Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28586

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Putting dual VET in place on a larger scale requires sufficient numbers of adequately qualified and trained in-company staff. This has led policy-makers to set qualification requirements for the introduction of certified training for in-company trainers (instructors).

Objectives

Goals and objectives of the policy development.

Legislators intended to speed up the implementation of dual VET by facilitating the recruitment of in-company trainers. Therefore, qualification requirements and initial training of in-company instructors were set as less stringent compared to qualification requirements and initial training of trainers employed by VET schools, as stipulated by the Act on Pedagogical Staff and Professional Staff (138/2019) and related decree (1/2020).

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

According to the 2015 Act on VET, in-company trainers should have certificates that are equivalent to, or of a higher level than, certificates offered to learners by programmes they are involved in. These certificates must be in the same or similar field of study. In-company trainers must also have at least three-year experience as fully qualified workers in the respective occupation, and they need to complete a specific initial training programme. This training addresses: learners' rights and obligations, organisation of training, work-related safety and health issues, and education standards, curricula and assessment. It should be completed within one year from their appointment as instructors. The regulation for a new position of head trainer came into force in September 2018. It stipulates the qualification requirements and responsibilities of head trainers. However, the cooperation between the head trainer and school-based trainers needs to be clarified in more detail, as schools are ultimately responsible for assessing learners and issuing qualification certificates.

2015
Implementation
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

The implementation of head trainer roles is gradual. Companies requiring these positions have shaped them to suit their coordination needs for overseeing the work of their in-company trainers. Some smaller companies share head trainers. As the school is also responsible for the final evaluation of student's performance during training in the company, schools and companies regulate the rules of this cooperation autonomously.

The training of head trainers consists of eight hours of face-to-face training on the legislation and organisation of dual VET and 16 hours of pedagogy, complemented by 16 hours of self-learning (a total of 40 hours).

2020
Implementation

Qualification requirements for trainers and head trainers in companies as set by legislation in 2015 and last amended in 2018 were put into effect and supported by training provision. However, further changes were requested by employer representatives and were incorporated in a draft amendment of the Act on VET (61/2015) submitted for public discussion.

2021
Implementation

Changes requested by employer representatives were reflected by the amendment to the Act on VET adopted on 20 October 2021. Head instructors with eight years of experience and instructors with 5 years of experience qualify for these positions without the required qualification if they have obtained a certificate of 'verifying their professional competence' under the Lifelong Learning Act (568/2009).

2022
Implementation

Requirements for instructors are deemed appropriate by employer representatives. Training of instructors continues independently by training companies with support from sectoral and professional organisations without any intervention by public authorities. There is, however, no progress in clarification of cooperation between the in-company trainers and school-based trainers as implementing a quality assurance model focusing on the provision of training by companies is still not in place.

2023
Implementation

Both VET schools and companies struggle with a lack of experienced trainers/instructors. Although requirements for in-company trainers are lower than the qualifications required for school trainers under the Act on pedagogical and professional staff (317/2009), further measures to ease access to instructor positions were discussed.

2024
Implementation

The Act on adult education (292/2024), adopted on 30 October 2024, has introduced the possibility of acquiring the so-called professional qualification of 'Master'. This qualification can also be acquired via validation of non-formal and informal learning by an assessment of a relevant competence portfolio. While this qualification facilitates access to the position of in-company trainer (instructor) within dual VET, it does not apply to trainer positions in VET schools.

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, Research, Development and Youth
  • State Institute of Vocational Education (ŠIOV)
  • Ministry of Education, Science, Research and Sport (until 2024)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Education professionals

  • Trainers

Entities providing VET

  • Companies

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several 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.

Engaging VET stakeholders and strengthening partnerships in VET

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.

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.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2025). Requirements for trainers in companies: 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/28586