- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Since the major reform of 2008 implemented between 2010/11 and 2013/14, and in the context of an ever-changing labour market, Luxembourg's priority has been to ease employees and their companies into upskilling or reskilling. Whether this consists of training in the new skills required by their company or improving their skill levels, employees will be increasingly required to update their skills.
Continuing vocational education and training (CVET) is offered by private training providers, non-profit organisations and other institutional training providers:
- Private training providers are subject to the rules of the right to practise and must hold a ministerial authorisation to provide continuing training. For capital companies (legal entities) and partnerships (natural persons), the authorisation to practise as a 'manager of a continuing vocational training body' is issued by the Ministry of the Economy at the recommendation of the Ministry of Education, Children and Youth.
- Private non-profit organisations, foundations and natural persons need to apply individually to the minister responsible for vocational training to be approved as a continuing vocational training provider.
- Other institutional training providers can organise continuing vocational training without a request for authorisation. These include professional chambers; ministries, government services (e.g. public employment service and public bodies); institutions with public or private school status recognised by the public authorities, and issuing certificates recognised by these same authorities; and municipalities.
Objectives
Public and private initiatives come together to build a system which offers various education and training opportunities for employees.
Description
Each year several measures and initiatives support employee education and training.
In 2015, the Federation of Craftsmen (Fédération des Artisans) launched skills/competence centres in construction engineering and building completion work (GTB-PAR) to help companies keep skilled employees abreast of developments in technology, management and economy.
In 2018, the Federation of Craftsmen, in collaboration with GTB-PAR and the Education and Training Institute in the Construction Sector (IFSB), founded the Competence Centre for Digital Craft (Centre de Compétences Digitalt Handwierk, Digi HW), jointly funded by the ESF. Its objective is to provide training to managers and employees of enterprises in the crafts sector, to support and accompany digital change management, and to help them define CVET objectives. It serves as contact point for the Fit4Digital and Digital skills bridge programmes. Training was provided to 1 260 participants in 2018-19.
In July 2019, a new law amending the Labour Code and the Law reforming vocational training (2008) entered into force. It establishes an 'on the job' vocational training model. The model allows employees who do not hold certification for the selected trade or profession to complete their training parallel to their job and to obtain a diploma.
Since autumn 2020, the Skillsdësch (round table discussions on skills) has brought together the Ministry of Education, Children and Youth, the Ministry of Higher Education, the Ministry of Labour, Employment and the Social and Solidarity Economy, the professional chambers, companies and trade unions. The objective is to analyse (sectoral) skills needs, identify rapidly growing professional fields, and prepare the way to a national skills strategy. A set of specifically designed professional reconversion pathways for employees at risk of job loss due to automation, the skills bridges, were piloted in 2018/19 and recommended by the Skillsdësch to be permanently implemented.
During the COVID-19 pandemic, all training bodies, institutional and private, including competence centres, developed digital learning solution offers.
At the beginning of 2020, SITC, a training organisation for the security and guarding sector, was created by FEDIL, The Voice of Luxembourg's Industry, and the Luxembourgish Movement for quality and excellence (Mouvement Luxembourgeois pour la Qualité et l'Excellence) in order to accompany the digital transformation of companies in this sector.
Université Populaire (UniPop)
Université Populaire opened in April 2021. It brings together three public lifelong learning players, the National Languages Institute (INL), the National Centre for Continuing Vocational Training (CNFPC), and the Adult Education Service of the Ministry of Education, Children and Youth (SFA). It allows offering a whole range of training courses in a single place. The combination of the three offers aims to increase the visibility of the different training pathways. The CNFPC offer is particularly developed in the digital field, ranging from office applications to coding, which enables adults to strengthen their skills (upskilling) or develop new skills with a view to professional reorientation (reskilling). SFA focuses on basic education, the linguistic integration of newcomers and second qualification pathways in order to provide interested people with certification possibilities. SFA also offers an information and guidance service for adult learners. The training centre is equipped with a media library and work areas for independent learning. INL provides language training for adults on all levels as well as certifications. Université Populaire also offers training on topics of general interest to develop one's knowledge and skills, e.g. jewellery-making, creating and printing in 3-D, repairing and recycling, switching to renewable energies, the MicroPython programming language.
Online procedures to facilitate employee access to continuing training
Since 1 February 2021, employees can apply online for individual educational leave (CIF) via a dedicated platform, myGuichet.lu. CIF is a special leave to attend courses, prepare for exams, etc.. Each employee is entitled to a total of 80 days of CIF throughout their professional career. MyGuichet.lu also allows employers to apply for reimbursement to compensate for the days of their employees' CIF.
Employees who have benefited from short-time working during the COVID-19 pandemic, are entitled to a EUR 500 voucher for online training in digital skills. Any employee who has been on short-time work between 1 January 2021 and 31 March 2021, can obtain the voucher for digital skills training through an online application; the employee must submit an online request.
In 2022, Université Populaire organised an open day. In workshops, visitors discovered general interest training (e.g. yoga, drawing, languages), a second qualification pathway, and had an overview of the content of the proposed seminars (e.g. astronomy, rights).
For the school year 2022/23, the INLL recorded 15 259 registrations compared to 15 166 in 2021/22. The general adult education managed by the SFA recorded 23 695 registrations, more than 80% of them are for language courses, reflecting the specific multi-linguistic reality of the country and the importance of language skills for labour market integration, especially for migrants.
In June 2023, Digital Skills and Jobs Coalition Luxembourg launched the new enhanced platform digitalskills.lu, consolidating all information related to digital skills.
In the Framework of the National Recovery and Resilience plan, co-financed by the European Union and in line with the OECD National Skills Strategy for Luxembourg, the Ministry of National Education, Children, and Youth launched a new format of continuing professional education, the Skillsbridges. In a rapidly evolving economic context marked by fast technological advancements, these programmes allow adults to adapt to new technologies and the constantly changing job market (upskilling) and to retrain in a different profession (reskilling). They target a diverse audience in terms of qualification levels, industry sectors, language skills, or employment status. The Skillsbridges are of short duration, varying from 40 to 240 hours. Courses are provided by the National Centres for Continuing Vocational Education and Training (CNFPC), either in-person or through blended learning. Certification is issued upon successful completion, by the Ministry of National Education, Children and Youth's VET department (SFP) and the CNFPC.
Three Skillsbridges programmes are available since September 2024:
- Artificial Intelligence for Administrative Teams,
- Green Space Maintenance Worker, and
- Low-Carbon Construction and the Use of Bio-Based Building Materials.
Bodies responsible
- Ministry of Education, Children and Youth
- Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
- Chamber of Skilled Trades and Crafts
- Chamber of Employees
- Chamber of Commerce
Target groups
Learners
- Persons in employment, including those at risk of unemployment
Entities providing VET
- Companies
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Upskilling and reskilling adults: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/bg/tools/timeline-vet-policies-europe/search/39642