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- 2023Implementation
- 2024Implementation
Background
The number of jobs for advanced digital skills profiles is increasing. Therefore, the Ministry of Education, Children and Youth new education strategy aims to introduce coding in school curricula and focus on computational thinking. The ministry also supports extra-curricular learning for motivated learners to develop digital competences.
Objectives
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
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 establishing the so-called makerspaces: these are workshops where young people and adults can experiment with computers, robots, 3D printers, laser-cut machines and other equipment assisted by ICT experts. Makerspaces have grown throughout the country and their number continues to grow. The Bee Creative project is part of non-formal education. The project was extended, in 2016, to the age group 6-12 (Bee creative 4 kids), in collaboration with the Luxembourg Institute of Science and Technology, and part-funded by the National Research Fund. The Training Institute of National Education (IFEN) offers regular exchange sessions and continuing training to teachers interested in makerspaces.
The Luxembourg Tech School (LTS) is an extracurricular school concept to support the development of future digital leaders. It targets secondary education learners aged 15 to 20, including VET learners, who are passionate about the digital realm and eager to learn...
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 establishing the so-called makerspaces: these are workshops where young people and adults can experiment with computers, robots, 3D printers, laser-cut machines and other equipment assisted by ICT experts. Makerspaces have grown throughout the country and their number continues to grow. The Bee Creative project is part of non-formal education. The project was extended, in 2016, to the age group 6-12 (Bee creative 4 kids), in collaboration with the Luxembourg Institute of Science and Technology, and part-funded by the National Research Fund. The Training Institute of National Education (IFEN) offers regular exchange sessions and continuing training to teachers interested in makerspaces.
The Luxembourg Tech School (LTS) is an extracurricular school concept to support the development of future digital leaders. It targets secondary education learners aged 15 to 20, including VET learners, who are passionate about the digital realm and eager to learn and apply technology in a real business context. The pilot phase started in September 2016 with about 30 learners from nine general secondary education schools. LTS is supported by the Ministry of Education, Children and Youth and the Digital Luxembourg initiative by the Ministry of State. In level one, learners follow a business and technology programme divided into three blocks: game development, big data, and digital technologies for finance (fintech). Learners receive personalised coaching and work on their own projects, showcasing them at the end of each block. In the Level up programme, they pursue three blocks: space resources; artificial Intelligence for finance; artificial Intelligence for arts and creativity.
Since 2018, the ICDL (International Certification of Digital Literacy, previously ECDL), the international standard for digital competences, has been introduced into the curricula of the IVET- diplomas 'DAP administrative and commercial agent' and 'DT administrative and commercial agent'. Certified candidates present a professional know- how of digital tools as well as a solid knowledge in the daily use of a computer and various programs, Office Pack included. The Chamber of Employees acts as accredited body for ICDL testing and delivery of certificates.
The Ministry of Education, Children and Youth supports the supply of IT hardware to schools according to their educational purposes. The programme One2One continued, aiming at supplying every learner in secondary education with a tablet or portable PC: each device is provided for annual rental at a modest cost. In September 2019, 32 secondary schools (Lycées) participated in the project with a total of 12 140 tablet PCs.
In 2019, the Government of Luxembourg decided to implement a new governing body, the Digital Skills and Jobs Coalition. This is a platform for exchange among ministries, social partners, non-profit organisations, companies, schools, and education providers. It helps matchmaking between supply and demand for digital training courses, and the promotion of basic and advanced digital skills.
As of 2019, there were 33 makerspaces in Luxembourg, including 28 in secondary schools and 5 in primary schools and education and reception services.
On 6 February 2020, the Ministry of Education, Children and Youth launched a new strategy for digital education from primary school to secondary technical and classical education: Simply digital - Future competences for strong children (einfach digital - Zukunftskompetenze fir staark Kanner). The strategy aims at strengthening the competences of the 21st century by a set of measures with a stronger focus on the promotion of computational thinking and coding.
A dedicated platform (kodeieren.lu) brings together teachers and experts in coding so they organise activities aimed at learners in schools. It supports teachers in implementing the Einfach kodéieren strategy. The platform aims to inspire and help teachers to experiment with computational thinking and coding in order to share these experiences in a playful way with learners, with the support of experts.
LTS offered a new programme, Level G0, on the creation of animated digital art. Learners discover the basics of coding and how computers work, then get to work with materials and objects. The classes take place weekly and are offered in German/Luxembourgish and English to learners aged 11 to 14.
In 2020, LTS and Croix Rouge Luxembourg organised a programme, Creative Coding for ALL, in a summer camp for young refugees aged 11-15. Course participants were introduced to the basic coding concepts and elements of computational thinking in a playful, creative, and fun way. With individual classes, support and donation of laptops, the initiative aimed at empowering young learners with specific needs by giving them an introduction to creative coding.
In September 2021, the course, Digital sciences, was introduced in 18 pilot secondary schools, starting at the lower class of general and technical secondary education, including VET, with the intention to extend it progressively to all the first years of secondary education. The objective is to attract learners to the digital economy, a sector in which employment has been strongly expanding. The new discipline focuses on five main topics, addressing both the technical and human aspects of digitalisation: communication; critical thinking; big data, internet of things (IoT); programming, computational thinking, collaboration; robotics; and artificial intelligence (AI) and creativity. The new course can be taught by teachers from various fields of expertise (humanities, languages, art education, mathematics and computer science), thanks to the training courses offered by the Training Institute of National Education (IFEN).
In 2021, the Ministry of Digitalisation presented its national action plan for digital inclusion. The plan is centred around three interdependent strategic actions subdivided into 40 initiatives to ensure the digital inclusion of all citizens: increasing motivation and creating digital confidence; facilitating access to digital technology; and developing digital skills.
16 initiatives are presented as part of the action Developing digital skills. The most prominent are:
- implementation of the einfach digital (Simply digital) education strategy;
- development of a participatory, vocational training course on digital inclusion for associations and organisations dealing with digitally-isolated audiences;
- training on the safe use of the internet for children and young people in primary and secondary schools, and for senior citizens;
- increased interest in STEM subjects through the initiatives, Scienteens Lab - De Labo fir Jonker, Luxembourg Science Centre, Bee creative and Science.lu;
- governance of the Digital skills and Jobs coalition;
- provision of specific courses for basic digital literacy by the Department of Adult Education of the Ministry of Education, Children and Youth;
- support for young jobseekers from the Ministry of Labour, Employment and the Social and Solidarity Economy through the Youth eAcademy project.
In the school year 2020/21, the programme, Creative coding for ALL continued; 25 young learners aged 11 to 18 followed the same content as taught in the LTS Level G0 programme. Weekly classes take place in three locations and online. They are offered in small groups to guarantee the highest level of individual support in terms of language, background and learning pace. When feasible, learners integrate into the regular LTS Level G0 programme with Luxembourgish learners.
In the school year 2022/23, the Digital sciences course, was offered in all the first years of lower secondary education, including VET. The 18 pilot secondary schools continued the introduction of digital science in the second year of lower secondary education.
In 2022, as part of the National Action Plan for Digital Inclusion, implemented by the Ministry of Digitalisation, a digital inclusion web portal was launched. It presented all the essential information about digital inclusion and its ecosystem in Luxembourg: actors; a catalogue of existing offers in Luxembourg related to digital inclusion; courses, information sessions, wi-fi spaces; and a toolbox with useful links to publications, practical guides, thematic sheets, videos or tutorials available online. The portal is available in four languages: French, German, Luxembourgish and English.
The Chamber of Skilled Trades and Crafts supported IMS Luxembourg and CARE Luxembourg in the launching of the new initiative 'Digital Challenge' which offers companies the opportunity to go further than a traditional training day. The Digital Challenge enables companies and young people between 16 and 26 to get together in teams to respond to a challenge linked to digitalisation and/or sustainable development, and proposed in advance by an organisation.
In the 2023/24 school year, the Digital sciences course was extended to the two first grades of lower secondary education.
The second Digital challenge took place in October 2023. The companies were able to propose ideas to be considered in relation to digitalisation or sustainable development within their organisation by organising challenges to be taken up by groups of 2 to 5 young people aged between 16 and 26.
To promote Robotics and Smart technologies, the first edition of the week of Robotics (Robotikwoch) was organised in October 2023 by the SCRIPT in collaboration with the CNFPC. The event featured 15 educational workshops and demonstrations in the field of robotics. More than 40 classes, nearly 1,000 learners, from initial and secondary schools, took part in the event. One afternoon was dedicated to Smart Technologies training: six secondary schools offered training in intelligent technologies to young people, parents and the general public.
In the 2024/25 school year, the Digital sciences course was generalised for all learners across the entire lower secondary cycle.
From school year 2023/2024, the ICDL is also integrated into the IVET-Diploma"DT tourism et communication".
The Chamber of Skilled Trades and Crafts, in partnership sectoral partners, supported the fourth "Digital Challenge" which took place in October 2024. Companies welcome young people aged 16 to 26 for one day and offer them the opportunity to take up a challenge related to an issue of digitalisation and/or sustainable development for their organisation and/or their sector.
Bodies responsible
- Ministry of Education, Children and Youth
- Department for Coordination of Educational and Technological Research and Innovation (SCRIPT)
- Chamber of Skilled Trades and Crafts
- Chamber of Commerce
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
- Unemployed and jobseekers
- Low-skilled/qualified persons
Education professionals
- Teachers
- Adult educators
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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.
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).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Promoting digital literacy: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28369