Lifelong learning and counselling strategy for 2021-30

Policy development
Strategy/Action plan
Slovakia
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Timeline
  • 2021Approved/Agreed
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
42193

Background

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

Strategy documents had been developed for the period until 2020. There was a need to elaborate new strategy papers, one of which is the Lifelong learning and counselling strategy for 2021-30 (LLCS 2030).

Objectives

Goals and objectives of the policy development.

LLCS 2030 focuses on the most urgent topics that were not or were only partly covered by the National recovery and resilience plan. It also paves the way for the replacement of the obsolete Lifelong Learning Act (568/2009) with new legislation.

Description

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

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

  1. second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general education;
  2. increasing the attractiveness and quality of VET - Centres of excellence;
  3. a national skills improvement initiative and pilot intervention programmes;
  4. the Slovak Qualifications Framework and National Qualifications System;
  5. a system for the recognition of non-formal and informal learning;
  6. increasing the flexibility of the qualifications system by 'smaller' qualifications and micro-qualifications (micro-certificates);
  7. short-cycle tertiary programmes at the Slovak Qualification Framework level 5;
  8. creating a comprehensive system for graduate tracking;
  9. support for the sustainability of the sector council management system with a focus on the transfer of innovation processes and labour market requirements to lifelong learning;
  10. support for adult civic education;
  11. harmonisation of the lifelong guidance system;
  12. development of professional counselling services within employment services;
  13. individual learning accounts as a tool for individualised...

LLCS 2030 focuses on four thematic areas: the qualification system; basic skills and civic education; lifelong learning, counselling, and motivation of citizens for lifelong learning; and building a system of skills management and identification of lifelong learning needs. It proposes 51 measures divided into 13 thematic units corresponding to topics in need of urgent intervention:

  1. second chance education and 'F-type programmes' (ISCED 253) for low achievers in lower secondary general education;
  2. increasing the attractiveness and quality of VET - Centres of excellence;
  3. a national skills improvement initiative and pilot intervention programmes;
  4. the Slovak Qualifications Framework and National Qualifications System;
  5. a system for the recognition of non-formal and informal learning;
  6. increasing the flexibility of the qualifications system by 'smaller' qualifications and micro-qualifications (micro-certificates);
  7. short-cycle tertiary programmes at the Slovak Qualification Framework level 5;
  8. creating a comprehensive system for graduate tracking;
  9. support for the sustainability of the sector council management system with a focus on the transfer of innovation processes and labour market requirements to lifelong learning;
  10. support for adult civic education;
  11. harmonisation of the lifelong guidance system;
  12. development of professional counselling services within employment services;
  13. individual learning accounts as a tool for individualised support in persons' further education (retraining) and a pilot scheme for strengthening the motivation of adult participation in education.

The labour ministry and the Alliance of Sectoral Councils are responsible actors, while the education ministry is a supporting partner for measures related to two thematic units, i) and l). All other 11 thematic areas contain measures where the education ministry is a responsible actor, and in only one case (measure aimed at improving digital skills under unit c)) the responsibility lies with the Ministry of Investment, Regional Development and Informatisation, while the education ministry is among supporting partners.

2021
Approved/Agreed

LLCS 2030 was approved by the government on 24 November 2021. It contains a non-binding annex with estimates of the costs required for the implementation of the measures. A subsequent action plan for 2022-24 prioritising measures for the next three years, and specifying State budget-related requirements in addition to ESIF and the National recovery and resilience plan funding, was under development.

2022
Implementation

The Lifelong learning and counselling strategy action plan 2022-24 was approved by the government on 20 April 2022. It contains a roadmap of activities related to 45 out of 51 measures identified by the strategy that are relevant for the next three years. Each measure includes output indicators, the institutions involved in the implementation and estimated costs to draw from national and EU sources.

The amendment of the Act on employment services (5/2004) of 6 December 2022 redefined the Alliance of Sectoral Councils (ASC). The ASC and respective sectoral councils were assigned new important responsibilities in the field of initial VET and lifelong learning and are also expected to contribute to fulfilling some of the activities of the 2022-24 action plan. The new architecture of VET governance is also addressed by the National implementation plan (NIP).

Some of the 2022 activities were linked to the adoption of a new act on lifelong learning, which was still pending as the draft law had only been submitted for internal debate within the education ministry and invited experts.

2023
Implementation

Implementing LLCS 2030 is strongly interrelated with implementing NIP and launching respective Programme Slovakia 2021-27 national projects. The year 2023 was substantial for preparing projects addressing four out of 13 thematic units listed earlier (b, h, i, m). Additionally, a project funded by the Swiss-Slovak Cooperation Programme covers Thematic unit g.

The education ministry focused on interlinking the LLCS 2030 with funding opportunities. Therefore, activities related to legislative changes involving a high share of stakeholders, originally planned for completion by 2023 as per the action plan, were postponed. These delays impacted for example the establishment of the Government Council for Lifelong Learning to replace the National VET Council, the establishment of the National Forum for Adult Education as a standing working group under the Government Council for Lifelong Learning, setting up the National Forum for Lifelong Guidance as another working group under the Government Council for Lifelong Learning, and the establishment of regional lifelong guidance centres in eight self-governing regions.

Certain activities that relied solely on the education ministry's intervention have been successfully completed. The national database of qualifications from the further education platform (Information System of Further Education, ISDV) has been interlinked with the Europass portal. However, the full integration of the national qualifications register remains pending and will depend on cooperation with the Sector Councils Alliance that will take over responsibility for creating the National Qualifications System. Redefining the role and status of the National Qualifications Register and Slovak National Qualifications Framework (SKKR) has also been postponed due to the need to clarify the role of the Sector Councils Alliance with the labour ministry.

The implementation of the first thematic unit (a) is already underway, supported by legislative changes and piloting in schools. Former lower secondary VET programmes (ISCED 253), known as F-type VET programmes have been transformed into new combined F-type programmes. These reforms introduced alternative pathways for achieving lower secondary (general) education, including external testing, and face-to-face exams. These programmes have been interlinked with programmes offering an ISCED 353 certificate of apprenticeship, removing a former dead-end pathway in the VET system.

2024
Implementation

On 30 October 2024, the parliament approved the Act on adult education (292/2024), instead of the originally envisaged act on lifelong learning. Nevertheless, this legislation addresses the system of lifelong education (§ 3) and introduces many lifelong learning-related terms (§ 2). This act reflects the thematic units (d, e, f) of the LLCS 2030.

The progress in activities within the 2022-24 action plan Theme 1.6 Increasing the flexibility of the qualification system with microcredentials remains limited. The terminology introduced by the act is largely bound to national discourse and differs from the European definitions. Strict regulations on the introduction of individual learning accounts and microcredentials, along with the introduction of quality assurance requirements in adult education raise questions about their compatibility with the efforts to strengthen the motivation of adult participation in education. Adult education providers must obtain certification before submitting programmes for accreditation, and internal quality assurance procedures are mandatory for certification. While these measures aim to prevent unqualified providers from accessing public funding, they risk overregulation, potentially stifling small providers and new entrants. If this proves to be the case, it would contradict the LLCS 2030 goal of increasing system flexibility and the declared aim of expanding adult education opportunities.

The preparatory phase for launching projects under thematic units (b, h, i, m) has been completed and implementation of related projects is in progress.

The National Coordinator of the European Agenda for Adult Learning launched a campaign to inform stakeholders and education providers about the intention to support networking among providers delivering basic skills education. This campaign was aimed at creating a Pact for Basic Skills in Slovakia. In December 2024, the State Institute of Vocational Education sent the application to enter the Pact for Basic Skills to the European Commission outlining respective activities.

A financial scheme with a total allocation of EUR 6 million funded by Programme Slovakia 2021-27 was introduced as part of a national skills improvement initiative (Thematic unit c). This scheme is also expected to support adult civic education (unit j). The call for project proposals titled Development of basic skills of adults - the path towards inclusion and employability, launched in October, addresses 16 to 65-year-olds.

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 Labour, Social Affairs and Family
  • Ministry of Investments, Regional Development and Informatisation
  • Alliance of Sectoral Councils
  • Sector Councils Alliance
  • 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 in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Learners at risk of early leaving or/and early leavers
  • Adult learners
  • Low-skilled/qualified persons
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Education professionals

  • Teachers
  • Trainers
  • Adult educators
  • Guidance practitioners

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

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.

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.

Coordinating VET and other policies

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.

Establishing and developing skills intelligence systems

High-quality and timely skills intelligence is a powerful policy tool, helping improve economic competitiveness and fostering social progress and equality through the provision of targeted skills training to all citizens (Cedefop, 2020). Skills intelligence is the outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. Skills intelligence draws on data from multiple sources, such as graduate tracking systems, skills anticipation mechanisms, including at sectoral and regional levels. Actions related to establishing and developing such systems fall under this thematic 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.

Expanding VET programmes to EQF levels 5-8

This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.

Supporting Centres of vocational excellence (CoVEs)

This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.

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.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Developing and applying qualifications smaller/shorter than full

This thematic sub-category refers to the development and implementation of qualifications  that are smaller than full qualifications (alternative credentials) or are acquired in a shorter learning experience. It includes microcredentials, partial qualifications, units of learning outcomes (ECVET principle), digital badges, etc. These are owned by learners and can be combined or not to get a full qualification.

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.

Lifelong guidance

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.

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.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges
  • Flexibility and progression opportunities at the core of VET
  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
  • VET as an attractive choice based on modern and digitalised provision of training and skills
  • VET promoting equality of opportunities

Subsystem

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

Country

Slovakia

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Lifelong learning and counselling strategy for 2021-30: 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/42193