Slovenia: final evaluation of the new apprenticeship system

Between 2017 and 2020, Slovenia reintroduced apprenticeship, after abolishing it in 2006 as a result of participants’ low interest. Cedefop supported this pilot implementation with the TCR – Apprenticeship review, that was completed in advance. In the first implementation year, 2017, approximately 50 apprentices enrolled in four programmes. Since then, new programmes have been added annually, leading to a total of 14 programmes available in the school year 2021/22. Young people can choose either a school-based or an apprenticeship path from the same programme. Apprenticeship is therefore an additional pathway to complete vocational education.

What are the key findings of the evaluation?  

The Institute of the Republic of Slovenia for Vocational Education and training (CPI) has been monitoring the pilot implementation. Some findings of annual reports have already been presented in Cedefop’s national news on VET (see ‘Read more’ below). All evaluation activities were summarised in the final report of 2021, showing that apprenticeship in Slovenia has prospects. All the key actors are satisfied: apprentices, employers and three of the six piloting schools. Certain challenges, however, still need to be addressed.

1. A common vision for apprenticeships was formed through an agreement of the social partners during piloting. Challenges were faced when choosing the respective programmes, so the creation of a network of schools and companies which would offer the respective apprenticeships, was considered necessary. Apprenticeship positions in companies need to be more directly linked to the provision of apprenticeship paths in schools (planned for at least 3 years in advance), the inclusion of trade unions into VET governance must be intensified, and apprenticeship needs to be developed at higher EQF levels as well.
2. The role of social partners must be strengthened, especially that of companies, so that the common conception that only the State (represented here by the education ministry) is responsible for the development of VET, changes. We need to reconsider and agree on the responsibilities and roles of all social partners, especially of the employer organisations and trade unions. It is necessary to establish a national body for managing and monitoring the further development of apprenticeships.
3. Apprenticeship funding has not been evaluated, but as the TCR – Apprenticeship review has already pointed out, apprenticeship is still lacking stable funding with a cross-sectoral approach.
4. It is necessary to strengthen the attractiveness of apprenticeship further, so that it becomes more popular. A new arrangement for verifying training positions in companies is needed. Circulation of apprentices among the companies and companies’ cooperation also requires more financial support. For the quality of apprenticeship, it is crucial to upgrade the role of the coordinator of practical training at the workplace, who is responsible for following up the practical training of apprentices. The recommendation to strengthen this role is included in the renewed Rules amending the Rules on norms and standards for the implementation of educational programmes in upper secondary education (currently in the adoption process).
5. At the beginning of the pilot implementation of apprenticeship, it was decided that the school and apprenticeship paths would lead to the same education qualification. However, the evaluations have shown that this remains a challenge. The next step will be redesigning the programmes, mostly regarding their structure.

After the end of the pilot implementation, in October 2021, the CPI held a conference, in which social partners shared their experiences, views and challenges. All stakeholders agreed: apprenticeship is an important path to occupation, despite the challenges which need to be addressed.

Read more

Presentation of all evaluation reports of CPI