- 2016Implementation
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- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Slovakia suffers from uneven development of regions, causing a significant difference between employment and unemployment rates in respective administrative districts. Some of the districts lagging behind also experience a comparably high share of long-term unemployed, often low-skilled and socially excluded.
Objectives
Based on specific criteria, underdeveloped districts are entitled to additional support from the government (state budget and EU funds). Developing action plans for respective districts addressing unemployment and identifying relevant investment opportunities is a precondition for the intervention of the government. Some measures address VET as an instrument for improving the qualifications of those at risk of unemployment.
Description
Five-year action plans were launched in 2016 to address unemployment in the most vulnerable districts. Training centres and regional education centres, i.e. secondary VET schools, in originally 12 and gradually 20 districts (out of 79), identified as underdeveloped, were partially funded by ESIF.
The training centres are meant to provide practice-oriented training for the disadvantaged unemployed or low-qualified. The regional education centres are expected to address the specific needs of SMEs and those interested in self-employment. They provide training adjusted to local labour market needs:
- mainstream secondary VET (preferably in dual mode) preparing for shortage occupations as indicated by the employment services;
- CVET accredited according to the Lifelong Learning Act.
The government permanently assesses development in respective districts. Action plans are evaluated, supplements to plans created if needed, and, since 2018, development priorities must be set by respective district offices. A newly set up Government Council for underdeveloped districts discusses these priorities prior to their approval including earmarking of funds by the government. In 2019, a set of development priorities for underdeveloped districts was adopted by the Government, after consultation with district offices. The prioritised lines of action include:
- achieving, in all districts, effective networking of stakeholders involved in...
Five-year action plans were launched in 2016 to address unemployment in the most vulnerable districts. Training centres and regional education centres, i.e. secondary VET schools, in originally 12 and gradually 20 districts (out of 79), identified as underdeveloped, were partially funded by ESIF.
The training centres are meant to provide practice-oriented training for the disadvantaged unemployed or low-qualified. The regional education centres are expected to address the specific needs of SMEs and those interested in self-employment. They provide training adjusted to local labour market needs:
- mainstream secondary VET (preferably in dual mode) preparing for shortage occupations as indicated by the employment services;
- CVET accredited according to the Lifelong Learning Act.
The government permanently assesses development in respective districts. Action plans are evaluated, supplements to plans created if needed, and, since 2018, development priorities must be set by respective district offices. A newly set up Government Council for underdeveloped districts discusses these priorities prior to their approval including earmarking of funds by the government. In 2019, a set of development priorities for underdeveloped districts was adopted by the Government, after consultation with district offices. The prioritised lines of action include:
- achieving, in all districts, effective networking of stakeholders involved in regional/district development and relevant sectoral policies, and strengthening technical assistance for implementation of policies;
- providing low qualified adults from disadvantaged backgrounds (particularly those from marginalised Roma communities) with access to upskilling pathways, with emphasis on the acquisition of work habits and skills for employability;
- purchasing education and training materials for jobseekers;
- investing (including school infrastructure and equipment) in programmes related to high-demand professions;
- creating a training centre for students and jobseekers in the IT and electrical engineering sectors.
Underdeveloped districts also include a significantly high share of Roma. Substantial improvement for these is expected from the creation of regional education centres.
In the reporting period, VET-relevant national ESF projects, Practice for employment, Restart for young unemployed and Training of young registered jobseekers, were in place, all aimed at improving professional competences of young people; Re-pas+ and Kompas+ were among the training schemes. The ESF national project Graduate practice starts up employment, offers three to six months of work experience for graduates (20 hours per week) and fiscal incentives for companies that create jobs for young people not in employment, education or training (NEETs) who complete this practice; this scheme replaces a previous one that proved unsuccessful. All these projects relate to the Youth guarantee initiative.
In 2019, four new action plans were approved. As of March 2020, 20 districts are identified as lagging behind and all have action plans approved. To support development activities in 2020, according to the Act on Regional Development Support (539/2008), a call for projects was launched in December 2019 with a total budget of approximately EUR 1 million. Eligible applicants can receive a grant of between EUR 10 000 and EUR 50 000 per project, with 10% financing input from their own resources. Eligible activities also include raising the level of education, qualifications and improving the preparation of children and young adults for the labour market.
ESF projects addressing the unemployed running under the supervision of the labour ministry are in progress.
The agenda of underdeveloped districts was transferred from the office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation to the newly created Ministry of Investments, Regional Development and Informatisation from 1 July 2020.
On 25 November 2020, the government discussed annual priorities of some underdeveloped districts and the new projects envisaged to fulfil the objectives of their action plans. An interesting example is a project aimed at the establishment of a regional education centre specialising in CNC metal processing and metrology in mechanical engineering in the town of Snina in Eastern Slovakia, with a budget of EUR 90 000.
In August 2021, calls were launched enabling five districts lagging behind in development to receive funding to fulfil selected priorities of their action plans, some of which are VET-related. In the Bardejov District, it is envisaged to address the low-qualified, in line with two priorities:
- C2. Supporting secondary school training and adaptation centres for future occupations, creating conditions for adaptation of the workforce according to the requirements of the labour market;
- C3. Supporting the social economy and local employment for the adaptation of the low-skilled workforce.
The Ministry of Investments, Regional Development and Informatisation elaborated a new methodology for monitoring and evaluating regional support to the least developed districts that is valid from 28 March 2022. Of the 20 least developed districts 11 prepared their development plans and 16 launched new calls for proposals for the provision of regional subsidy in line with the new methodology. In some districts, activities in support of VET were explicitly listed as eligible. For example, in the Kežmarok district, Activity A.3 reads as follows: Supporting companies delivering dual VET in cooperation with secondary VET schools.
On 20 January 2022, the Stará Lubovna district was declared as one of the least developed districts. Thus, currently, 21 out of 79 districts qualify for additional support specified by district development plans.
Development plans of the least developed districts and specific initiatives such as Catching-up regions initiative are instrumental for effective cohesion policy. There were a total of 20 least developed districts registered by the end of 2023.
The Council of the Government for Regional Development and Cohesion Policy of the European Union was set up in 2024, following the request of regional and municipal leaders to strengthen support for regions, cities and municipalities, also from the perspective of more effective use of EU funds.
Shifting some responsibilities from the central government to regional self-governments is envisaged as well as the redefinition of criteria for identification of districts eligible for special support under cohesion policy.
New legislation on the support of priority districts replacing the legislation on the support of least developed districts is in the pipeline. Currently, there are 19 least developed districts, as one district (Snina) was deregistered in April 2024 as a consequence of improvements in respective indicators. These districts, characterised by a disproportionate share of low-qualified and long-term unemployed are primarily supported by EU sources.
In addition to active labour market policies focusing on increasing the employability of low-qualified and long-term unemployed, the education ministry focuses on improving their basic skills. For example, in October 2024, the scheme, Development of basic skills of adults - the path towards inclusion and employability, was launched with a total allocation of EUR 6 million.
As a strong preventive measure to reduce low-qualified youth at risk of low employability, five pilot training centres affiliated with secondary VET schools will be created within the 2024-2027 ESF+ project Creation and operation of pilot training centres at secondary VET schools with a total allocation of EUR 1.970 million. Within the first phase, lacking qualifications will be identified in all eight regions. This analysis will facilitate the selection of secondary VET schools and programmes to efficiently address the gap in regional labour markets. These programmes will be developed in cooperation with employers offering labour market-relevant qualifications similar to programmes in formal IVET however not fully equivalent. They will focus exclusivelyon vocational competences excluding the general education components required for obtaining a formal education certificate.
Bodies responsible
- Parliament of Slovakia
- Government Council for Underdeveloped Districts
- Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation
- Ministry of Investments, Regional Development and Informatisation
- Council of the Government for Regional Development and Cohesion Policy of the European Union
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners at risk of early leaving or/and early leavers
- Adult learners
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Entities providing VET
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
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).
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 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Measures to support the low-qualified and the long-term unemployed: 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/28572