master's degree have been available in a number of forms. Some Master's programmes comply with the 2002 reform, while others are modelled on the old system of Maîtrise (4th year), DEA and DESS (two 5th year programmes). The student's decision on which track to follow is therefore based more on personal inclination than on clear regulation. Even in cases where certain programmes leading to a Master's degree already conformed to a two-year-programme format, most of these continued to perform student selections between the first and the second years of the programme anyway.

The names of all three types of Initial Vocational Education and Training (IVET) programmes have been changed: secondary vocational schools (ISCED 344-454) have become vocational grammar schools (szakgimnázium); vocational schools (ISCED 353) have become vocational secondary schools (szakközépiskola), while special vocational schools that train students with special needs are now called vocational schools (szakiskola).

A key Welsh Government priority is digital competence, defined as the set of knowledge, skills and attitudes necessary to enable the confident, creative and critical use of technologies and systems. In September 2016 the Welsh Government published a Digital Competence Framework for use in schools and other educational settings with learners aged three to 16-plus. The Framework aims to encapsulate the skills that will help learners thrive in an increasingly digital world. It gives digital competence the same priority as literacy and numeracy, encouraging the integration of digital skills across the whole curriculum.

On the 23 November 2016 the Ministry for Education and Employment in Malta launched new secondary education reforms. The reforms are titled My Journey: Achieving through different paths. In line with the UNESCO’s Sustainable Development Goal number 4, the reformswill replace the current secondary school model and 'will see the educational sector move from a 'one size fits all' system to a more inclusive and 'comprehensive learning system'which 'equitably support all'children's individual talents'and needs through quality academic, vocational and applied learning programmes.

The 2016-2020 Government has started implementing reforms in the education sector. The main aim of these reforms is to ensure the quality and effectiveness of education. In order to reach these aims there should be some management changes; the core curriculum needs to be revised and the systemic pedagogical issues must be solved. Furthermore, Lithuania faces issues concerning the teachers’ sector; more than 50 percent of teachers are over 50 and this sector attracts very few young teachers. The transformation of the teaching sector involves improving teacher training and continuous professional development, as well as improving working conditions and career opportunities for teachers. The implementation of the reforms creates and consolidates legal preconditions, and strengthens educational studies and research. There are plans to recruit pedagogical and scientific staff in more so-called prestigious universities to negotiate with trade unions on a full-time payment model for school teachers.

The continuous and significant growth of new entrants (415 000 in 2000, 495 000 in 2015, 510 000 in 2022) in the last decades has led to a situation where there are now more students than available places in some Higher Education Institutions. This has also led to situations where new entrants did not have an offer from any HEI to pursue their studies, and in some areas, a random draw had to be done to select students because of the lack of available places.

Like Estonia to the north and Lithuania to the south, this year Latvia is celebrating 100 years since the foundation of its first republic in 1918, with a wide ranging celebratory programme that already started in 2017 and will continue into 2021. More than 40% of Latvia’s total Centenary budget has been assigned to the School Bag project. The project includes the exploration and experiencing of nature and cultural values, scientific achievements and successful business models into the school programmes, and aims to make it accessible to every schoolchild in Latvia. 40% of the Centenary state budget over five years will cover the implementation of the integrated teaching programme as well as the related travel expenses and entrance tickets for the events. Funding for the School Bag will be forwarded to the local governments according to the total number of pupils. The local governments, together with schools will plan the most effective way to use the funding.