- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In order to prepare learners for optimal future employment prospects and to meet the labour market's needs, VET programmes are constantly being adapted and expanded and more initial VET programmes are offered through apprenticeship. Apprentices have excellent employment prospects and the rate of those who find stable and quality employment directly after graduation is very high, as employers use apprentices in an effort to retain talent and ensure knowledge continuation from workers about to retire.
Objectives
Developing VET programmes and extending apprenticeship programmes to respond to labour market changes through offering new programme pathways in collaboration with professional chambers: the Chamber of Employees, the Chamber of Commerce, the Chamber of Skilled Trades and Crafts, and the Chamber of Agriculture.
Description
Since 2015-16, the following technician programmes have been offered in the form of apprenticeships:
- Technician in administration and business (three initial years at school and during the last year three days per week in a company);
- Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
- Technician in logistic services: the first year at school and during the last three years, three days per week are spent in a company;
- the two years of the Technician in aircraft mechanic (category B) are also organised in the form of an apprenticeship: during the first year, four days per week at school and during the last year, 2.5 days per week.
The new master craftsmanship diploma Artisan in food, started in November 2017. It addresses a range of trades (baker, pastry cook, caterer, butcher/pork butcher) and offers transversal (e.g. food safety, management) and specialised courses so that learners may obtain a complete qualification in food supply. The training is modular and flexible and uses blended learning. It follows a competence-based approach and is practice-oriented.
In the school year 2017/18, the Ministry of Education, Children and Youth, jointly with the Chamber of Commerce, and the Chamber of Employees, launched a new Sales and management technician diploma under an apprenticeship contract. This...
Since 2015-16, the following technician programmes have been offered in the form of apprenticeships:
- Technician in administration and business (three initial years at school and during the last year three days per week in a company);
- Technician in market gardener (the first year at school, two days per week in a company during the second and third years, and three days per week in a company during the last year);
- Technician in logistic services: the first year at school and during the last three years, three days per week are spent in a company;
- the two years of the Technician in aircraft mechanic (category B) are also organised in the form of an apprenticeship: during the first year, four days per week at school and during the last year, 2.5 days per week.
The new master craftsmanship diploma Artisan in food, started in November 2017. It addresses a range of trades (baker, pastry cook, caterer, butcher/pork butcher) and offers transversal (e.g. food safety, management) and specialised courses so that learners may obtain a complete qualification in food supply. The training is modular and flexible and uses blended learning. It follows a competence-based approach and is practice-oriented.
In the school year 2017/18, the Ministry of Education, Children and Youth, jointly with the Chamber of Commerce, and the Chamber of Employees, launched a new Sales and management technician diploma under an apprenticeship contract. This work-based training lasts two years. The candidate works 24 hours per week in a company and follows 16 hours per week of theoretical training in school. Candidates for the programme must hold a vocational aptitude diploma as Sales counsellor or similar.
In June 2018, the Ministry of Education, Children and Youth and the professional chambers (the Chamber of Employees, the Chamber of Commerce, the Chamber of Skilled Trades and Crafts, and the Chamber of Agriculture) announced their intention to adapt VET programmes to the labour market changes, particularly taking into account the needs induced by the digitalisation of trades and occupations. To that end, five secondary schools started offering, from the school year 2018/19, a new technician programme in smart technologies. The curriculum of the Technician Diploma in Electronics was entirely revised.
In the school year 2018/19, the Ministry of Education, Children and Youth and the Ministry of Higher Education introduced four new higher technician diploma (Brevet de technicien supérieur, BTS) programmes: internet of things (IoT); game art and game design (AG), focused on design, storytelling, visual and textual creation of a game, with a small programming component; game programming and game design (GP); and cloud computing.
The two-year cloud computing programme is part of the national digitalisation initiative; it offers a mix of courses and self-learning sessions that end with a 12-week internship. The initiative aims to promote technologies and innovative learning of science, especially computer science; create a pool of qualified people to attract more international firms to Luxembourg. These new courses are attended by a limited number of learners, so that learners get most personalised training possible. A range of partners are involved in the initiative, Isart Digital; the International College of Video Game and Animation 3D-FX, based in Montreal and Paris with a partnership in Tokyo; Luxembourg Creative Industries Cluster managed by Luxinnovation; and the Luxembourg ICT Cluster including the Lycée des Arts et Métiers, LAM.
In the school year 2018/19, the Ministry of Education, Children and Youth and the Ministry of Higher Education introduced a new higher technician diploma in Hospitality Management.
In line with the country's multilingual reality, emphasis is put on extending the VET offer in French, German and English.
In the school year 2019/20, new Higher technician diploma for medical-administrative assistant and Technician programme in smart technologies were introduced. After the first two years of the programme in Smart Technologies, learners choose a two-year programme in either full-time school-based electrotechnology, renewable energies or e-controls, or robotics and automation or smart energy acquired through apprenticeship.
A new adult training programme leading to a Technician diploma in management and business, was introduced by the Ministry of Education, Children and Youth with the involvement of professional chambers. The training is delivered partly in evening courses (four or five days per week in a secondary school) and partly in e-learning mode. In addition, an in-company apprenticeship component takes place in the last two-years of the programme.
In the school year 2020/21, a vocational aptitude diploma (DAP) programme, specialised agent in smart materials, was introduced. To enter this three-year dual training programme, learners need to have an apprenticeship contract with a company.
In the school year 2021/22, a new vocational capacity certificate (CCP) was introduced in agriculture; it is a three-year apprenticeship programme.
Several technician (DT) programmes have been introduced or altered as well:
- Technician in commerce and administration: the first two years can be followed by an optional two-year programme in e-commerce, full-time school-based and delivered in French;
- Technician (DT) programme in mechatronics for agricultural and civil engineering. The new dual technician programme can be followed by graduates with a vocational aptitude diploma (DAP) in mechatronics for agricultural and civil engineering or with a Vocational Aptitude Diploma in the same field;
- Technician in smart buildings and energies: a full-time school-based programme, including an internship;
- Vocational aptitude diploma (DAP) and technician (DT) programme in mechatronics are also proposed in French.
Each new programme is also promoted in a leaflet.
In 2021, new technician programmes are offered in the form of apprenticeship:
- Robotics and automation section of the technician in smart technologies, division electrotechnics: the first two years take place at school and during the last two years, learners spend two days per week in a company.
- Smart energy section of the technician in smart technologies division electrotechnics; the first two years take place at school and during the last two years, learners alternate between periods in school and in the company.
In the school year 2021/22, the Ministry of Education, Children and Youth and the Ministry of Higher Education introduced three new two-year higher technician diplomas (Brevet de technicien supérieur, BTS), full-time school-based, and including internships: Legal assistant, Cybersecurity, and Digital content; and one new dual Higher technician diploma in commerce.
In the school year 2022/23, two new vocational aptitude diplomas (DAP) were introduced:
- DAP Éducation, a three-year full-time programme with five internships of six weeks each. This diploma allows the candidate to work in child and youth care facilities, such as nurseries and after-school childcare centres. The training is offered in German and, from the school year 2023/24 in French, with the requirement for candidates to master Luxembourgish by the end of the programme. The programme was developed jointly with many representatives of the sector and the employees' chamber to tackle an urgent sectoral demand for well-trained professionals with reinforced pedagogical competences.
- DAP Electro-Technologies, a full-time programme with two internships of six weeks or an alternating programme (three days in school and two days in a company), oriented towards companies in the energy sector, the communications sector, the automation sector and companies active in industrial electrical installations or the services sector. Graduates will have access to a master degree and will be able to continue their training through a gateway to a technician degree in the same sector (Technician in smart technologies or mechatronics). Optional preparation modules are provided for this purpose.
In school year 2022/23, a technician diploma (DT) programme in Tourism and communication was offered. It is a 4-year programme with 28 weeks at school and 10 weeks in internship per year, including a mandatory internship in an English-speaking country.
A new technician programme in Horticultural landscaping in the form of apprenticeship was offered, it includes three days in school and two days in a company. The programme can be followed by graduates with a DAP in Landscape nurseryman or another DAP, preferably in the 'green' sector.
Each new programme is promoted in a leaflet.
In school year 2022/23, the Ministry of Education, Children and Youth and the Ministry of Higher Education introduced two new two-year school-based higher technician diploma programmes (Brevet de technicien supérieur, BTS), including internships, in Building information modelling and finance and financial products.
In Autumn 2022, the new Master craftsmanship (Brevet de maîtrise) in Beauty was launched following on from the major reform of the Master craftsmanship that began a few years ago.
In school year 2023/24, the Vocational capacity certificate (Certificat de capacité professionnelle -CCP) Daily support assistant (Assistant d'accompagnement au quotidien) was introduced. It is a two-year training programme that prepares learners to assist a variety of audiences (children and young people, seniors, people with special needs) replacing the short-term course 'social assistant in families'. It can also be taken as adult or on-the-job training. It is a two-year apprenticeship programme.
In the school year 2023/24, a new vocational aptitude diplomas (DAP) Inclusion Agent (Agent d'inclusion) was introduced. The first year takes place at school and during the last two years, learners spend three days per week in a company. They learn how to support children, young people, adults or the elderly with special needs, so that they can participate in everyday life.
In school year 2023/24, a new technician diploma (DT) programme in electromobility was offered. It is a 2-year programme; learners spend 3 days at school and 2 days in a company. The programme can be followed by graduates with a DT in automotive mechatronics or with a DAP in automotive and motorcycle mechatronics. Learners acquire theoretical and practical knowledge of electronics and automotive mechanics, with a focus on the specifics of electric mobility.
In school year 2023/24, the Ministry of Higher Education introduced two new two-year school-based higher technician diploma programmes (Brevet de technicien supérieur, BTS), including internships, in Human resources management and Technical advisor and project manager in the green sector.
In 2023, the new Master craftsmanship in Wood and Metal Craftsman was launched.
A Grand Ducal regulation adopted in October 2023 defines the trades and professions organised in the form of on-the-job training: the vocational aptitude diplomas (DAP) Nursing Assistant (EQF 3) and the vocational capacity certificate CCP Assistant in daily support (EQF2).
In school year 2024/25, a new vocational aptitude diplomas (DAP) Tattoo artist (Tatoueur) was introduced. It is a three-year programme; during the first year and the first semester of the second year learners spend two days at school and during the second semester of the second year and the third year, they spend one day at school. The course focuses on practice but provides a solid grounding in theory (hygiene conditions and regulations) while developing creativity.
The extension of vocational training courses in specific languages is continuing in collaboration with the professional chambers and the federations concerned.
In school year 2024/25, the Ministry of Higher Education introduced two new two-year school-based higher technician diploma programmes (Brevet de technicien supérieur, BTS), including internships, in Automated Industrial Production 'Industry 4.0', Applied Artificial Intelligence.
Bodies responsible
- Ministry of Education, Children and Youth
- Chamber of Employees
- Ministry of Higher Education and Research
- Chamber of Commerce
- Chamber of Skilled Trades and Crafts
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
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.
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 refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Adapting VET offer to labour market needs: Luxembourg. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28346