- 2020Implementation
- 2021Implementation
- 2022Discontinued
Background
The COVID-19 pandemic impacted Luxembourg at multiple levels. Several measures have been taken to tackle the crisis and counterbalance its effects.
Objectives
Measures have been taken to reduce the risk of infection, to protect learners, teachers and tutors while trying to limit the impact on school and apprenticeship organisations, and on the labour market entry of young graduates. Measures have also been taken to tackle the risk of reduction in the number of apprenticeship places.
Description
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by postponing deadlines and final exams, e.g. in the restaurant sector.
Apprentice protection at the working place
Practical training had to be properly provided in the context of apprenticeships, with the apprentice's health and safety being guaranteed as they were for other employees according to Article L.313-1 of the Labour Code: employers had to provide appropriate measures of protection. A grand-ducal regulation of 17 April 2020 introduced specific measures to be taken by employers to guarantee security and protection of employees.
Extending the deadline for the signature of an apprenticeship contract
For learners seeking an apprenticeship contract, the deadline to sign the contract - initially determined by law to 31 October 2020 - was extended until 31 December 2020. In order to prevent school dropout, learners who could not find an apprenticeship placement by the end of 2020 could join the Fit4 d'Léier (Ready for Apprenticeship)...
In the light of the COVID-19 pandemic, the following measures were introduced to assure the continuation of vocational education and training (VET) and specifically of apprenticeships. School closures were limited to the minimum and school training was continued as distance learning. School closures were limited to the minimum and school training was continued as distance learning. Practical training was mostly suspended during the lock-down but the work placement periods were recovered, by postponing deadlines and final exams, e.g. in the restaurant sector.
Apprentice protection at the working place
Practical training had to be properly provided in the context of apprenticeships, with the apprentice's health and safety being guaranteed as they were for other employees according to Article L.313-1 of the Labour Code: employers had to provide appropriate measures of protection. A grand-ducal regulation of 17 April 2020 introduced specific measures to be taken by employers to guarantee security and protection of employees.
Extending the deadline for the signature of an apprenticeship contract
For learners seeking an apprenticeship contract, the deadline to sign the contract - initially determined by law to 31 October 2020 - was extended until 31 December 2020. In order to prevent school dropout, learners who could not find an apprenticeship placement by the end of 2020 could join the Fit4 d'Léier (Ready for Apprenticeship) programme and continue their training at the National Centres for Continuing Vocational Training (CNFPC) until the end of the school year. The programme was sustainably implemented after the pandemic.
Fit 4 Léier programme (Ready for Apprenticeship)
The offer of school-based training in CNFPC was expanded: all learners who could not enrol in regular school training could join the for the Fit 4 Léier programme, a preparatory year that allows learners improving their soft skills, discovering different professions and trades during practical work-based learning and benefiting from individual accompaniment, in order to find a regular apprenticeship in-company training position the following year.
Tutoring lessons
The Ministry of Education made available thematic dossiers on the main subjects for the different grades in both initial and secondary education. These were made public in August 2020 on the dedicated platform to support learners who needed, or felt the need, to prepare well for the start of school year 2020/21. Learners attending a public school or private, secondary schools following the national programme also had the opportunity to take tutoring lessons during the last two weeks of the holiday period, from 31 August to 11 September. These recovery lessons were free of charge and held by secondary education teaching staff. These measures continue to become an essential part of the Luxembourgish education system.
Bonus for the promotion of apprenticeship
The Ministry of Education, jointly with the Ministry of Labour and the social partners, professional chambers and trade unions, put in place a range of measures and financial support to ensure the integration of learners in vocational training and to support them in the transition to working life. The bonus for the promotion of apprenticeship is a direct financial aid to support training companies that welcome apprentices and ensure their employability. The measure aims at supporting training companies in maintaining apprenticeship contracts; offsetting the risk of reduction in the number of apprenticeship posts; encouraging training companies to offer more apprenticeships, and encouraging the resumption of apprenticeship contracts terminated due to the health crisis.
The bonus amount is determined on the basis of the number of apprenticeship contracts, the number of new ones, the number of apprenticeship contracts taken over and the number of apprentices hired during the three last years or since the authorisation for training was granted to the organisation. It varies between EUR 1 500 and EUR 5 000 per apprentice.
| Incentive for training bodies | Amounts per contract |
| maintaining existing contract | EUR 1500 |
| concluding new contract | EUR 2000 |
| if number of apprentices is higher than previous average (2017-20) | plus EUR 1500 per contract |
| contract for re-employment of laid-off apprentices | EUR 5000 |
Any organisation established in Luxembourg that takes an apprentice on the basis of an apprenticeship contract, and maintains the right to train an apprentice, can apply for the bonus for the promotion of apprenticeship. There are certain prerequisites for applicants who wish to benefit from the bonus. More specifically, applicants have to have the status of a training institution regardless of legal status, size, or sector of activity; have the right to train apprentices on the day of the application for the bonus. In addition, they have to provide proof of an apprenticeship contract with the apprentices or their legal representatives, and hold a certificate of affiliation of the apprentice to the Joint Social Security Centre (CCSS) so that the professional relationship can still be established on the date of the application. In case of resuming an apprenticeship contract prior to the application, the apprentice should not have been the subject of more than two resumptions since 24 June 2020.
In order to deal with the health crisis, several new measures were put in place during 2020, to adapt and to reduce the effects of the crisis.
The deadline for the signature of an apprenticeship contract for learners seeking an apprenticeship contract was initially set by law on 31 October 2021 and had been extended until 30 November 2021.
The bonus for the promotion of apprenticeship originally in place until 15 July 2021, was replaced by the second exceptional and time-limited financial aid to support apprenticeships to be submitted by post or online. This aid, which was complementing existing aid, was intended for training institutions that fulfilled the following conditions: they had to offer an apprenticeship position, have the right to train and they should have taken the decision to take on new apprentices despite the current economic climate.
Apprenticeship contracts eligible for financial aid were newly-concluded apprenticeship contracts from 16 July 2021, and apprenticeship contracts terminated after 16 April 2021 that were taken over, in accordance with article L.111-3, paragraph 4 of the Labour Code, by a training company, provided that the contract had not been taken over more than twice.
In October 2022, the Bonus for the promotion of apprenticeship was suspended.
Bodies responsible
- Ministry of Education, Children and Youth
- Chamber of Employees
- Chamber of Commerce
- Chamber of Skilled Trades and Crafts
- Ministry of Labour, Employment and the Social and Solidarity Economy (MTEESS)
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- Companies
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.
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.
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 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). VET responses to COVID-19 crisis: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/fr/tools/timeline-vet-policies-europe/search/39639