- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
The economic consequences of the health crisis are affecting young people, who are its main victims. Some of them have not been able to complete their education and acquire a qualification. Others are arriving in a labour market that has been hit hard by the economic and social crisis. Protecting the future of young people is one of the Government’s top priorities and the first part of the recovery plan.
The plan was presented on 23 July 2020 by the Prime Minister, together with the Minister of Labour, Employment and Integration, the Minister of National Education, Youth and Sports, and the Minister of Higher Education, Research and Innovation; it was presented to the Council of Ministers on 28 September 2020.
Objectives
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
- facilitating entry into working life;
- offering career guidance and training to 200 000 young people in the professions and sectors of the future;
- supporting 300 000 young people who are long-term unemployed by building tailored pathways for professional integration.
Description
The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
- compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
- exceptional support to recruit an apprentice (either in IVET or through a professionalisation contract): EUR 5000 for apprentices under the age of 18 or EUR 8 000 to recruit one over the age of 18;
- the direct job + (Emploi franc +) scheme: between 15 October 2020 and 31 January 2021, the existing 'direct job' scheme was strengthened with the deployment of 'direct job' +, offering assistance paid to the employer, which is upgraded when they recruit a young person under the age of 26 (on a permanent or fixed-term contract of at least six months);
- social missions for young people in need of meaning, with the establishment of additional civil service missions (6 to 12 months, paid) to enable young people to gain experience and skills by engaging with associations, local authorities, State services and public institutions;
- creation of jobs for young people under 25 within local sports associations, as part of the action of the National Sports Agency (ANS).
Under...
The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
- compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
- exceptional support to recruit an apprentice (either in IVET or through a professionalisation contract): EUR 5000 for apprentices under the age of 18 or EUR 8 000 to recruit one over the age of 18;
- the direct job + (Emploi franc +) scheme: between 15 October 2020 and 31 January 2021, the existing 'direct job' scheme was strengthened with the deployment of 'direct job' +, offering assistance paid to the employer, which is upgraded when they recruit a young person under the age of 26 (on a permanent or fixed-term contract of at least six months);
- social missions for young people in need of meaning, with the establishment of additional civil service missions (6 to 12 months, paid) to enable young people to gain experience and skills by engaging with associations, local authorities, State services and public institutions;
- creation of jobs for young people under 25 within local sports associations, as part of the action of the National Sports Agency (ANS).
Under priority 2 - orientation and training 200 000 young people into professions/sectors of the future:
- 100 000 new qualifying or pre-qualifying training courses for professions of the future - through the Skills investment plan (PIC) - are offered to young people without qualifications or who failed in higher education;
- more training opportunities in the care sector in order to double the training capacity for nursing assistants, nurses and carers over the next five years;
- digital training for young people without qualifications;
- personalised pathways for school dropouts between the ages of 16 and 18;
- additional training places to continue training in higher education, acquire a vocational qualification (CAP EQF level 3 and BTS EQF level 5 qualifications) at the start of the 2020 academic year;
- doubling of the number of students benefiting from the Cordées de la Réussite and Parcours d’Excellence educational programmes.
Under priority 3 - tailored pathways for professional integration of 300 000 long-term unemployed young people:
- strengthening of sustainable inclusion schemes in employment: the Employment skills path (Parcours emploi compétences, PEC) and the Employment initiative contract (Contrat Initiative Emploi, CIE);
- significant increase in support schemes for employment: Youth guarantee; contractualised support pathway for employment and autonomy (Parcours contractualisé d’accompagnement vers l’emploi et l’autonomie, PACEA); doubling of the intensive youth support (Accompagnement intensif jeunes, AIJ) set up within Pôle Emploi.
- strengthening support for young people towards qualification for employment in sports or activity management professions by financing the SESAME pathway.
The implementation of the plan will be monitored monthly with the regional prefects and be subject to regular reviews with the social partners as part of the social agenda.
A State-Regional committee on employment and training (emploi-formation) was set up in October to support coordination of actions launched at State- and regional levels. The measures foreseen in the plan are being rolled out.
The review of the first year was presented by the Ministry of Labour, Employment and Integration in July 2021.
More than 2 million young people have benefited from a solution included in the plan since its launch.
Relating to priority 1:
- 1.8 million young people under the age of 26 were hired on permanent or fixed-term contracts of more than three months;
- 525 600 young people signed an apprenticeship contract in 2020, i.e. 42% more than in 2019.
Relating to priority 3:
- 800 000 young people who are long-term unemployed joined a tailored professional integration pathway;
- 350 000 young people under the age of 30 received training, 90 000 of whom received vocational training in strategic sectors (ecological transition, digital, health or industry);
- 121 000 young people joined the Youth Guarantee as part of a PACEA.
A new online service, '1 young person, 1 mentor', was launched in May 2021 on the '1 young person, 1 solution' website. The scheme aims to increase the number of young people who could benefit from the support of a mentor (student, practising or retired professional) during their education pathway, in their career choices or in the professional integration phase. 100 000 young person-mentor pairs met in 2021; the target for 2022 is for 200 000 young people to benefit from the support of a mentor.
Finally, in 2021, more than 2.6 million individuals benefited from the main schemes of the ‘1 young person, 1 solution’ plan (compared with 1.5 million in 2019), of which 727 000 were engaged in apprenticeships and 306 000 were beneficiaries of the youth recruitment assistance scheme.
From 2022 this policy development is part of the national implementation plan (NIP): measure ‘Contributing to equal opportunities in all areas’, actions ‘National education measures for equal opportunities: Equality between girls and boys, mentoring, CAP courses in one, two or three years, compulsory training for 16-18 year olds’ and ‘Measures to support entry into training’.
In 2021, more than 2.6 million individuals benefited from the main schemes of the ‘1 young person, 1 solution’ plan (compared with 1.5 million in 2019), of which 727 000 were engaged in apprenticeships and 306 000 were beneficiaries of the youth recruitment assistance scheme.
Relating to priority 1:
The special aid for hiring apprentices has been extended throughout 2022. In 2023, these supports continue at a flat rate of EUR 6 000. As of the end of October 2022, 767 200 apprenticeship contracts had been signed since the beginning of the year, an increase of 14.1% compared to the same period in 2021.
Mentoring continues to be developed, with the launch of a third call for projects for the ‘1 young person, 1 mentor’ scheme.
Employment assistance, support and training schemes have continued to develop and have helped a large number of people. The effects of the ‘1 young person, 1 solution’ plan remain difficult to measure despite the fact that the labour market for young people is positive, notably because of the historically high employment rates. The least qualified young people, a priority target of the plan because they are apparently the most vulnerable to the effects of the 2020 crisis, have been more numerous in the schemes since 2019, but the growth in their rate of access to support and training schemes has been lower than for young people overall.
Bodies responsible
- Ministry of National Education, Youth and Sports (from 2020 till 2022)
- Ministry of Labour, Employment and Professional Integration (until 2022)
- Ministry of Labour, Full Employment and Inclusion
- Ministry of National Education and Youth
- Delegate Minister for VET under the education and labour ministers
Target groups
Learners
- Learners in upper secondary, including apprentices
- 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
- Learners with disabilities
- Adult learners
- Unemployed and jobseekers
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
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 to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
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.
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).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
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 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.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET underpinned by a culture of quality assurance
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
- Sustainability - a green link in VET