- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
With the increasing global concern for climate change and the need for sustainable development, and the commitment to the European Green Deal, green skills are becoming increasingly important to guarantee the economy's resilience and a sustainable economic growth. Integrating green skills into initial vocational education and training (IVET) programmes and broadening continuing VET (CVET) helps ensure that the workforce is equipped to address environmental challenges and that individuals are skilled to tackle the twin, green and digital, transition.
Objectives
Adapting the VET offer to the needs of the green transition through increasing and promoting CVET offer, introducing new green IVET programmes and occupation-specific green skills in the existing programmes; piloting transversal skills, e.g. circular economy.
Description
The National Centre for Continuing Vocational Training (CNFPC) has modernised its infrastructure (workshops, labs, training spaces) and offer to include new courses focusing on Industry 4.0 and green skills, such as Waste management, Circular economy, Building engineering, Energy efficiency and Forestry.
Some new IVET programmes in green and digital occupations have been introduced, such as the technician diplomas, Smart buildings and energies (EQF 4) and Smart technologies (EQF4). In addition, an internationally recognised certificate in safety handling of climate hazardous gases is now part of IVET programmes, Heating and sanitation installer and refrigeration technician.
Since 2019, five secondary schools have offered the 4-year technician diploma, Smart technologies. After the first 2 years, learners can specialise in several fields of study, such as infotronics' renewable energies, robotics and automation, smart energy, and e-controls, for the last 2 years.
The Technical Secondary School of Ettelbruck (Lycée technique d'Ettelbruck) offers a programme, Renewable energies, with an emphasis not only on production (wind turbines, solar panels, hydraulic installations), but also on energy storage, one of the major challenges of the future.
The Lënster Secondary School in Junglinster (Lënster Lycée) offers a programme, Smart energy, with emphasis on the planning, connection and operation of 'intelligent' networks' (smart grids) or storage systems (energy clouds), and some courses.
The Secondary School Arts et Métiers offers a programme, Infotronics, that covers the basics of robotics, automation, applied computing, renewable energies, electromobility and telecommunications.
The Secondary School Guillaume Kroll (Lycée Guillaume Kroll) offers a programme, Robotics and automation, with an emphasis on robotics, smart home, renewable energies, electromobility and internet of things.
The private secondary school Emile Metz offers a specialisation in e-control.
Implementation of the 4-year technician diploma, Smart technologies, in five schools continued.
In 2021, the technician diploma, Smart buildings and energies, was introduced. The four-year programme includes such subjects as electrical installation techniques, heating, air conditioning and ventilation, home automation, renewable energies, energy advice, and three internships of four weeks each.
CNFPC introduced various short courses in transversal green skills addressed to both the private sector and local and regional authorities, in partnership with public agencies responsible for the promotion of sustainability and climate action, public and private training providers and a regional circular economy hub. Courses are: Waste and resource management (Abfall- und Ressourcenmanagement); Circular economy for municipalities (Kreislaufwirtschaft für Kommunen), Sustainable digitalisation - Measures for a sustainable use of the internet, hardware and software (Nohalteg Digitaliséierung - Mesurë fir een nohaltegen Ëmgang mam Internet, Hardware a Software), the path to a C02-neutral organisation (Der Weg zur C02 - neutralen Organisation).
CNFPC introduced courses on transversal green skills for staff of public administrations and employees in the private sector, such as Construction and installation of insect nesting aids (Bau- und Anlage von Insektennisthilfen), General introduction to nature protection legislation, and General introduction to legislation on waste and resources and classified establishments.
The House of Training, in partnership with the House of Sustainability and Solvay Brussels Economics and Business School , offers a certifying course "Luxembourg Sustainability Management Series - LSMS" addressed to executives and students enrolled in the Chamber of Commerce's MBA programmes. The training sessions aim to introduce participants to the major issues of sustainable development and their concrete application in a company's strategy.
It is organised in 11 modules; The diversity of the speakers and concrete case studies allow the participants to acquire theoretical knowledge but also to benefit from field experiences.
The National Institute for Sustainable Development and Corporate Social Responsibility (INDR), in collaboration with the House of Training offers a training cycle in Corporate Social Responsibility (CSR) three times per year It consists of four specific modules devoted to CSR strategy, governance, and social and environmental aspects.
Target audience are Directors, HR managers, sustainable development and CSR managers, quality managers, ESR-Responsible Enterprise coordinators, designated workers and any employee of a company involved in the ESR-Responsible Enterprise labelling process.
The University of Luxembourg's Competence Centre offers a University Certificate (1-year programme, 20 ECTS) on Sustainable Development and Social Innovation.
CNFPC launched an online survey to gather expectations and training needs related to the circular economy.
The Luxembourg Life-long Learning Centre (LLLC) offers, in partnership with the French Institute of Technology Lorraine (IUT Lorraine), a higher education programme leading to a Bachelor Universitaire de Technologie (B.U.T.) diploma - Occupations in Energy Transition and Efficiency. It focusses on designing, sizing, auditing, and recommending solutions to optimise the energy and environmental performance of buildings and industrial utilities. The course encompasses 361 hours; the third year of the programme is organised over a period of two years as continuing education and offers a blend of lectures and practical workshops.
Faced with the ecological transition and the growing importance of sustainable development, the Chamber of Skilled Crafts and Trades (CdM) offers a full catalogue of training courses to help craftspeople prepare for today's current challenges related to Energy and Efficiency, in the framework of the EU co-funded FSE+ programme 'Investir dans le futur' (2021-2027).
Projects preparing for the challenges of the green transition in the crafts sector are:
Nohalteg an d'Zukunft + (NANZ+)
Continuing education cycle on the construction of sustainable and energy-efficient buildings. The aim of this programme is to guarantee high quality during the construction and renovation of these buildings and to integrate sustainability aspects into the work. It is certified by a Label.
Sustainability
Training cycle to prepare employees of craft businesses for the new challenges in business management (circular economy, sustainable purchasing, carbon footprint measurement, CSRD (Corporate Sustainability Reporting Directive) reporting, etc.)
Heat pump technology training modules (Pompe à chaleur (PAC))
The Competence Centre of the building sector, CDC-GTB developed training modules relating to heat pump technology, and delivers the courses to employees of heating and sanitation companies. The target audience for the PAC training courses are employees of Luxembourg heating and sanitation companies who plan, install, troubleshoot and maintain heat pumps in buildings.
Bodies responsible
- VET Department of the Ministry of Education, Children and Youth (SFP)
- National Centre for Continuing Vocational Training (CNFPC)
- Chamber of Commerce
- Chamber of Employees
- Chamber of Skilled Trades and Crafts
- University of Luxembourg
- House of sustainability
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
Other stakeholders
- National, regional and local authorities
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.
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.
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 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Introducing training to support the green transition: 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/44948