a1 Social, political, and economic developments a2 Education and VET policy developments a3 Key factors behind developments outlined in A2 a4 Economic Reform Programme for EU candidate countries
b1 Economic and demographic factors b2 Labour market situation and key challenges b3 Skills demand and supply
b7 Factors affecting the transition to work b8 The role of VET in the transition to work b9 Career guidance provision
b10 Monitoring VET graduates self-employment and business creation b11 Entrepreneurship as a key competency in VET b12 Entrepreneurship and career guidance
c2 Promoting the access of learners to VET c3 Measures to increase attractiveness c4 Transitions from general education to VET c5 Data collection around vulnerable sub-groups
c6 Learning opportunities offered, with a focus on disadvantaged groups and NEETs c7 Actions taken to make VET more inclusive
d1 Evaluating VET teachers and trainers d2 Continual professional development opportunities d3 Shortages and social status of VET teachers and trainers d4 Methods of teaching and learning in VET
d5 Improvements to VET learning and training environments d6 Policy and provision of work-based learning in VET d7 Work-based learning policy options and types
d9 Quality of learning and VET outcomes d10 National Qualifications Framework (NQF) and lifelong learning d11 Defining qualifications by learning outcomes d12 Institutions that govern the NQF d13 Ensuring qualifications meet employers’ needs
e4 Participation and coordination of non-state actors e5 Distribution of functions between actors e6 Sectoral participation in planning and implementation of VET
e7 Distribution of roles and responsibilities in VET governance e8 Participation of stakeholders at the local level e9 Promoting private-public partnerships