- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Completed
Background
Due to the economic crisis, SME capacity to provide work-based learning had been very limited in previous years, while enrolment in vocational upper secondary education decreased in the period 2005-13. In the reporting period, Slovenia assigned a high priority to the work related to work-based learning and apprenticeship. Reintroducing an apprenticeship system (including by adapting the legislation and related programmes) alongside the work-based learning system already in place was considered. Guidelines for upper secondary VET programmes and HE programmes were revised in 2016. A new Act on Apprenticeship was published in 2017 defining the roles and responsibilities of chambers, coordinating the scheme, of companies providing training as well as the status, rights and obligations of apprentices.
Objectives
The main objectives are twofold: to reform school-based VET and to reintroduce apprenticeship in Slovenia.
Description
A 5-year project Reform of upper-secondary vocational education, funded by the European Social Fund (ESF), started in November 2016.
The project includes the following activities:
- test and identify the tools and methods to create a sustainable system to match the needs of the labour market;
- develop flexible and individualised teaching methods and learning pathways;
- support companies to engage in work-based learning;
- test and evaluate the apprenticeship system;
- define learning outcomes for work-based learning;
- improve the training of mentors in companies.
A pilot started in school year 2017/18. At the beginning of the 2018/19 school year, there were approximately 126 apprentices enrolled in their first year in eight programmes compared to the 50 apprentices in four programmes in the previous academic year.
The second part of the project is to develop and test the individualisation model of pedagogical processes that will include effective approaches, actions and activities to support the selected five school development teams for flexible VET forms and learning environments to support each student's development. Meeting the diverse needs of the learners enables better collaboration between the school staff (especially teachers, trainers and guidance counsellors) and the support of the school management. The activities include:
- develop, pilot and implement the individualisation model of pedagogical processes;
- upgrade curriculum...
A 5-year project Reform of upper-secondary vocational education, funded by the European Social Fund (ESF), started in November 2016.
The project includes the following activities:
- test and identify the tools and methods to create a sustainable system to match the needs of the labour market;
- develop flexible and individualised teaching methods and learning pathways;
- support companies to engage in work-based learning;
- test and evaluate the apprenticeship system;
- define learning outcomes for work-based learning;
- improve the training of mentors in companies.
A pilot started in school year 2017/18. At the beginning of the 2018/19 school year, there were approximately 126 apprentices enrolled in their first year in eight programmes compared to the 50 apprentices in four programmes in the previous academic year.
The second part of the project is to develop and test the individualisation model of pedagogical processes that will include effective approaches, actions and activities to support the selected five school development teams for flexible VET forms and learning environments to support each student's development. Meeting the diverse needs of the learners enables better collaboration between the school staff (especially teachers, trainers and guidance counsellors) and the support of the school management. The activities include:
- develop, pilot and implement the individualisation model of pedagogical processes;
- upgrade curriculum materials, support professional development of professional workers and develop teaching materials to support the individualisation model;
- support school teams to prepare an individual learning plan for each student;
- develop and test learning environments to support student progress;
- prepare dissemination materials.
In 2018, the Institute of the Republic of Slovenia for VET (CPI) conducted the first evaluation of the 2017-18 pilot phase, indicating positive feedback from apprentices and participating companies and identifying some areas of improvement:
- the need for more support mechanisms for companies as well as adjusting the content and organisation of training in the companies;
- further develop the partnership between the schools and the companies, where the company is an active partner and not simply a passive receiver of apprentices;
- more active involvement of apprentices in their training paths;
- improving the assessment of apprentices based on examples of good practices from other countries;
- in cooperation with chambers, developing methods of verifying learning places in the companies.
The first evaluation resulted in the planning, developing and implementing of an individualisation model. CPI drafted various recommendations for teachers. Criteria and indicators of individualisation have been established; the task now is to detect which are already present in the selected school organisations and in teachers' pedagogical work. Defining learning outcomes of modules, developing learning and training standards for school and work-based learning, motivate teachers and other professional workers to think and rethink (self-evaluate) their existing teaching practice; this is the main starting point in improving their future work.
As a result of the evaluation, the CPI drafted the Framework model of further development of modern apprenticeship and will prepare, with relevant stakeholders, practical guidelines on the following areas:
- planning the apprenticeship path;
- implementation of apprenticeships;
- monitoring and assessment of apprentice's competences, as well as evaluation of the process;
- training of in company trainers.
The CPI will continuously evaluate and monitor the reform activities and report annually to the national expert council for VET. Financial incentives for companies to offer practical training in apprenticeship-type schemes or in school-based VET programmes are available from national and EU sources. The Public Scholarship, Development, Disability and Maintenance Fund of the Republic of Slovenia manages these incentives.
The project started in November 2016.
At the end of 2018, instructions for the implementation of interim exams were adopted. The interim examination is organised by the relevant chamber and takes place in the companies. Once during the apprenticeship, typically at the end of the second year, the knowledge and skills of an apprentice are checked to be in compliance with the individual apprenticeship plan. If necessary, the chamber's supervisor prepares corrective actions for the company.
In 2019/20, apprenticeship programmes increased to 12 and are now offered in 16 upper secondary schools: metal shaper-toolmaker (SC Škofja Loka, upper secondary VET school Bežigrad); stonemason (upper secondary construction, geodetic and environmental school Ljubljana); joiner (SC Slovenj Gradec, SC Novo mesto); gastronomy and the hotel services (upper secondary school Izola, secondary school of catering and tourism Radenci); painter/signpainter (ŠC Kranj); bricklayer (ŠC Kranj, SGGŠ Ljubljana), machine engineering mechanic (ŠC Škofja Loka, ŠC Novo Mesto, ŠC Velenje); industrial mechanic (ŠC Novo Mesto, STŠ Koper, SIC Ljubljana); electrician (ŠC Kranj, ŠC Velenje); paper maker (SIC Ljubljana); tinsmith/roofer (ŠC Ptuj); glassmaker (ŠC Rogaška Slatina).
According to February 2020 data on enrolment of apprentices, there were 150 students enrolled in the first year, 124 into the second year and 54 students will complete the 3-year programmes in 2020.
In 2019/20, a tender apprenticeship was offered in the following programmes and VET schools:
- joiner;
- mason;
- metal shaper/tool maker;
- gastronomy and hotel services;
- glassmaker;
- paper maker (the programme to be implemented only in apprenticeship form);
- painter/sign painter,
- machine engineering mechanic;
- bricklayer;
- electrician;
- industrial mechanic;
- roofer.
In 2019, the second evaluation of apprenticeship was prepared.
According to the first evaluation of individualisation in selected VET schools, individual learning plans for students have been prepared and learning outcomes and standards of modules have been defined. In 2019/20, school teams were supported to develop learning plans considering school curricula and students needs and prepare the final evaluation of individualisation model of pedagogical processes.
Since the 2017/18 school year, the reintroduction of apprenticeship, the number of VET programmes, schools and companies offering apprenticeship has been rising steadily. In 2020/21, apprenticeship is available within 12 programmes in 14 towns across the country (20 schools, four schools were added). Apprentices are trained at approximately 180 companies. All educational programmes but paper maker, available solely in the form of apprenticeship, are accessible also in the form of school-based VET.
According to November 2020 data on apprentice enrolment, there were 365 students enrolled. 108 students were enrolled in the first year, 138 into the second year and 119 students completed the 3-year programmes in 2021. In 2020/21, a call for enrolment in apprenticeship was offered in two further VET programmes (vehicle body repairer and car mechatronic).
In December 2020, the training programme (32 hours) for in-company mentors was modernised and adopted by the Expert council for VET.
The third evaluation and the final evaluation of apprenticeship were conducted. The evaluations included schools (five), companies (approximately 30) and apprentices (approximately 50) of the so-called first generation. A great majority of actors were satisfied with the organisation and quality of apprenticeship and were willing to continue with the cooperation; 88% of apprentices stated that they would once again choose an apprenticeship to obtain a vocational education. Dedication of schools, chambers and companies were crucial to success. The CPI presented to the Expert council for VET some possible paths for further development: review of the process of verification of learning workplaces; the role and tasks of the work-based learning organiser; a methodology of VET programmes; and support documents and other activities aimed at improving the quality and sustainability of apprenticeship.
The evaluation showed that education sector has the most important role in development and implementation of apprenticeship. It also indicated that further development of apprenticeship must be based on common solutions of all stakeholders and requires greater cooperation with other sectors.
The following results were achieved with the individualisation model:
- five videos were prepared on different topics, one at each school (selection of cases, preparation and coordination of script, recording and publication). Each video has a version without subtitles, with Slovenian and English subtitles;
- video guides for preparing video content for distance education were prepared;
- four training exercises for the school development teams and five counselling visits to schools were conducted;
- a publication Individualisation in the vocational upper secondary programmes was prepared.
The project was completed in 2021.
The Model of individualisation (MIND+) developed the following: a handbook for individualisation; a website connecting all results; guidelines for blended learning in VET; a final evaluation report of model testing in five schools; a MIND+ game; criteria and indicators of individualisation integrated into the promotional notebook; and an ABC of individualisation. The results were presented at the final conference for the project, at the seminar for school counsellors from VET schools and the association of headmasters of biotechnical schools.
Based on the experience derived from the apprenticeship pilot implementation, materials for employers and schools, young people and their parents were prepared: Guidelines for the implementation of apprenticeships; Guidelines for the preparation of apprenticeship implementation plan, and Specifics of in-company training with examples of apprenticeship training plans for employers; and Guidelines for the preparation of school implementation curricula on the assessment of knowledge in vocational education for schools.
Evaluations have shown that apprenticeship has the potential to be established as an additional form of education that closely connects the spheres of education and of work. It is significant that all key actors were satisfied with it: apprentices, employers and three of the six schools. The evaluation highlighted the following:
- for the further development of apprenticeships in Slovenia, a common vision of all participating stakeholders is required. Another crucial condition is that apprenticeships, as a form of both employment and training of young people, are accepted and properly managed by employers. Effective social partnership is also very important, providing that the role of employees and employers is supported by institutions;
- the apprenticeship form of education is advantageous for both the economy and education and should therefore be funded accordingly. Only clear agreements between the social partners will create a long-term sustainable form of funding. The current project financing method does not bring the stability required to support development;
- support of mentoring development in companies is necessary, as is the creation of conditions for the receiving and support of young people. In addition to training standards developed with the help of companies, it is necessary to support companies in the development of learning methodology in the work process and the creation of an appropriate environment for the development of young people's careers;
- the implementation of the apprenticeship form of education requires schools to show a great deal of flexibility in the organisation of lessons and the adaptation of work methods to individuals or smaller groups. Modern digital solutions can be of great help;
- continuous support of institutions that provide development is necessary, as well as non-financial support to companies and schools. Ministries, chambers, employer associations and trade unions should be encouraged to invest in the further development of a common service that will take care of the development of new learning companies, to open new learning places, to organise initial and further training of mentors and human resources, to support mentoring and appropriate working methods with young people and young adults, to support the connections between the companies with each and the connection with schools, to advise companies and supervise them, to support the development of appropriate forms of intermediate tests and final exams.
Bodies responsible
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
Target groups
Learners
- Learners in upper secondary, including apprentices
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 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.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
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.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
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.
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.
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.
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).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Reform of upper-secondary education project: Slovenia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/hr/tools/timeline-vet-policies-europe/search/28548