- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Introducing apprenticeship in the form of dual VET to large companies and SMEs was a challenge. The Act on VET adopted in 2015 (61/2015) included setting up elements of a 'dual' system that would attract more employers and offer quality training. Incentives were also set up addressing both businesses offering practical training (tax reliefs) and learners enroled as 'dual trainees'. Learners receive wages from the company, motivation wages from the State when enroling in programmes for shortage occupations, and remuneration for 'productive work'. Companies are free to find individual learners and sign training contracts with them. However, these individual contracts must be complemented by a contract between the company and the relevant VET school which describes how they cooperate.
Objectives
The policy aims to attract VET students to sign an individual learning contract with a company.
Description
Stimuli based on the 2015 VET Act are more comprehensive and generous than in the past, including:
- performance-based State-funded motivation scholarships for learners trained for shortage occupations. These can equal to 25%, 45% and 65% of the national subsistence minimum;
- company scholarships amounting up to four times the national subsistence minimum;
- remuneration for productive work during training, between 50% and 100% of a minimum wage;
- State scholarships for socially disadvantaged learners to support completion of secondary VET for learners who perform well.
Initial data from the first year of implementation of dual VET (2015-16) showed that supply of training places by companies significantly exceeded demand. Raising the attractiveness of dual VET and improving cooperation between VET schools and training companies was envisaged. The new amendment of the VET Act in 2018 (209/2018) introduces new incentives for VET schools, companies offering training places; as well as for learners by abolishing the learner remuneration ceiling for productive work; only remuneration up to minimum hour-wage is tax deductible. The ESF-funded Dual education and increasing attractiveness and quality of VET project launched in 2016 aims to increase the number of dual VET learners to 12 000 by 2020.
The 2018 legislation introduced the opportunity to enter dual VET by the end of January of the respective school year, rather than only at the start of the school year, to offer tasters and time for informed decisions to both companies and learners. No substantial effect was visible in the first year of implementation. In the 2019/20 school year, this instrument proved reasonable: 2 668 learners (6.4% of newly enroled VET students) were in dual VET in January 2020 compared to 2 487 learners at the beginning of the school year.
The same incentives are offered but the number of placements offered by companies was negatively influenced by the COVID-19 pandemic. The share of dual students remains below 7% of VET learners. The first dual graduates earn EUR 1 062 on average two years after entering the labour market. Almost 91% of dual graduates are employed. Both of these are perceived by the education ministry positively and considered as attractive information for young people.
Minor changes concerning motivation stipends were introduced, such as the more precise setting of limits for entitlement to receive the respective amount of payment (1.81 average marks, instead of 1.8).
The motivation scheme continues but it is apparently not able to revert the trend: a slow increase of dual learners (7.39% of all full-time learners in VET programmes as of 15 September 2022) and insufficient numbers of ISCED 353 learners in dual VET (19% of all dual learners). Receiving a 'maturita' school-leaving certificate is the strongest driver also among dual learners.
The initiative continued, but the number of dual learners remains below the originally expected 12 000, as envisaged by the ESF project supporting the development of dual VET. As of 15 September 2023, there were 9 848 contracted learners in dual VET, representing 7.7% of the 127 921 full-time VET programme learners. Of these, only 18.2% (1 790 learners) were enroled in ISCED 353 programmes leading to a certificate of apprenticeship .
The initiative continued, but the share of dual learners appears to be limited by the structure of Slovakia's dual VET system, making it unlikely to exceed the 10% target without significant policy changes.
As of 15 September 2024, there were 11 327 contracted learners in dual VET, including one part-time learner, accounting for 8.6% of the 131 580 full-time VET programme learners. Of these, only 17.2% (1 947 learners) were enroled in ISCED 353 programmes leading to a certificate of apprenticeship.
Bodies responsible
- Ministry of Education, Research, Development and Youth
- Ministry of Education, Science, Research and Sport (until 2024)
Target groups
Learners
- Learners in upper secondary, including apprentices
Thematic categories
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 all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Incentives for IVET learners: Slovakia. 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/28563