Reference year 2026
Version 2026
Drafted by Nathalie Fratini, Head of Initial Training and Basic Training Development, Ministry of National Education, Childhood and Youth - Vocational Training Department, Luxembourg - and member of Cedefop's Community of apprenticeship experts for Luxembourg
1Scheme history
The apprenticeship scheme in Luxembourg has a long history (1940s). Its current form was regulated in 2008 and amended in 2019.
2Beneficiaries
The Vocational Training Act (2008/19) as well as the Labour Code do not explicitly define a minimum and maximum age for apprenticeship.
Nonetheless, as the dual apprenticeship scheme is part of upper secondary education, learners are required to have completed the 9th grade of lower secondary education in order to enrol in apprenticeship, at minimum age 15 (1).
So, although not legally explicitly defined, the minimum age is defined due to the position of the scheme in the education system.
Adult apprenticeship is available from age 18 minimum, regardless of the VET programme, under condition that candidates have left initial vocational training for at least 12 months. No maximum age limit is legally defined.
https://adem.public.lu/fr/orientation-professionnelle/apprentissage.htm…;
Learners from all three age groups can take part in apprenticeships: pupils in secondary education from the age of 15 as well as adults (aged 18 or above) having left school can participate in the apprenticeship programmes (CCP, DAP, DT), regardless of the VET programme.
Some apprenticeship tracks are only available under adult apprenticeship, due to legal age (e.g. driving instructor) or because the access is limited to DAP diploma holders in the same specialty (e.g. technician diploma (DT) ‘horticulture entrepreneur’).
In 2026, 3819 learners were enrolled in initial vocational training under apprenticeship, as registered by Ministry of Education.
All apprenticeship offers and apprenticeship seekers must be registered at PES (ADEM).
In the school year 2025/2026, 3,819 learners were registered in VET programmes under the apprenticeship scheme in total.
• 684 learners under apprenticeship leading to a CCP qualification
• 2993 learners in apprenticeships leading to a DAP qualification
• 142 learners in apprenticeships leading to a DT qualification
Source: Ministry of Education, 2026
3Qualifications
• CCP diplomas are at level 2 of the CLQ, which corresponds to Level 2 on the EQF.
• DAP diplomas are at level 3 of the CLQ, which corresponds to Level 3 on the EQF.
• DT diplomas are at level 4 of the CLQ, which corresponds to Level 4 on the EQF.
Source : https://www.lifelong-learning.lu/formation-tout-au-long-de-la-vie/clq-c…;
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
Luxembourg was not included in the ISCED 2011 mapping.
Vocational programmes (CCP, DP) correspond to ISCED level 353.
Technician programmes (DT) correspond to ISCED level 354.
The vocational capacity certificate (CCP) can only be obtained under the apprenticeship scheme, whereas certain DAP and most DT qualifications are organised as school-based tracks, including a practical in-company part under internship convention. The type of workplace training (apprenticeship or internship) depends on the profession or trade.
Apart from the regular apprenticeship scheme, the practical part of some CCP and DAP programmes can be attended in public training centres (resulting in the same qualifications). These tracks target young people who were unable to find a regular company-based training place as well as adults who need to undergo retraining.
Over the last five years, Luxembourg has systematically expanded the number of VET programmes offered through the dual system, particularly at the technician (DT) level. New apprenticeship formats were introduced for diverse fields such as smart technologies, aircraft mechanics and hospitality management.
The apprenticeship scheme leads to three different levels of formal qualifications (diplomas):
• Vocational Capacity Certificate (CCP) (always under apprenticeship)
• Vocational Aptitude Diploma (DAP) and
• Technician’s Diploma (DT).
The certificates / diplomas indicate the specific profession or trade under apprenticeship
Learners who take part in apprenticeships leading to a DAP or DT qualification can access higher technical education in the specialty corresponding to their qualification (in university or higher technician programmes at EQF 5 (BTS) after successful completion of compulsory preparatory modules. These modules are offered, in general, as one-year tracks in public training centers. The preparatory modules can be followed during or after the apprenticeship for the DAP or DT qualification.
Apart from these modules, the Luxembourgish IVET system enables pathways between vocational qualifications:
After the CCP, learners who wish to continue their education to obtain a vocational aptitude diploma (DAP) in the same profession or trade, can enrol in the last year of the relevant DAP programme (CCP graduates are not entitled to participate in the preparatory modules directly, only after completing a DAP or DT programme).
DAP holders who seek to obtain a technician’s diploma are admitted to specific DT tracks defined by Grand-ducal regulation (1) or can prepare a master craftsperson certificate.
Generally, they can enrol in the two last years of the programme. Learners who have obtained an ‘excellent’ mark can directly enter the last year of the DT programme.
DT graduates may also enrol in the ‘general’ school-based VET programmes (third year) and in this way get access to higher education without having to complete the preparatory module (2).
1. http://legilux.public.lu/eli/etat/leg/rgd/2019/08/22/a578/jo
2. https://cumulus.cedefop.europa.eu/files/vetelib/2019/Vocational_Educati …
3. Chapter 4, Art.33 septies.
https://legilux.public.lu/eli/etat/leg/code/education_nationale/20260612
The duration of the programme depends on the level of qualification, as well as the
specific track.
• CCP programmes last 2 or 3 years in general depending on the curriculum
• DAP programmes generally last 3 years. Depending on the occupation, the duration can vary between 1 and 4 years (Vocational Training Act 2019, art. 21)
• DT qualifications generally last 4 years. Depending on the occupation, the duration can vary between 1 and 4 years (Vocational Training Act, art. 21)
The duration of an adult apprenticeship is generally the same as for an initial apprenticeship.
Nevertheless, it is possible for an adult apprentice to access advanced training directly (by means of validation of prior working or learning experience).
4Governance
The Ministry of National Education, Children and Youth is the responsible body for the coordination of initial vocational training and the apprenticeship scheme.
By law, the vocational education and training system is based on a partnership between the State, the professional employers’ chambers and the professional employees’ chambers. The Chambers are involved in the following levels:
1. Analysis and definition of skill and training needs
2. Guidance and information on training offer
3. Definition of professions and trades covered by initial vocational education and training
4. Deployment of training offer
5. Organisation of training
6. Development of training framework programs
7. Monitoring of training and of the training system
8. Certification
9. Validation of prior professional experience.
(Vocational Training Act 2008 Art. 3 (not modified in 2019))
The Vocational Education and Training system is based on a partnership between the State, the professional employers’ chambers and the professional employees’ chambers. The partnership takes place at the level of:
• Analysis and definition of skill and training needs
• Guidance and information on training offer
• Definition of professions and trades covered by initial vocational education and training
• Deployment of training offer
• Organisation of training
• Development of training framework programs
• Monitoring of training and of the training system
• Certification
• Validation of prior professional experience.
(Vocational Training Act 2008 Art.3 (not modified in 2019)
The Professional Chambers are also involved, by regulation in the design of training framework programmes as in the design of training curricula .
(Vocational Training Act 2019, Art. 23)
They also contribute to the continuous adaptation of vocational training to new technologies by reporting on the evolution of the professions observed during visits to companies.
1) Chamber of crafts: https://formations.cdm.lu/fr/apprentissage/about
2) Chamber of commerce: https://www.cc.lu/en/missions/our-mission-statement/oeuvrer-en-faveur-d…;
3) Chamber of agriculture: https://www.lwk.lu/fr/la-chambre/missions
4) Chamber of employees: https://www.csl.lu/en/csl/missions-and-activities/
As defined by the Labour Code (L.111-1), the professional chambers are in charge of accreditation of training companies.
Furthermore, the competent professional chambers are responsible of the monitoring of practical training under apprenticeship contract. Under authority of the Minister of Education and the professional chambers, the “apprenticeship counsellors” have the mission to:
• Ensure that practical training modules are applied during the in-company training periods.
• Ensure a close follow-up on the evolution of the apprentice at the training company.
• They have the right to visit the training enterprises, and serve as an intermediary contact person for both parties in the event of questions or problems.
(Vocational training Act 2019, Art. 40(1); Vocational training act 2008, Art.2 (26) not modified)
Professional chambers have established a platform (winwin.lu) for apprenticeship supervisors (patron formateur) / tutors (tuteur), responsible for the apprentice during work-based learning, where they can find all the necessary support during apprenticeship.
The social partners are also involved on the level of final assessment of the practical part of vocational training.
Since 2019, the assessment of the final integrated projects, at the end of the apprenticeship, is incumbent upon the evaluation committees (“équipes d’évaluation”). By appointment of the Minister, they are composed of:
• one representative of the professional employers’ chamber or a representative of the Ministry of education for apprenticeships that are not dependent on a professional chamber,
• one representative of the employees’ chamber
• one teacher
(Grand-Ducal Regulation of 15th of August 2019, Art. 13)
http://legilux.public.lu/eli/etat/leg/rgd/2019/08/15/a571/jo)
• Ministry of education: selecting occupations/programmes, developing curricula/standards, delivering, monitoring, assessing
• Chambers: selecting occupations/programmes, developing curricula/standards, delivering, monitoring, assessing
• Public Employment Services: Organisation of training contracts, matching companies and apprentices
• Schools, public training centres and apprenticing company: delivering, monitoring.
Secondary schools, trainings centres participate in apprenticeship training.
Teachers involved in apprenticeships should have qualification in their field and pedagogy (often also professional experience in the field of work)
External experts from the professional field can also be involved.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
The competent professional chambers are responsible of the monitoring of practical training under apprenticeship contract. Under authority of the Minister of Education and the professional chambers, the “apprenticeship counsellors” have the mission to:
• Ensure that practical training modules are applied during the in-company training periods.
• Ensure a close follow-up on the evolution of the apprentice at the training company.
• They have the right to visit the training enterprises, and serve as an intermediary contact person for both parties in the event of questions or problems.
(Vocational training Act 2019, Art. 40(1); Vocational training act 2008, Art.2 (26) not modified)
The law also defines an evaluation system by which the learning outcomes are evaluated on a regular basis by the trainers of the company or the responsible educators at school (Art. 12).
The Ministry of Education regularly collects and evaluates key data on vocational training.
The National Institute for the Development of Continuing Vocational Training (INFPC) regularly compiles an overview of how various graduates have started their professional lives after completing vocational training.
5Training at the workplace
By law, initial vocational training programmes under apprenticeship (leading to CCP, DAP or DT qualifications) require alternation between work-based learning within a training enterprise.
Art. 29 of the Vocational Training Act of 2008 states that “the initial vocational training which prepares learners for work life, takes place in alternance, whether under apprenticeship contract or internship convention'.
Different alternation options apply according to the qualification and the programme, as defined by Grand-Ducal regulation. Individual tracks can be organised under a day- based alternation scheme, weekly alternation or alternation periods, depending on the occupation.
Alternation options depend on the qualification level as well as on the occupation. Under apprenticeship, two types of alternation types exist:
(a) the concomitant track (filière concomitante ): Depending on the profession, the two parts can be organised as day-release (such as two days per week in school and three days in enterprise) or block-release scheme (for example, nine weeks at school and nine weeks in enterprise); the allocated time may also vary depending on the profession;
(b) the mixed track (filière mixte ) which is suitable for some professions. This
programme offers theoretical and practical training in school in the first year. After
successful completion of the school-based part, training is continued in line with the concomitant track (see a).
The Luxembourgish IVET system offers, in 2026, three vocational programmes, divided into a total of 116 dual apprenticeship tracks:
• 28 different apprenticeship tracks for the vocational capacity certificate (CCP)
• 66 different apprenticeship tracks for the vocational aptitude diplomas (DAP)
• 22 different apprenticeship tracks for technician’s diploma under apprenticeship (DT).
For each (group of) occupation, the minister appoints a curriculum committee (équipe curriculaire), composed of an equal number of representatives of the school system and practical training bodies, who are proposed by the professional chambers.
The curriculum committees are in charge to define the training framework programme, consisting of
• The professional profile, which determines the tasks and activities executed in the framework of a certain profession or trade
• The training profile, which determines, for each domain of learning, the set of competences to be acquired
• The executive programme of each trade and profession, which determines the schedule, the accountable units and the description of the modules
• The apprenticeship assessment booklet (or the internship assessment booklet)
The curriculum committees are responsible to synchronise the school-based and practical training.
In practice, every apprenticeship programme has its own curriculum, defined and regularly updated by the curriculum committee. The apprenticeship curriculum is clearly different from school-based and internship tracks.
(Règlement grand-ducal du 30 juillet 2011 portant institution et organisation des équipes curriculaires, des commissions nationales de formation et des commissions nationales de l'enseignement général pour la formation professionnelle de l'enseignement secondaire technique.)
http://legilux.public.lu/eli/etat/leg/rgd/2011/07/30/n3/jo)
For each apprenticeship, the training profile specifies the skills that must be developed by the end of the training.
The curriculum committees are in charge to define the training framework programme, consisting of
• The professional profile, which determines the tasks and activities executed in the framework of a certain profession or trade
• The training profile, which determines, for each domain of learning, the set of competences to be acquired
• The executive programme of each trade and profession, which determines the schedule, the accountable units and the description of the modules
• The apprenticeship assessment booklet (or the internship assessment booklet)
The curriculum committees are responsible to synchronise the school-based and practical training.
Depending on the occupation, different technical skills as well as transversal skills, green or digital skills, etc. are formulated.
The training company “ensures the education and professional training in the framework of the official training programme” (Labour Code, Art. L.111-3 (5)).
For each (group of) occupation, the minister appoints a curriculum committee (équipe curriculaire), composed of an equal number of representatives of the school system and practical training bodies, who are proposed by the professional chambers.
The curriculum committees are in charge to define the training framework programme, consisting of:
• The professional profile, which determines the tasks and activities executed in the framework of a certain profession or trade
• The training profile, which determines, for each domain of learning, the set of competences to be acquired
• The executive programme of each trade and profession, which determines the schedule, the accountable units and the description of the modules
• The apprenticeship assessment booklet or the internship assessment booklet
The curriculum committees are responsible to synchronise the school-based and
practical training.
In practice, every apprenticeship programme has its own curriculum, defined and
regularly updated by the curriculum committee. The apprenticeship curriculum is clearly different from school-based and internship tracks.
(Règlement grand-ducal du 30 juillet 2011 portant institution et organisation des
équipes curriculaires, des commissions nationales de formation et des commissions nationales de l'enseignement général pour la formation professionnelle de
l'enseignement secondaire technique.)
http://legilux.public.lu/eli/etat/leg/rgd/2011/07/30/n3/jo )
The professional chambers accredit employers to train apprentices. In case the apprenticeship takes place under the system of multiple training places, each training body must hold an accreditation to train apprentices.
The employer has to fulfil the conditions of:
• ‘Respectability’ (“respectabilité”) which refers to lawfulness and reputation, and not have shown any infringements of the law
• Professional competence
The conditions of the ‘professional competence’ to train apprentices are defined, for the different sectors, by agreement of the relevant employers’ chamber (or the Minister in the case of occupations that do not depend on any professional chamber) with the relevant employees’ chamber.
The training body is obliged to appoint one or more tutors. Tutors are responsible for practical training, educational support and mentoring of the apprentices.
Tutors must be authorised by agreement between the professional employers’ chamber (or the minister in case of occupations which do not depend of any professional Chamber) and the employees’ chamber and must fulfil the same criteria of ‘respectability’.
(Labour Code L.111-5 (3))
The Law has increased the responsibility of the tutor with regard to the training and assessment of the apprentices. The number of apprentices for whom a tutor is responsible is also provided for.
Tutors must be authorised by agreement between the professional employers’ chamber (or the minister in case of occupations which do not depend of any professional Chamber) and the employees’ chamber and must fulfil the same criteria of ‘respectability’.
The conditions of the ‘professional competence’ to train apprentices are defined, for the different sectors, by agreement of the relevant employers’ chamber (or the Minister in the case of occupations that do not depend on any professional chamber) with the relevant employees’ chamber.
Source: https://legilux.public.lu/eli/etat/leg/loi/2019/07/12/a497/jo
Each tutor has to undergo a three-day paid training, organised by the competent professional chamber. A trainer holding a Master craftsman’s diploma (brevet de maîtrise) or equivalent is exempted from this mandatory training.
Companies that fail to comply with training guidelines may lose their right to provide training and will no longer be permitted to take on new trainees.
6Contract and compensation
The apprenticeship contract grants a specific status to the apprentice, as defined by the Labour Code.
Apprenticeship contracts between the learner and the company are mandatory. (Labour Code 2019, L. 111-2)
By law, the apprenticeship contract must include the following details:
• The objectives and training modalities in the specific profession or trade,
• The date of signature, the beginning and the duration of training;
• A detailed description of obligations and rights of signatory parties
• The amount of apprenticeship remuneration (‘allowance’ in the national
• context, although taxable after a certain threshold)
• The duration of the trial period (3 months)
• The provisions concerning annual leave
• The working hours and schedule
• The workplace. If applicable, in case of multiple training sites, the principal and
• secondary workplaces on the Luxemburgish territory or abroad.
• If the system of multiple training sites (lieux pluriels de formation) applies, the contact details of each training entity (title, adress and contact details)
• The name and contact details of the apprenticeship tutor
(Labour Code 2019, L.111-3)
The apprenticeship contract is not considered equivalent to an employment contract. It is a special form of contract subject to specific rules under the Labour Code, Art.L.111-1 to L111-9)
Certain general provisions of the Labour Code are applicable to apprenticeship contracts:
• the protection of young workers;
• health and safety at work;
• occupational health;
• the protection of employees who are pregnant, breastfeeding or who have
• recently given birth;
• the protection against dismissal in the event of sick leave;
• Legal leave.
Apprentices are eligible for apprenticeship allowances, which vary depending on the chosen trade or profession, and they receive a minimum of 26 days of legal holiday. The employer has to register the apprentice with all branches of the social security system at the beginning of the contract.
Apprenticeship contracts must be registered at the latest one month after their conclusion with the relevant professional chamber or with the Ministry of Education, Children and Youth, in case the occupation does not depend on any professional chamber.
Apprentices are entitled to receive a remuneration, determined annually by a Grand- ducal regulation. In the national context, the term used for remuneration is ‘allowance’ (“indemnité”), although it can be taxed if it exceeds, to date, 1040 euros per month.
For initial vocational training programmes, remuneration varies according to occupation / trade and the qualification programme:
• For tracks leading to technician diplomas (DT) and vocational aptitude diplomas (DAP) remuneration increases upon successful completion of the intermediate integrated project
• For tracks leading to vocational capacity certificates (CCP), remuneration increases after progression to the following school-year.
In 2024/2025, the amount of the remuneration for apprentices seeking a CCP qualification varies from € 529,10 to € 915,46 for the first year to € 874,10 to € 1344,74 for the third year of apprenticeship.
For apprentices preparing for a vocational aptitude diploma (DAP), the remuneration varies from € 672,40 to € 1344,80 before successfully completing the intermediate integrated project; and from € 1008,60 to € 2218,94 after successful completion.
For apprentices preparing for a DT qualification, the amount varies from € 413,55 to € 1317,89 before successfully completing the intermediate integrated project; and from € 1240,54 to €1546,56 after successful completion.
Learners in adult apprenticeships are entitled to remuneration that correspond to at least the minimum social income for unqualified workers. In this case, conditions of Art. L. 223-1 of the Labour Code apply. In 2020, the minimum social income is set to € 2703,74 per month.
As an incentive by the state, apprentices who successfully complete the school year are retroactively awarded an apprenticeship bonus of €130 per month for apprenticeship leading to a CCP qualification and € 150 per month for apprenticeships leading to DAP or DT qualifications.
Apprentice remuneration is set annually by Grand-ducal regulation, on advice of the professional chambers. It is adapted to variations in the cost-of-living index.
(Vocational Training Act, 2008 (2019), Art.38)
Remuneration may vary per apprentice year, or by occupation within a sector.
7Financing and incentives
The employer pays the remuneration to the apprentice.
Employers can request the reimbursement of the employer's share of social security contributions with regard to the apprenticeship remuneration paid.
Apprenticeship remuneration is paid by the apprentices’ employer.
In the national context, the term used for remuneration is ‘allowance’ (“indemnité”), although it can be taxed if it exceeds, to date, 1040 euros per month.
Remuneration is set annually by Grand-Ducal regulation and depend on the occupation and the progress of the VET learners:
• DT and DAP learners receive higher remuneration upon successful completion of the intermediary integrated project.
• For CCP learners, remuneration increase after progression to the following school-year.
The state contributes by financial incentives for training companies (see below) and so there is no need for further training funds.
All employers are entitled to the following state-funded financial incentives:
• financial aid for the promotion of apprenticeships (aide de promotion de l'apprentissage) which covers a share of the apprenticeship remuneration paid to the apprentice. The share varies from 27% in the case of apprenticeships preparing apprentices for a DAP or DT qualifications, to 40% in the case of the apprenticeships leading to a CCP qualification
• a reimbursement of the employer's share of the social security contributions for the apprenticeship remuneration paid.
• for adult apprenticeships, a reimbursement of the difference between initial apprenticeship allowance and the social minimum wage (complément d’indemnité).
These incentives are commonly used by almost all employers and are promoted to foster in-company training offer.
Since 2013, the award for the best training company has been presented each year during the apprenticeship graduation ceremony to the company that commits itself most to apprenticeships (creation of apprenticeship places, follow-up of apprentices).
The website www.winwin.lu provides information for both interested employers and young people.
The Chamber of Employees (Chambre des salariés) raises awareness on apprenticeships through other means (e.g. campaign "Apprenticeship 2022 / Start at full speed).
The law foresees that before beginning an apprenticeship, apprenticeship seekers must register, and training companies must declare their apprenticeship offers with ADEM’s career guidance department, which is responsible for matching candidates with suitable opportunities. Before placement, the department verifies candidates' academic results and ensures that companies are authorized to train apprentices
Under the authority of the Ministry for Education and the professional chambers, apprenticeship counsellors have the mission to inform companies and apprentices about vocational training issues (legislation, organisation, programmes, class visits). Professional chambers have established the winwin.lu platform that also offers apprenticeship supervisors (patron formateur) / tutors (tuteur), responsible for the apprentice during work-based learning, with all the necessary support during apprenticeship.
Chambers offer training courses for trainers ('train the trainer') in order to improve the quality and recognition of apprenticeship.
Companies that provide training help ensure that there will be well-qualified skilled workers on the labour market in the future. If they have any questions or uncertainties, companies are always supported by both the Ministry of Education and the professional chambers.