Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Completed
ID number
28794

Description

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

Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:

  1. the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of the services for unemployed young people in compliance with the Youth guarantee and offering them individualised activation measures;
  2. the 2016-22 project 'Service development of lifelong career guidance and further strengthening of national coordination point for lifelong career guidance' (Razvoj storitev vseživljenjske karierne orientacije) aims at supporting integration and coordination of stakeholders, and at developing new tools for career orientation of primary and secondary school learners;
  3. the 2016-22 project 'Performing services for the unemployed, other jobseekers and employers' (Izvajanje storitev za brezposelne, druge iskalce zaposlitve in delodajalce) is oriented towards:
    1. increasing the quality of counselling services;
    2. finding new ways of supporting employers who are searching for employees;
    3. encouraging the use of ICT and other communication channels in counselling.
  4. the 2016-22 project 'Development of services for...

Despite the lack of systemic approach, developments in guidance and counselling are continuing through ESF projects coordinated by the national coordination point for lifelong career guidance within the Public Employment Service of Slovenia (ZRSZ) and its branches:

  1. the 2015-22 project 'Strengthening counselling work with young people' at the employment service of Slovenia (Krepitev svetovalnega dela z mladimi na Zavodu RS za zaposlovanje) aims at finding new ways to increase accessibility of the services for unemployed young people in compliance with the Youth guarantee and offering them individualised activation measures;
  2. the 2016-22 project 'Service development of lifelong career guidance and further strengthening of national coordination point for lifelong career guidance' (Razvoj storitev vseživljenjske karierne orientacije) aims at supporting integration and coordination of stakeholders, and at developing new tools for career orientation of primary and secondary school learners;
  3. the 2016-22 project 'Performing services for the unemployed, other jobseekers and employers' (Izvajanje storitev za brezposelne, druge iskalce zaposlitve in delodajalce) is oriented towards:
    1. increasing the quality of counselling services;
    2. finding new ways of supporting employers who are searching for employees;
    3. encouraging the use of ICT and other communication channels in counselling.
  4. the 2016-22 project 'Development of services for workers' transnational mobility facilitation, EURES' (Razvoj storitev za pospeševanje transnacionalne mobilnosti delovne sile, EURES) is oriented to creating more efficient advice services for transnational mobility of workers, especially the young, as part of EURES services.
2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

In 2019, the project 'Service development of lifelong career guidance' implemented various activities:

  1. a video prepared presenting a good example of career development;
  2. two manuals for counsellors prepared and published (a questionnaire for decision making style and a questionnaire for problems when deciding for a career for upper secondary students);
  3. a set of tests for career decision making for primary schools;
  4. a competition, I know, where I am headed to, for primary school students.

In the project 'Performing services for the unemployed, other jobseekers and employers', various activities were implemented:

  1. an innovative new service for employers, Inclusive job creation. This provides support to employers, enables them to solve their human resources problems, and, at the same time, enables employment of unemployed persons from vulnerable groups. After the employment, job coaching is offered to the employer and the individuals, enabling faster and easier integration of the newly employed person into the work environment and more permanent employment;
  2. the implementation of a new service developed by the project Preparing for an employment interview continued with 461 coaching sessions. The satisfaction of the users with the service is high (98% satisfied);
  3. a new screen-sharing service was developed and piloted, enabling the Employment Service of Slovenia to connect more effectively and work with audiences and conceptualise the knowledge base for external users;
  4. in multichannel service provision, 12 service providers had 159 992 contacts with users of services: 94 478 calls, 9 462 emails and 56 052 questions asked of IZI (the interactive institute assistant).

In 2019, in the project 'Development of services for workers' transnational mobility facilitation, EURES' advisers made 10 949 individual contacts with clients, conducted 67 EURES seminars for jobseekers (655 participants) at ESS regional offices and 32 presentations of EURES services outside the ESS (674 participants).

The jobseekers' workshop, 'How to write a good international CV' for jobseekers abroad, was organised 21 times in 2019.

The 'What I need to know when going abroad for employment' workshop, was conducted 11 times in 2019.

In 2019, a new workshop was developed, Using the EURES portal and other sources of information for finding a job abroad.

2020
Implementation

The 2015-22 project 'Strengthening counselling work with young people'

Before the pandemic, the counsellors' main tasks were related to the activation of recipients of social assistance, who tend to perceive themselves trapped in inactivity. The service providers worked even more intensively with this subgroup of young people and encouraged them to find suitable career and consequently life goals. Counsellors provided individual and group counselling, referred them to active employment policy measures, PUMO, to job vacancies. The provision of services was adapted to the COVID-19 pandemic. In April 2020, many young people lost their jobs due to the first economic consequences of the epidemic. Newly registered young people expressed high motivation for employment. The counsellors were trained in identifying competences through behavioural interviews and online training for acquiring networking skills. They also conducted approximately 2 170 consultations for young unemployed people.

The 2016-22 project 'Service development of lifelong career guidance'

Preparations started for a website for the presentation of professions as an aid in the career orientation of young people, part of the renewed web portal mojaizbira.si. (mychoice.si). Descriptions of professions adapted for primary school children are being published there. The aim is to increase interest in shortage and lesser-known professions. Over 30 education events for lifelong career guidance were organised. Promotion activities were implemented, including the I know where I am going (Vem kam grem) competition for primary school students.

The 2016-22 project 'Performing services for the unemployed, other jobseekers and employers'

Promotion activities included a webinar Preparation for a job interview (Priprava na zaposlitveni razgovor). Counselling process: on average one employee out of 65 realised 2 014 counselling sessions. In addition, there were 233 208 contacts with users through various communication channels, among which there were 124 182 calls, 34 101 emails and 74 925 questions posed to the interactive institute assistant (IZA). Due to COVID-19, there was an increased number of calls, so an additional phone line was set up.

The 2016-22 project 'Development of services for workers' transnational mobility facilitation, EURES'

In 2020, 6 423 individual contacts, 50 informative EURES group seminars and other forms of group counselling were largely conducted online. Due to the need for online communication with clients during COVID-19, the counsellors developed four online modules for informing and counselling within the EURES services (such as the webinar Return to Slovenia after employment in Europe), which can be applied for via the web.

2021
Implementation

The 2015-22 project 'Strengthening counselling work with young people'

The year saw a big share of newly registered young people's quick transition into employment. Those young people still registered as unemployed were the ones with troubles and obstacles preventing them from finding employment, most without upper secondary education. In this situation the importance of counselling and specialisation for working with young people is emphasised. The project is in line with the Youth Guarantee. According to analysis of results, Slovenia is very successful in responding to challenges but there are some remaining, including inactivity of NEETs and long-term unemployment of young people. In 2021, 2 199 counselling sessions with young people took place.

The 2016-22 project 'Service development of lifelong career guidance'

The 2021 activities included:

  1. materials entitled Descriptions of professions for primary school children;
  2. a tool for encouraging discussions with primary school, upper secondary school students and the unemployed: cards and a manual 'Jump';
  3. preparation and realisation of the reward game for primary school children, 'I know where I am going';
  4. various training exercises for career orientation counsellors: Career orientation for special needs persons; Internet - a career possibility or dangerous opportunity for addiction development; Training on personality disorders.

The 2016-22 project 'Performing services for the unemployed, other jobseekers and employers'

Training and workshops were organised for counsellors working with the unemployed and jobseekers on psychological approaches, communication and digital skills. The counsellors working with the employers received training on working in line with the emergency measures, green economy and the future of work. Through various communication channels 181 797 contacts were made. 107 529 individuals were informed and counselled via telephone and 19 218 via email.

The 2016-22 project 'Development of services for workers' transnational mobility facilitation, EURES'

Due to COVID-19, the work was mainly done online, to that effect extra workshops were prepared for the users: how to use the EURES portal and other sources of information. 16 workshops took place instead of the planned seven. The counsellors had 8 658 contacts with jobseekers, unemployed and employers. A total of 253 participants took part in 23 EURES seminars. There were 24 workshops on How to prepare a good international CV; there were 266 participants.

2022
Completed

The 2015-22 project 'Strengthening counselling work with young people'

In 2022 the counsellors implemented the following activities:

  1. basic career counselling, activation of young unemployed individuals immediately after registering as unemployed;
  2. determining the individual needs of young people and their employability, as well as preparing their employment/career plan;
  3. referral to the active employment policy measures;
  4. organisation of workshops.

In 2022 an in-depth evaluation of the effects of counselling on young people was conducted by the Business Excellence Centre of the Faculty of Economics in Ljubljana. It was based on counsellor focus groups, counsellor survey, survey among young unemployed people, and the analysis of the Employment service micro data. The results showed that the project had a positive effect on shortening the unemployment period of young people. The effects were even more pronounced with the individuals who were unemployed for a longer period of time. The project concluded in 2022.

The 2016-22 project 'Service development of lifelong career guidance'

In 2022:

  1. professional and administrative support to the National Expert Group for Lifelong career guidance (LCG) was provided. The implementation of the Inventory of Lifelong Orientation Systems and Practices in Slovenia, which CEDEFOP carries out every 2 years, was ensured;
  2. a free training in the field of online technology use (Online facilitation skills, Rhetoric, Group dynamics in VKO) was provided and newer VKO tools (making career decisions in primary schools, Points of you and use of MFBT for adults) were presented;
  3. the use of developed VKO tools free of charge was enabled and the eVOIZ online questionnaire, its manual and interpretation of the results for customers, were revised following the current needs.
  4. the book 'Practical guide to the unknown waters of career orientation', was translated and published.
  5. the manual of the pilot programme 'I know where I'm going', which was implemented for 2 years in cooperation with the Kamnik Gymnasium, was completed;
  6. promotion was carried out and the awareness of the professional public was raised with the help of the VKO point, a monthly newsletter, participation in several events organised by other stakeholders and with the final conference of the project in co-organization with Euroguidance Slovenia entitled 'Digitisation and Professionalisation in VKO'.

The project concluded in 2022.

The 2016-22 project 'Performing services for the unemployed, other jobseekers and employers'

Various trainings were provided for the employees during the reporting period, 950 participations in training, which means that on average each project employee participated in 10 trainings. The project employees initiated promotion activities:

  1. distribution of corporate gifts;
  2. promotion through online channels;
  3. counselling adjusted to the specific needs of the target groups (mainly long-term unemployed, unemployed over 50 years old and unemployed with lower education);
  4. encouraging the unemployed persons to use the tools for independent career management (poišcidelo.si - findwork.si);
  5. provision of services through various communication channels, a total of 140 762 contacts with service users or 11 730 contacts per employee (including IZO).

Furthermore, following statistical data are available regarding the activities that took place in the framework of the above-mentioned project during this reporting period:

  1. informing and advising users via telephone and e-mail: the number of calls (incoming and outgoing) was 72 608, the number of received e-messages was 11 596, total: 84 204 or 7 017 per employee;
  2. the number of questions asked to the Interactive Institutional Assistant (IZA) was 56 558;
  3. implementation of the coaching service 'Preparation for a job interview' (94 services provided);
  4. implementation of the SOS telephone service: 'Screen Sharing' - screen sharing with the user (45 services provided);
  5. implementation of activities for the development of the new service 'Preparation for a job interview' via video call (creation, introduction and implementation of the service).

The project concluded in 2022.

The 2016-22 project 'Development of services for workers' transnational mobility facilitation, EURES'

The implementation of EURES services took place mainly via the web, e-mail, telephone and online chat. In the period from January to the end of October 2022, EURES advisers made 7 899 individual contacts with jobseekers, employers and other clients. They held 13 EURES information seminars, which were attended by 108 job seekers. They held workshops that were developed as part of the project, namely: 8 workshops on 'How to write a good international resume for job search abroad' (93 participants), 10 workshops 'What I need to know when going abroad for employment' (66 participants) , 4 workshops 'Using the EURES portal and other sources of information for job search abroad' (14 participants).
Promotion activities included co-organization of several fairs, also on an international level. The project concluded in 2022.

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.
  • Employment Service of Slovenia (ZRSZ)

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.

Learners

  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Unemployed and jobseekers

Education professionals

  • School leaders
  • Guidance practitioners

Entities providing VET

  • Companies
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

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.

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.

Diversifying modes of learning: face-to-face, digital and/or blended learning; adaptable/flexible training formats

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.

Developing and updating learning resources and materials

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.

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.

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.

Promotion strategies and campaigns for VET and lifelong learning

This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

Ensuring equal opportunities and inclusiveness in education and training

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.

European and international dimensions of VET

This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.

Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.

Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and  participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.

Mobility of learners and staff

This thematic sub-category refers to providing opportunities for, implementing and increasing rates of, learning mobility of VET and adult learners and staff, including virtual mobility, apprenticeship placements, long-duration mobility and mobility to third countries, in line with national regulations, collective agreements and health and safety provisions. It also includes the provision of information about mobility, support structures and tools, strengthening the quality of mobility experiences and recognition of learning outcomes acquired abroad, including with the use of relevant EU tools, e.g. memoranda of understanding or learning agreements (ECVET elements).

Subsystem

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

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

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

Cedefop, & ReferNet. (2025). Public Employment Services ESF projects on guidance and counselling: Slovenia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/hu/tools/timeline-vet-policies-europe/search/28794