CISP combine individualised support with both formal teaching and the development of social and emotional competences. Their approach is based on close collaboration with partner schools, and child and family support services, as well as the families of their students. By aligning learning opportunities with the real needs of the labour market, as identified by professional chambers, CISP prepare young people for inclusive transitions into further education, training or employment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The principal mission of CISP is to foster autonomy, strengthen social and emotional development, and rebuild confidence in the education system. Depending on their age and aspirations, young people may continue on a mainstream vocational pathway, re-enter education, or join the labour market as unskilled workers while validating specific competences through partial certification. This flexible approach enables learners to progressively build their qualifications whilst remaining engaged in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
By creating structured progression pathways beyond initial VET, this new qualification level will allow VET learners to further develop their skills and access careers in strategic, high-demand fields such as finance, ICT, logistics, and engineering.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The programmes are designed in close cooperation between the MENJE and the professional chambers, ensuring that training content is shaped by the real and evolving demands of employers.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Offering small supplementary certificates for specific skills in demand on the labour market in regular IVET programmes.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Standardised supplementary certificates are required by regulation in some occupations, especially as regards work safety or environmental standards. Several secondary schools have sought accreditation by national authorities to assess and deliver these certificates. Training, usually a short course, is integrated into the regular modules in IVET but follows the standards set by the relevant accreditation body. If learners pass the module they are awarded the certificate as well. The...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
VET Department of the Ministry of Education, Children and Youth (SFP)
To reduce the digital skills gap and to address the shortage in highly skilled ICT professionals in Luxembourg.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The DLH is located in the south of Luxembourg. On its 700 m2, the Hub offers open and multi-purpose spaces and multifunctional classrooms, an amphitheatre and computer laboratories dedicated to networks, cybersecurity and product design and prototyping. A virtual infrastructure can be used to create working environments of all kinds, simulating a wide range of operating systems, software and usage scenarios such as cyber-attacks. The DLH favours face-to-face learning, but all training can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The Ministry of the Environment, Climate and Sustainable Development (MECDD) coordinates the development of an inter-ministerial National Strategy for Circular Economy (Stratégie pour une Économie Circulaire Luxembourg). In this framework, the Ministry of Education, Children and Youth contributes to the provision of educational offers and material on sustainable development for teachers, while adapting the VET offer to the needs of the green transition by increasing and promoting CVET...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The platform for education on the environment and sustainable development, created following the 2007 National Nature Conservation Plan and launched online in 2012 as part of the Luxembourg Education for Sustainable Development (ESD) strategy of 2010, enables networking among professionals, NGOs, local administrations, institutions, teachers, and trainers involved in Education for Sustainable Development (ESD), who now cooperate in line with the objectives of the 2030 Agenda. It provides...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of the Environment, Climate and Biodiversity (MECB)
Natur&ëmwelt
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Training Institute for National Education (IFEN)
VET Department of the Ministry of Education, Children and Youth (SFP)
National Centre for Continuing Vocational Training (CNFPC)
Issuance of the EDCL in addition to paper diploma or certificate in initial vocational education and training (IVET).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The EDCL offers many benefits for citizens, employers, and organisations, enabling:
students to prove the validity of their diploma or certificate;
training institutions across Europe to issue diplomas and other certificates of learning in a format that is easy to generate;
authorities (employers, universities, etc.) to easily check the authenticity of harmonised documents;
a common understanding of qualifications and certification across and beyond the European Union;
the recognition of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
The objectives of the project are to suggest various relevant policy levers for a long-term all-of-government strategy to foster skills development in Luxembourg.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
With the tripartite agreement, an objective assessment of the CVET landscape, led by the OECD Centre for Skills was launched. Various stakeholders were consulted to establish recommendations that are tailored to the Luxembourgish context.
The OECD study is part of the 'Skillsdësch' initiative, which regularly regroups high-profile governmental, employee, and employer representatives (the Ministry of Education, the Ministry of Labour, professional chambers, and trade unions) since Q3 of 2020....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To invest in the anticipation and development of tomorrow's skills to match available profiles better to those required on the job market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In October 2020, the Ministry of Labour, Employment and the Social and Solidarity Economy and the public employment service (ADEM) presented the FutureSkills initiative, which consists of three parts:
National and sector-level studies In addition to the production of key data on the evolution of job offers, ADEM conducts sectoral studies on the evolution of occupations, activities, and skills, contributes to national studies and will develop sectoral studies on the analysis of the evolution of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public and private initiatives jointly contribute to a system that offers diverse education and training opportunities for all adults.
CVET programmes, including those offered under Skillsbridges, enable participants to adapt to new technologies, transition to emerging roles, and develop skills aligned with the digital and green transitions.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Each year, several measures and initiatives support employee training and professional development within Luxembourg’s CVET system.
The Federation of Craftsmen (Fédération des Artisans) established competence centres in construction engineering and building completion work (GTB-PAR) in 2015 and founded in 2018, in collaboration with the latter and the Education and Training Institute in the Construction Sector (IFSB), the Competence Centre for Digital Craft (Centre de Compétences Digitalt...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour
Chamber of Skilled Trades and Crafts
Chamber of Employees
Chamber of Commerce
National Centre for Continuing Vocational Training (CNFPC)
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Diplom+ aims at facilitating the transition between school and employment or higher education.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Diplom+ is a customised training programme bridging the transition between school and employment or higher education targeting recent graduates at EQF 4 (both general and vocational programmes), neither in employment or higher education. Diplom+ is a cycle of individually certifying training modules on transversal skills in high demand on the labour market, skills applicable in higher education and everyday life skills. Participants are accompanied on demand by individual coaching sessions....
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
VET Department of the Ministry of Education, Children and Youth (SFP)
The objective is to enable professional and non-professional experience to be recognised with a view to obtaining all or part of:
vocational certificates and diplomas (provided by the Ministry of Education) – vocational capacity certificates (certificat de capacité professionnelle, CCP) – vocational aptitude diplomas (diplôme d’aptitude professionnelle, DAP) – technician’s diploma (diplôme de technicien, DT);
Secondary school leaving diploma (baccalaureate) of the general education (Diplôme...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Through the recognition of professional and non-professional experience, learners can obtain either full or partial diplomas on EQF levels 2-5. The Grand-Ducal Regulation of 15 December 2017 states that candidates requesting validation of prior experience have the right to receive personalised support to submit their application. The support is limited to the maximum of 12 hours and can be provided in French, English or Luxembourgish.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Setting the legal framework for practising as adult trainer .
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 amendment of the 2011 adult trainer regulation, which sets the conditions for:
admission to the initial training programme,
the organisation of the programme and
the examination giving access to the function of adult trainers.
The amendment requests candidates to have passed tests in all three official languages, instead of only two, before being allowed to take the entrance exam (concours) for the induction phase. It also confirmed the change in responsibility for adult trainer...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Establishing a legal framework and implementing provisions for the organisation of teacher CPD, while introducing teachers to emerging economic sectors to keep their knowledge up to date and improve the guidance they provide to students.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 legislation establishing the Training Institute for National Education (IFEN) stipulates that IFEN offers mandatory teacher CPD schemes to develop and refresh teaching staff competences. These include training leading to certification, coaching, supervision, job shadowing, and exchange networks. With IFEN’s support, schools may also develop optional internal CPD plans (Schulinterne Lehrer/innen-Weiterbildung) to align training activities with their objectives.
Teacher CPD is defined...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The objective is to provide teachers with a general framework for education on the subject of media and also on how to use media for educational purposes. Media skills are transversal skills to be acquired to take part fully in the digital society, at professional and personal level. Learners are enabled to respond, in a reflexive, responsible and creative way, to the requirements of the 21st century media.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the Education IT Management Centre (Centre de gestion informatique de l’éducation, CGIE) published a mobile learning guide to help school leaders and teaching staff in secondary education and training, use ICT in a targeted and systematic way. The guide drew on extensive research and consultation as well as national and international experience and practices.
The CGIE also organised in 2017, in cooperation with the Department for Coordination of Educational and Technological Research...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Centre de Gestion Informatique de l'Education (Centre for Computerised Administration of Education, CGIE)
Definition and implementation of the initial teacher training, in which the basic knowledge and skills of the profession are integrated.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Following the 2015 reform, a candidate for the teaching profession first has to take preliminary tests in the three national languages (German, French and Luxembourgish) followed by a competitive examination (concours) organised by the Ministry of National Education. Then an induction phase is obligatory; by law amendment of July 2019, the duration of the initial induction phase has been reduced from three to two years. During this phase, which combines theory and practice, participants...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Settling-up of a national organisation whose missions are to elaborate, organise, implement and evaluate the initial training cycle and the continuing training programme of national education staff.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Legislation in 2015 established the Training Institute for National Education (Institut de Formation de l’Education Nationale, IFEN) to organise professional induction and continuing professional development (CPD) for teaching and socio-educational staff, including VET teachers. Its tasks include advising and supporting schools in developing CPD plans for their staff. This reform made initial training (and CPD) more coherent and improved the quality of teaching by harmonising the induction...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To anticipate the impacts of technological advances on jobs and to test (as a 'proof of concept') the usefulness of supporting companies and their employees in the transformation of their work, jobs and skills.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In May 2018, the Ministry of Labour, Employment and the Social and Solidarity Economy, in cooperation with the Ministry of Economy and the Public Employment Service (ADEM), launched the pilot project Digital skills bridge. The project is targeted at people in work but whose positions are changing or at risk due to the digital transformation. The project is open to all companies, regardless of sector of activity or size, and offers them technical assistance to plan the company’s future jobs...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Provide teachers and learners with a set of tools allowing the development of cultural and historical knowledge.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education, Children and Youth encourages and accompanies many projects and initiatives of educational interest through its Department for Coordination of Educational and Technological Research and Innovation (SCRIPT). Several websites providing digital teaching material for school teachers have been created: the portal Multi-script provides access to online and printed educational material and online applications for both primary and secondary education. It grants access to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Culture
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Encourage the emergence of secondary schools that not only foster links with the economic and social world, but also lead learners to develop cross-curricular skills that enable them to engage with the future through entrepreneurial challenges.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Jonk Entrepreneuren Luxembourg asbl (created in 2005) brings together representatives from the school and business worlds, to perpetuate and boost the 'entrepreneurial spirit' movement in Luxembourg’s education system. It has two major objectives: explaining to and teaching young people throughout their school curriculum that self-employment is an alternative to hired employment, and giving a taste for entrepreneurship, innovation, creation and leadership.
They implement several projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
The Ministry of Education digital education strategy aims to focus first on IT infrastructure and security and, second, on the introduction of coding and computational thinking in school curricula.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the Digital Education strategy was developed, including five dimensions broken down into specific projects; the strategy’s major focus is on IT infrastructure and equipment.
In 2015, the National Youth Service and Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) developed the Bee Creative project. This contributes to developing digital literacy and creativity (programming, security, design, communication) and entrepreneurship, by...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
Reintegrating vulnerable groups into the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The employment reintegration contract, which alternates practical and theoretical training, was implemented in 2016. It allows:
employers to pass on their experience and to give a real employment perspective to older jobseekers, people with reduced working capacities or disabled persons;
jobseekers to illustrate their specific capacities while at the same time acquiring new competences.
The duration of the employment reintegration contract is 12 months. To benefit from an employment...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate the recognition of diplomas from third countries and their integration into education or onto the labour market.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A regulation adopted in 2016 amends the recognition of diplomas or certificates acquired in third countries under certain conditions (which are not covered by the European convention on the equivalence of diplomas leading to admission to universities or the convention on the recognition of qualifications concerning higher education in the European region) as equivalent to national diplomas. The diploma must be delivered by a higher education institution recognised by the third country and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 Law on the recognition of professional qualifications (transposition of Directive 2013/55/UE modifying the Directive 2005/36/EC) established the CLQ (National qualifications framework) as the formal reference point for recognition of professional qualifications acquired outside Luxembourg (apart from third countries). The law establishes the rules to be registered in the Register of vocational and training certificates (registre des titres professionnels et registre des titres de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Diversification of the landscape of secondary schools into ‘different schools for different pupils’ (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), allowing schools to exploit their pedagogical autonomy to open up prospects for the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In July 2016, the Government approved the draft legislation that set the outlines of a modernised secondary school. The aim was to promote different schools for different pupils (Ënnerschiddlech Schoule fir ënnerschiddlech Schüler), and schools that exploit their pedagogical autonomy to open up prospects for the future. The main priorities of the reform are diversification, the promotion of talent, as well as fostering e-skills. Within this framework, schools are allowed to set up projects...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
To facilitate the integration of migrants and asylum seekers into the education and labour market system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Ministry of National Education, Children and Youth, in collaboration with Caritas, set up six integration courses of grade 5 level (classes de 5e intégration pour adultes) for adult newcomers, applicants and beneficiaries of international protection who did not complete primary education, did not have a recognised education level or did not have the language skills required to enter the Luxembourgish education or training system.
The two-semester track is offered as day or...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Education, Children and Youth
Ministry of Labour
National School for Adults (ENAD)
National Centre for Continuing Vocational Training (CNFPC)
The objectives of the guidance-related policy were to first and foremost support schools, learners and their parents in the guidance process, providing the most appropriate guidance system. Guidance-related projects also seek to strengthen services for at-risk young people, supporting their social inclusion, active participation in lifelong learning, and smooth transition into working life, thereby helping to prevent school dropout.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In February 2016, the Ministry of National Education, Children and Youth announced changes in the guidance process. To ease 5th Grade (third year of lower secondary school) learners' choice between the many vocational programmes offered, a new guidance procedure was introduced in 2016/17. In the new approach, decisions about possible career paths are only made after extensive discussions between teachers, learners and parents throughout the cycle and the analysis of a series of documents. A...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Reintegrating vulnerable groups into the labour market
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017/18, ADEM carried out the ESF part-financed COSP-HR project. The project was targeted at jobseekers with disability or outplacement assistance. The project is characterised by close collaboration between the ADEM, the Ministry of Labour, Employment and Social Economy, the Ministry of Family, Integration, the Ministry of Health. It aimed at assessing the competences and health status of jobseekers with psychological and physical disabilities, providing them with guidance, increasing...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public employment service (ADEM)
Ministry of Labour
Ministry of Family Affairs, Integration and the Greater Region
Upskilling and reskilling measures for jobseekers and vulnerable groups aim to increase their employability and facilitate their reintegration into the labour market, simultaneously responding to the labour market need for skilled labour.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
ADEM, in cooperation with different stakeholders, developed the following main upskilling and reskilling measures for jobseekers.
Skill you up
Since 2018, ADEM and the Chamber of Commerce have offered an ESF-part-funded Skill you up initiative, targeting jobseekers aged 30+ who have completed five years of secondary education and wish to enter a new occupation and/or a new sector of activity. Developed to help employees in the financial sector, affected by redundancy, to redirect their career...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Giving parents their place in the education strategies implemented for the best possible future of children and young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Act of 1 August 2018 created a national representation of parents for minor learners in primary, secondary and differentiated education (éducation différenciée). The representation comprises four parents of learners from primary education, six parents of learners from secondary education (general and technical) and two parents of learners in differentiated education. The mission of the representation – either on its own initiative or on request of the Ministry – is to express an...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Strengthening the competitiveness of enterprises and contributing to economic growth and reducing unemployment.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Public Employment Service (ADEM, Agence pour le développement de l’emploi), the Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS) and the Luxembourg Employers' Association (UEL) launched in 2015 the programme, Companies, partners for employment (Entreprises, partenaires pour l’emploi). The programme was extended from 2018 to 2020 and its main objectives were to increase the recruitment of jobseekers, bridge the gap between vacancy requirements and jobseeker...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
This platform of discussion and reflection is meant to allow for a larger, continuous debate, independent of the political changes in the country.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Ministry of Education, Children and Youth created in 2018 the Lëtzebuerger Bildungsdësch, a national conference on education, which includes all major stakeholders (scientific experts, civil society, etc) to shape the outlines of education priorities.
Several institutions took part in the conference.
Ministry of National Education, Children and Youth
Directors’ board of primary and secondary education
Department for Coordination of Educational and Technological Research and Innovation...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The National Programme Council was created to allow for more exchange and debate around education matters and bridging the education and professional worlds.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Programme Council was created in 2018. It is an autonomous body and provides advice to the Minister concerning school programmes and their design. It analyses societal change (political, environmental, economic, digital, humanitarian, cultural) and their possible effects on the Luxembourgish education system and programmes. It provides advisory opinions or recommendations on curricula, on its own initiative as well as on request of the Minister.
The Council consists of eight...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The aim of the TEVA Barometer is to support the provision of guidance and to inform partners involved in initial VET (IVET) governance.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2018, the Training Observatory of the National Institute for the Development of Continuing Vocational Training (INFPC) set up the TEVA Barometer. This uses data from the TEVA study (Transition école- vie active – transition from school to working life), which has been monitoring more than 7 000 VET learners since 2009, and was a new tool to follow the early career stages of recent secondary education graduates in 74 VET trades and occupations. The Barometer provides 20 annually updated...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Training Observatory of the National Institute for the Development of Continuing Vocational Training
Creating and deploying tools to support secondary schools on the ground in their development efforts.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The School development plan (Plan de développement de l’établissement scolaire – PDS) was introduced by the law of 15 December 2016. Within this framework, schools are requested to describe their curricular and extracurricular activities in the PDS to outline their profile and analyse their general situation. The plans are to be set by a school development committee (Cellule de développement scolaire, CDS). The CDS is coordinated by the school directorate and involves school staff appointed...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Providing a neutral view and to contribute to an objective debate on the situation of the school system.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The National Observatory of School Quality was created by the law of 13 March 2018 at the Ministry of National Education, Children and Youth. Its role is to examine the organisation and functioning of schools, at all levels of education. The Observatory is composed of eight observers who work in complete independence and produce, every three years, a national report on the school system with findings based on research and recommendations. These reports inform the debate on education policies...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The main aims were to promote the skilled craft and trades, create a positive and competitive image of vocational training while encouraging young people to believe in their talents and to develop them, motivate more young people to participate in national and international competitions of trades and talents, recruit new tutors from the school and professional environment and provide incentives to partners (schools, companies) to make the necessary resources for participation available.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Chamber of Commerce launched several initiatives to promote apprenticeship. In 2016, the Winwin promotion campaign was introduced, aiming to encourage companies to offer more training places for apprenticeship and uses apprentices and training companies as testimonials. In parallel, in 2016, the campaign TalentCheck was launched, and targeted potential apprenticeship candidates. It offered a self-evaluation tool to learners to help them prepare their future professional projects. It can...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Developing VET programmes and extending apprenticeship programmes to respond to labour market changes through offering new programme pathways in collaboration with professional chambers: the Chamber of Employees, the Chamber of Commerce, the Chamber of Skilled Trades and Crafts, and the Chamber of Agriculture.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Since 2015-16, the following technician programmes have been offered in the form of apprenticeships:
Technician in administration and business (three initial years at school and during the last year three days per week in a company);
Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
Technician in logistic services: the first year at school and during the last...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The revised VET Act of August 2016 introduced the concept of the final integrated project in initial VET in the CCP programmes (Certificat de capacité professionnelle, Certificate of professional competence). Integrated projects combine theoretical knowledge and on-the-job practical training. The revised act abolished the intermediate integrated project for some VET programmes, including those on full-time attendance, as it proved to be an organisational burden for technical secondary...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
