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Description
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving personal goals.
In addition, the 2014-20 ESF-supported programmes, such as the Non-formal education and training for young and the On-the-job training, address the employability of young, unemployed people, through non-formal and on-the-job training programmes to raise competences that are in demand in the labour market (key competences, work-specific competences).
The Ministry of Labour runs an ESF-supported project Co-financing of innovative projects for employment of young people in the period 2018-20. The project aims to activate the unemployed young through connecting key stakeholders on regional and national levels. To support young people not in education, training or employment (NEETs) efficiently, counsellors from different public services should align their efforts to provide the right support on specific issues NEET might have. Therefore, the Institute of the Republic of Slovenia for VET (CPI) joined the Erasmus+ project Youth in...
The Youth guarantee implementation plan for 2016-20 (following the 2014-15 round) was adopted in May 2016. One of its activities, the Project learning for young adults (PUM-O) targets those aged between 15 and 26 who left education and training early or dropped out to help them complete their education and/or find a job. The activity consists of project work that combines work-related content with fun experience and encouragement for active job search, continuing education and achieving personal goals.
In addition, the 2014-20 ESF-supported programmes, such as the Non-formal education and training for young and the On-the-job training, address the employability of young, unemployed people, through non-formal and on-the-job training programmes to raise competences that are in demand in the labour market (key competences, work-specific competences).
The Ministry of Labour runs an ESF-supported project Co-financing of innovative projects for employment of young people in the period 2018-20. The project aims to activate the unemployed young through connecting key stakeholders on regional and national levels. To support young people not in education, training or employment (NEETs) efficiently, counsellors from different public services should align their efforts to provide the right support on specific issues NEET might have. Therefore, the Institute of the Republic of Slovenia for VET (CPI) joined the Erasmus+ project Youth in transition, within which also vocational maturity (readiness to work) will be addressed with an online tool for counselling NEETs.
PUM-O: in 2019, one more institution joined the programme; the number of organisers is now 13. In the scope of Good stories, a discussion was conducted with mentors and participants in Slovenj Gradec. The story has been published by the Employment Service of Slovenia. From January to December 2019, 410 unemployed young people entered the programme, a few less than in 2018 (551).
Non-formal education and training for young: in 2019, 1 249 contracts were concluded for entering various programmes, which was more than 2018 (1 035). Among the most popular were the Slovene language for foreigners, Security guard and German language (in 2018, Driving licence for category C was in the third place).
On-the-job training for young people: the condition that a young person has to be registered as unemployed for three months before they can enter the programmes has changed. Now those registered as unemployed and under 30 years of age are also eligible. The training lasts three months, or two for less demanding jobs. The eligible cost of training has also increased from EUR 493 to 732 and from EUR 370 to 526 for two months. In 2019, 1 350 unemployed young people enrolled in the programme, which is 368 more than in 2018.
Youth in Transition (YIT):
- international analysis on the needs of the counsellors working with NEETs with the focus on the youth perspective and perspective of the professionals around the NEETs executed in, Denmark, Iceland and Slovenia;
- online tool on assessing vocational maturity of the young is being developed. The indicators and parameters of the tool have been prepared jointly by all partners, while the national versions of the tool have been modified to fit the needs of national professionals. The testing and promotion of the tool (in all three countries) started at the end of 2019 and will be finished towards the end of 2020;
- in YIT, the profile of a 'scout' has been developed (an artificial term for a new professional profile that encompasses a double role of a contact person and personal counsellor, mentor or guide). In Slovenia, the profile has been translated and adapted to local circumstances;
- a joint (English version) training programme for professionals working with NEETs has been prepared which will present the basis for local training programmes for professionals working with NEETs. The training will finish in Spring in 2020.
Joint financing of innovative projects: in 2019, 166 young people were included in the programme; 148 of those who completed it found employment with the Employ the young grant.
PUM-O: from January to December 2020, 441 young adults entered the programme, which is a few more than in 2019 (410). The Slovenian Institute for Adult Education (ACS), tasked with development, monitoring, evaluation, counselling and coordination support of the PUM-O, published a detailed description of the programme in February 2020. The document describes the target group, the basic principles of the programmes, aims, methodology.
In 2020, the number of participants decreased due to the Covid-19 pandemic, as training programmes were not implemented in the first half of the year.
In the ,Non-formal education and training for young people, programme, 899 unemployed young people enrolled in 2020, which is 451 fewer than in 2019. The decline was primarily due to the suspension of training programmes in the first half of the year as a result of the pandemic.
Non-formal education and training for young: in 2020, 899 unemployed young people enrolled in the programme, which is 451 fewer than in 2019.
On-the-job training for young people: in 2020, 790 unemployed young people enrolled in the program, which is 560 fewer than in 2019.
Youth in transition (YIT): the testing and promotion of the online tool for discussion and self-evaluation, Vocational maturity of the young, continued in 2020. The Slovenian version of the tool was adjusted according to the findings and feedback of professionals and NEETs. The tool was also transferred to the Slovenian platform and made freely available to the interested public.
A local training programme, based on the joint English version, for professionals working with NEETs was prepared. The training exercises were supposed to be implemented in Spring 2020 but had to be postponed due to the COVID-16 pandemic. The training was carried out in Autumn 2020: training on vocational maturity tool for counsellors working in upper-secondary and basic education (two sessions) and training on cross-sectional cooperation and preparation of individual pathways for NEETs for mentors of Project learning for young adults programme (PUM-O) (four sessions).
A taxonomy on youth progress towards vocational maturity with related indicators was prepared and tested by mentors of Project learning for young adults programme (PUM-O).
A joint model for cross-sectoral cooperation of counsellors and professionals in supporting NEETS towards vocational maturity was prepared.
PUM-O: in 2021, 308 individuals participated in the programme. 12 organisations provide services.
Non-formal education and training for the young: in 2021, 1 206 individuals participated in the programme.
On-the-job training for young people: in 2021, 1 290 individuals participated in the programme.
Youth in transition (YIT): the YIT project ended in March 2021 with the publication of five policy briefs:
- The first brief suggests setting up local cross-organisational teams with the aim of developing the so-called chain of responsibility among key experts in order to support the NEETs through their individual pathways efficiently and collectively.
- The second brief invites creation of a national application for mapping and tracking NEETs on their individual pathways. This would ease early identification and prevention, needs assessment, identifying and commissioning support, monitoring progress towards re-entering education, employment or training and quality assuring policy measures.
- The third brief for further development calls for establishing the so-called scout role, as a dedicated counsellor of individual NEET who helps him/her navigate through the support system of different sectors and organisations. Existing professionals could upgrade their competences according to in project designed competence profile.
- The fourth brief is about developing and introducing the so-called career orientation portfolio (as a set of activities and as a document) for all students, starting at age 12. A career orientation portfolio could combine the existing Learning Achievement Portfolio and many lifelong career orientation materials and tools. In this way, a more structured approach to lifelong career orientation could be implemented as a prevention strategy already in basic education.
- The fifth brief proposes to take into the consideration an optional 1-year preparatory programme for the young who struggle during transition into the upper secondary (especially VET and apprenticeship). The aim of the preparatory year would help young people consolidate and upgrade basic knowledge and key competences and choose a future vocation through career orientation activities.
PUM-O: in 2022, 701 individuals participated in the programme.
Non-formal education and training for the young: in 2022, 791 individuals participated in the programme.
On-the-job training for young people: in 2022, 539 individuals participated in the programme.
At the end of 2022, the EU-funded programmes for young people (2014-2020), including ,Non-formal education and training for young people, and ,On-the-job training for young people, concluded.
The PUM-O+ programme was launched in 2023, with 500 participants, of whom 377 enrolled in PUM-O+, an updated version of PUM-O. The programme was redesigned based on findings from the implementation and monitoring of PUM-O, which identified emerging needs among young people and opportunities for improvement.
Previously, PUM-O targeted young unemployed adults without a basic profession, while PUM-O+ also includes students at risk of dropping out. Additionally, young people who temporarily enrol in other Active Employment Policy (AEP) programmes based on their career plan prepared by PUM-O+ mentors can continue receiving periodic counselling and support.
The updated programme places greater emphasis on identifying invisible NEETs, providing individualised support and mentoring, training for mentors, developing effective promotional methods, and networking with employers and key stakeholders. It also addresses complex challenges such as long-term unemployment, low educational attainment, chronic illness, difficult family circumstances (poverty, alcoholism, violence), immigrant background, low socio-economic status, special needs, and inclusion of vulnerable ethnic groups such as Roma.
Following the conclusion of the EU-funded programmes for young people (2014-20), including 'Non-formal education and training for young people' and 'On-the-job training for young people', young people could instead enrol in nationally funded alternatives. The 'Local programmes for non-formal education and training' had 559 participants, while the 'Training locally' programme included 123 young people aged 29 and under.
In the first half of 2024, 155 new individuals enrolled in PUM-O+.
New EU-funded programmes for the 2021-2027 financial period were introduced in 2024, offering additional opportunities for young unemployed people aged 29 and under. The ,Non-formal education and training+ programme, had 126 participants between January and June 2024, while ,On-the-job training+, included 101 participants in the same period.
Young people could also enrol in nationally funded programmes. From January to June 2024, the ,Local programmes for non-formal education and training, included 456 unemployed young people, while the ,Training locally, programme had 10 participants.
Bodies responsible
- Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
- Employment Service of Slovenia (ZRSZ)
- Slovenian Institute for Adult Education (ACS)
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners at risk of early leaving or/and early leavers
- Unemployed and jobseekers
- Low-skilled/qualified persons
Education professionals
- Teachers
- School leaders
- Guidance practitioners
Entities providing VET
- VET providers (all kinds)
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.
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.
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.
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).
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.
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.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
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.
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
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Training for the young (NEETs): Slovenia. 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/28800