- 2019Design
- 2020Design
- 2021Design
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The importance of cross-professional (transversal) competences in vocational (initial) training is steadily increasing. This applies to digital skills as well as other areas of expertise such as greening and sustainability, methodological skills, communication skills as well as intercultural, social and personal skills. Therefore, such transversal skills should be anchored in all apprenticeship training regulations in the future.
Objectives
The aim of this measure is to bring the acquisition of competences in the area of apprenticeship training as close as possible to the qualification requirements of the companies. Therefore, as part of a development process, in which the social partner institutions are closely involved, transversal competences should be anchored in all training regulations for apprenticeships and imparted in a modular manner, depending on requirements, in the form of a step model.
Description
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
- training regulations have a particularly urgent need for adaptation;
- training regulations had not been adapted for at least 10 years;
- of the training programmes have a critical minimum number of apprentices.
Further, the project examined the extent to which these training regulations met the requirements of companies in terms of digital and other transversal skills.
The results of this study were:
- ranking into three groups of the apprenticeship training regulations examined according to urgency: urgent need for action, existing but no urgent need for action, no need for action;
- rough concept for a three-stage model for training transversal skills.
This concept takes into account the following groups of transversal skills:
- digital skills;
- sustainability and greening;
- methodological skills;
- communicative skills;
- social skills;
- personal skills;
- work-related skills.
These transversal skills are to be taught using the following three-stage model:
- the basic transversal competences module, which is to be anchored in all training regulations, provides basic transversal competences that are equally important for all professions;
- in the next stage, the...
In 2019, the Federal Ministry of Digital and Economic Affairs (BMDW) commissioned a project to screen the job profiles of all apprenticeship training regulations (project title: Job profile screening to create a list of priorities). The aim of the project was to determine which:
- training regulations have a particularly urgent need for adaptation;
- training regulations had not been adapted for at least 10 years;
- of the training programmes have a critical minimum number of apprentices.
Further, the project examined the extent to which these training regulations met the requirements of companies in terms of digital and other transversal skills.
The results of this study were:
- ranking into three groups of the apprenticeship training regulations examined according to urgency: urgent need for action, existing but no urgent need for action, no need for action;
- rough concept for a three-stage model for training transversal skills.
This concept takes into account the following groups of transversal skills:
- digital skills;
- sustainability and greening;
- methodological skills;
- communicative skills;
- social skills;
- personal skills;
- work-related skills.
These transversal skills are to be taught using the following three-stage model:
- the basic transversal competences module, which is to be anchored in all training regulations, provides basic transversal competences that are equally important for all professions;
- in the next stage, the transversal competences for related professional fields are deepened - with different foci;
- finally, special modules for individual occupational groups can be defined for individual transversal competences groups. These are to be incorporated into the training regulations for the individual occupations during the second half of the training period.
The rough concept presented in the study is to be developed, refined and operationalised with the social partner institutions.
In 2019, the first concept for the integration of transversal competences in training regulations was developed.
In 2020, due to the COVID-19 pandemic, no further important development took place.
In 2021, a project was launched with the aim of developing a concept for anchoring transversal competences more effectively in apprenticeship training. The development is being led by two research institutions with the involvement of the social partners and the ministries.
In 2022, as part of the research project, a basic document on transversal competencies in practical vocational training was developed in coordination with the social partners, which is to be used as a starting document for the formulation of transversal job profile positions in all future adaptations of existing apprenticeship training regulations and the development of new training regulations. In this way, transversal competencies are to be successively anchored in all training regulations.
The theme of transversal competences in apprenticeship training is also reflected in various measures of the National Implementation Plan (NIP) developed in 2022.
In 2023, in the context of adapting existing training regulations and developing new ones, the initial document on transversal competences in apprenticeship training is used as a basis for discussion.
In 2024, no changes took place. The initial document still functions as a basis for discussion when integrating transversal competences in new apprenticeships or during the modernisation of existing training regulations.
Bodies responsible
- Federal Ministry of Digital and Economic Affairs (BMDW) (until 2022)
- Federal Ministry of Labour and Economy (BMAW)
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- VET providers (all kinds)
Thematic categories
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
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).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Transversal competences in apprenticeship: Austria. 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/29903