Revised initial training programme for trainers in companies

Policy development
Practical measure/Initiative
Slovenia
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Timeline
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28556

Description

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

A 24-hour initial training programme for trainers in companies was revised in 2016 to update the knowledge and competences required to plan, provide and assess workplace learning. This includes understanding the characteristics of adolescence, pedagogy and psychological aspects of learning and teaching, organisational issues/methods to include learners in team and project work, communication and conflict-resolution skills, education and occupational safety legislation, preparing learning and assessment material. Since 2016, this training programme has been available for free within the ESF project Training mentors 2016-21, coordinated by the Biotechnical Educational Centre Ljubljana (BIC) and School Centre Kranj (ŠC Kranj).

2016
Implementation
2017
Implementation
2018
Implementation
2019
Implementation

The Biotechnical Educational Centre Ljubljana organised 33 training sessions, with 598 mentors participating. Due to higher than expected interest, more sessions were organised, so the number of participants is up compared to 2018.

The School Centre Kranj organised 34 training sessions, with 564 mentors participating. They also reported this as a successful measure, generating a lot of interest.

2020
Implementation

The Biotechnical Educational Centre Ljubljana organised 15 training sessions, through which 225 mentors were trained. More sessions were planned, but the COVID-19 epidemic put a stop to that, so the number of participants decreased.

In the School Centre Kranj, 15 training sessions were organised with 238 mentors participating.

2021
Implementation

In 2021, the Biotechnical Education Centre Ljubljana (BIC Ljubljana) trained 126 mentors. ŠC Kranj trained 102 mentors.

In the 2016-21 project, BIC Ljubljana organised 148 training sessions with 2 534 participants; the ŠC Kranj organised 152 training sessions with 2 500 participants.

In June 2021, the project was completed and a new tender was issued. 2 consortia, led by BIC Ljubljana and by ŠC Kranj, were selected. The 3-year project jointly finances 4-day (32 hours) basic mandatory training extended from 3-day training (24 hours) and additional 1-day (8 hours) further training.

2022
Implementation

In 2022, BIC Ljubljana organised 45 training sessions with a total of 541 new mentors and ŠC Kranj trained 386 mentors.

2023
Implementation

In 2023, BIC Ljubljana organised four initial training sessions with a total of 51 participants and five further training sessions with 55 participants. ŠC Kranj trained 99 mentors in their initial training programmes and 66 mentors in further training programmes. The project phase for both providers was concluded in 2023.

2024
Implementation

In 2024, a new project phase began for the 2024-2026 period. BIC Ljubljana trained 467 participants in their initial training programmes, but no further training sessions were organised. ŠC Kranj trained 750 mentors by October 2024, also without further training sessions.

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.
  • Ministry of Education, Science and Sport (MIZŠ) (until 2023)
  • Ministry of Education

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.

Education professionals

  • Trainers

Entities providing VET

  • Companies

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.

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.

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.
Biotechnical Educational Centre Ljubljana
School Centre Kranj
Biotechnical Educational Centre Ljubljana

Country

Slovenia

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). Revised initial training programme for trainers in companies: Slovenia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/it/tools/timeline-vet-policies-europe/search/28556