Promoting key competences of adults

Policy development
Practical measure/Initiative
Slovakia
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Timeline
  • 2016Design
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28579

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Insufficiently developed key competences among some adults signal the need to target lifelong learning on key competences. ESF support aimed at increasing the quality and effectiveness of lifelong learning, focusing on the development of key competences and related up-skilling, is considered necessary.

Objectives

Goals and objectives of the policy development.

Examples of eligible activities within Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) call include:

  1. creating and carrying out programmes aiming to develop competences complying with labour market requirements including ICT and financial literacy;
  2. supporting second chance programmes, enabling adults to complete lower secondary education;
  3. supporting inclusive education activities for people with special educational needs;
  4. supporting young people experiencing difficulties with their employment;
  5. identifying and validating adults' learning acquired through working experience.

Description

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

Don't BE disQUALIFIED (NedisKVALIFIKUJ SA!) is the motto of a 2016 call for projects launched by the education ministry, focusing on key competence development and enhancing/upgrading skills. Project topics include continuing VET. Applications exceeded by two times the available ESF co-funded budget of EUR 15 million. 144 projects have been in progress since 2018, but have been delayed due to administrative complications. In 2017, EUR 7 million were allocated to ESF projects focusing on the development of key competences through lifelong learning. Eligible are secondary schools including VET schools, but also businesses and non-governmental organisations (NGOs). In January 2021, 59 new projects were approved, while 44 were rejected.

Assessment of key competences of adults is prioritised by the National programme for the development of education (NPDE).

Piloting the Slovak online version of PIAAC was completed in July 2018.

2016
Design
2017
Implementation
2018
Implementation
2019
Implementation

Within the call Don't BE disQUALIFIED! 135 projects are in progress in April 2020 out of 174 approved and 300 submitted applications.

2020
Implementation

On 31 December 2020, within the call Don't BE disQUALIFIED!, 134 projects were in progress; EU sources have contributed with approximately EUR 20 million. Of these projects, 39 aimed to develop key competences of people over 50 years of age, regardless of their labour status; EU funds invested in these projects totalled approximately EUR 6 million.

2021
Implementation

As of 18 February 2022, within the call Don't BE disQUALIFIED!, 166 projects are in progress and 35 projects have been finished. Completion of all activities is envisaged by October 2022.

The Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021, contains measures to support key competences related to cohesion policy priorities for 2021-27. The strategy also suggests the introduction of individual learning accounts within which improving key competences can also be funded. The strategy focuses on the improvement of the basic skills of adults. In addition to traditional basic skills - reading, mathematics and science - digital and media skills are added. Respective measures target groups at risk, such as NEETs, migrants, elderly people, disadvantaged, and migrants. Operational programme Slovakia 2021-27 and the initiatives funded by EU funds put a stronger emphasis on entrepreneurship and digital skills. A massive intervention to improve the digital skills of seniors and disadvantaged people (172 800 retrained by 2026) has been approved within the National recovery and resilience plan.

2022
Implementation

Within the call Don't BE disQUALIFIED!, 56 projects were completed and 95 projects are in progress at the end of 2022.

2023
Implementation

All 151 projects were either in progress or completed. In essence, the training focused on increasing the employability of individuals and was only partly related to genuine key competences. For example, a secondary VET school ran a project training 60 adults in occupations such as 'Bartender', 'Sommelier', and 'Baker-Confectioner', where key competences were only addressed as a complement. In contrast, another project focused on 36 out of 100 employees of an air rescue service, aiming to improve their communication skills, stress management, conflict resolution, language proficiency, and IT skills.

2024
Implementation

Under the call Don't BE disQUALIFIED!, all 151 projects have been completed.

Lessons learnt from this scheme are as follows: it was hard to distinguish between the development of universal and portable skills or even key competences and job-specific competences. The education ministry found that many projects could have been supported via active labour market policies. As a result, the education ministry decided not to continue with a similar scheme, opting instead to launch two complementary projects:

  1. Monitoring and evaluation of performance of key competences of adults (national ESF+ project), with a budget of EUR 4.25 million, was launched in August 2024. Its goal is to enhance the quality and efficiency of lifelong learning by analysing data collected from the 1st and 2nd cycles of PIAAC international adult skills measurement to help authorities better target financial schemes in support of adult learning;
  2. Development of basic skills of adults - the path towards inclusion and employability, with a total allocation of EUR 6 million, was launched in October 2024, targeting 16 to 65-year-olds with a skills deficit hampering their employability. The focus is on developing basic skills, such as reading, math and digital skills. Additional skills, e.g. financial, media and health literacy, green skills, and communication skills, can also be developed, but only as part of the development of the aforementioned skills, which are recognised as key competences. Addressing low-skilled, not only educational programmes but also counselling and other forms of individual or group learning activities with clearly identified learning outcomes are eligible.

The national project, Digital future, represents an initial phase addressing the needs of employers and employees concerning digital and green transformation. To support further development of digital and green skills a tool for measuring the respective levels of these skills is under preparation. This tool is aligned with the DigComp 2.2 and GreenComp classifications (areas) and uses a vertical classification similar to the Common European Framework of Reference for Languages classification. The framework's skill levels range from A1 (lowest) to C1 (expert level).

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, Research, Development and Youth
  • Ministry of Education, Science, Research and Sport (until 2024)

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

  • Learners with disabilities
  • Adult learners
  • Older workers and employees (55 - 64 years old)
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Education professionals

  • Adult educators

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.

Acquiring key competences

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).

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Learners' possibilities of accumulation, validation and recognition of learning outcomes acquired non-formally and informally

This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms. 

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.

Providing for individuals' re- and upskilling needs

This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.

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.

Subsystem

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

Country

Slovakia

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). Promoting key competences of adults: Slovakia. 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/28579