Luxemburg

(Übersetzung in Bearbeitung.)

Education and Training System in Luxembourg

Source: Ministry of Education and Vocational Training

University of Luxembourg

The subject of composites is offered on the level on the top of the scheme: higher technical education, craftsmanship and higher University Education.

The Physics and Material Sciences Research Unit of the University of Luxembourg is founded on four pillars: Geophysics (LGP), Material Sciences (LMS), Physics of condensed matter and advanced Materials (LPM), Radiation Physics (LPR) and Photovoltaics (LPV) It host actually one bachelor.

The main goals of the URPM are as follows:

  • performing high level fundamental research work in physics and material sciences;
  • connecting fundamental research to applied physics including technical challenges;
  • building a bridge between academic teaching of students in physics or material sciences, and modern research;
  • developing/elaborating appropriate Master and PhD programs to ensure the research unit operates successfully. These programs are to be designed to be highly attractive to excellent students.

Luxembourg Education Training and CVT Frame

The objectives and the teaching curriculum of primary education in Luxembourg do not really differ from those of other Member States, the teaching methods and procedures used are very specific because of Luxembourg’s particular language situation (three official languages all on an equal footing).

Since the 1990s, many changes have taken place in the world of work and vocational training both in Europe and throughout the world. Globalisation and scientific and technological progress are changing our conception of training. The notions of lifelong leaning and extended formal education reflect this change. Luxembourg is very naturally part of this trend as a result of its geographical and socio-economic situation which, as discussed above, is quite particular in Europe. Continuing vocational training in Luxembourg is currently governed by two basic laws: the Law of 4 September 1990 reforming technical secondary education and continuing vocational training (CVT) and the amended Law of 22 June 1999 to support and develop CVT.

The objective of the first law is to help people possessing a vocational qualification to adapt it to the changes brought about by technological progress and to the needs of the economy and to supplement or extend it, to offer people with jobs or the unemployed an opportunity to prepare for the diplomas and certificates covered by the law on technical secondary education and to obtain a vocational qualification in a fast-track training scheme, and to support and
supplement, at the proposal of the Chambers of Labour and Trade concerned, practical apprenticeship in enterprise. This law also specifies the actors who may organise continuing vocational training. These include, in particular, the Ministry of Education and Vocational Training, the Chambers of Labour and Trade, the communes and private organisations individually authorised for this purpose by the Minister.

The amended Law of 22 June 1999 focuses, in contrast, on enterprises as its purpose is to encourage private enterprises to offer training for their employees. The first law created a training provision for individuals, and the second provided a legal framework for collective access. A draft law ‘creating individual training leave …’ and amending the amended Law of 4 October 1973 on educational leave was also tabled before the Chamber of Deputies in 2004.

At present, individual access is governed by the 1973 law mentioned above. Under certain conditions, persons carrying on an occupation are entitled to this leave, for a maximum of 60 days during their working life, in order to take part in training for adults. However, as the criteria for this leave no longer reflect the needs of the population or current working conditions, there is little take-up of this leave for continuing vocational training purposes. The new law should therefore help to remedy this situation.

Continuing vocational training for jobseekers is, moreover, especially important in a country where unemployment is largely due to the mismatch between labour supply and demand. As new jobs are continuing to be created, training enables jobseekers to improve their chances of gaining or regaining a foothold in the labour market.

Training under the amended Law of 22 June 1999

This law, which is intended to support and develop continuing vocational training (CVT), has regulated the CVT market since 1 January 2000 when it came into force. Its origins can be traced back to a 1995 opinion of the Economic and Social Council and its aim is to encourage private sector enterprises to offer training schemes to adapt the qualifications of workers and heads of enterprise to the new technologies in the broad sense, and to redeploy workers and help them to advance by preparing them for more demanding posts. It is based on the principle of support for the CVT strategies of enterprises and supervision of the operation of CVT.

In concrete terms, it has three elements:

  1. creation of a financial support framework to encourage enterprises to invest in continuing vocational training,
  2. definition of eligibility criteria in order to encourage enterprises to draw up and plan training schemes,
  3. creation of minimum conditions for the management of a training agency.

This law therefore provides the continuing training landscape in Luxembourg with a common concept from the point of view of its organisation and the notion of investment in continuing training.

Training for the unemployed

Training for jobseekers takes place through close cooperation between the Employment Authority (Administration de l’emploi) and the Ministry of Education and Vocational Training. There are two types of training:

  1. schemes to train unemployed people in order to increase their chances of finding a new job in general, and
  2. schemes organised with enterprises or sectors for direct integration into the labour market.

Education and Training Actors

This description of the education and training system shows, implicitly at least, that Luxembourg’s small size gives the organisation and structure of its education and training system a number of particular features. These particular features are reflected by the actors of training who can be divided into four groups: the State, the Chambers of Labour and Trade, sectoral providers and private providers.

State

Vocational Training Service / Service de la formation professionnelle (SFP)
Adult Training Service / Service de la formation des adultes (SFA)
Chambers of Labour and Trade and the social partners
Chamber of Trades / Chambre des métiers
Chamber of Commerce / Chambre de commerce
Chamber of Private-Sector Employees - Luxembourg / Chambre des employés privés Luxembourg (CEP-L)
Sectoral organisations:
Luxembourg Banking Training Institute / Institut de formation bancaire Luxembourg (IFBL)
Construction Sector Training Institute / Institut de formation sectoriel du bâtiment (IFSB)

Some training bodies are administered by bi- or tripartite management boards (Mixed providers):
Luxembourg Office for Improved Productivity / Office luxembourgeois pour l'accroissement de la productivité (OLAP)
Public research centres / Centres de recherche publics (CRP)
National Institute for the Development of Continuing Training / Institut national pour le développement de la formation professionnelle continue (INFPC)
Labour College / École supérieure du travail
Institute of Economic and Social Training / Institut de formation économique et sociale (IFES)

 

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