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The year of 2017 marked a milestone of organisational change at all vocational education and training (VET) levels in compliance with the Law on Vocational Education and Training (VET Law). This report was developed in the context of this change. Focusing on the topic of autonomy of VET institutes, the report reflects the following key findings: (1) VET institutes made positive progress in their implementation of autonomy; (2) Numerous guiding documents on the implementation of the VET Law were issued to create a relatively complete and comprehensive supporting legal framework for VET at elementary, intermediate and college levels; (3) Labour market information serves as an important orientation for market-driven VET development; (4) The network of VET institutes entered a process of reorganisation to achieve better training quality; (5) A positive signal of better streaming of lower-secondary school graduates to VET was noticed - the number of lower-secondary school graduates enrolled in VET increased and VET admissions reached the planned target; (6) There was an improvement not only in the increased number of VET teachers but also in teacher qualifications; (7) National Occupational Skills Standards (NOSS) are used as a basis for the development of learning outcomes and training programmes - the assessment and certification of National Occupational Skills (NOS) is not only aimed at recognising the employee's level of occupational skills but also contributes to VET standardisation; (8) Legal guidance on VET quality accreditation was issued to stipulate the assessment and recognition of VET institute's activities; (9) State budget remained the major and most important financing source for vocational education and training; and (10) The number of enterprises which cooperated with VET institutes in training was still limited - there was a lack of close and regular cooperation in training.

Besides the foreword and key findings, the report consists of the following nine chapters: (1) Overview of the vocational education and training development policies; (2) Vocational education and training for the labour market; (3) Network of VET institutes; (4) VET admissions and graduations; (5) VET teachers and management staff; (6) National occupational skills standards, assessment and certification of national occupational skills; (7) VET quality assurance and accreditation; (8) Financing vocational education and training; and (9) Cooperation with enterprises in vocational education and training.

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