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Vocational training

Member States must ensure access to the language courses, civic education courses or vocational training courses to help applicants act autonomously, interact with the authorities or find employment. This applies regardless of whether an applicant has access to the labour market. If applicants have sufficient means, Member States may require them to cover or contribute to the cost of these courses (Article 18 RCD (2024)).

Where an applicant is present in a Member State other than the one in which they are required to be present, they are not entitled to material reception conditions, access to the labour market, language courses and vocational training from the moment they have been notified of a transfer decision to the Member State responsible (Article 21 RCD (2024)). 

The EUAA Operational Standards and Indicators on Reception including Vulnerability-related Aspects, 2026, set out that early integration activities, including language courses, civic education and vocational training, are available and accessible to all applicants (Standard 129, p. 169). 

A good practice involves providing vocational training activities based on the assessment and validation of the applicant's skills, competences and qualifications (Standard 109, Indicator 4, p. 146), and providing administrative support to facilitate their access to vocational training (Standard 109, Indicator 5, p. 146). 

Information provision messages

Inform applicants about the following.

  • What vocational training means and the benefits of attending such courses (e.g. to interact independently with the authorities or the local community). 
  • The range of vocational training courses available inside and outside reception facilities. 
  • The eligibility criteria and requirements for attending vocational training courses, including age, language proficiency, education level and qualifications.
  • The fact that vocational training is accessible to male and female applicants.
  • The possibility to obtain a certificate upon completion, which may increase employability (when relevant). 
  • The right to access the vocational training courses regardless of whether the applicant has access to the labour market. 
  • The fact that authorities may request applicants with sufficient means to cover the cost of the courses. The various training programmes available, including course duration (short, medium, long-term), types of courses (industry-specific), language options, course content and training locations (inside or outside reception facilities, online).
  • Available support services for enrolment in vocational training, such as language support, financial assistance and childcare services. 
  • Contact details of local non-governmental and other organisations that provide vocational training, the focal points and the enrolment procedure.
  • Existing support services for the recognition and equivalence of education and qualification diplomas, if required for enrolment in vocational training.
  • Available childcare during vocational training courses for parents.
  • Available care services during vocational training for those responsible for dependents, including children or adults with disabilities.
    If they have been notified of a transfer decision after absconding to another Member Sate, access to the language and vocational courses is withdrawn (when relevant). Applicants can only receive these services in the Member State responsible for their application.
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  • Partner with vocational training providers to deliver information to applicants about available opportunities. Assist them in developing clear, easy-to-understand information materials for applicants. 

  • Use group information sessions and multilingual online platforms (offered in the languages available for the training courses) to deliver information to applicants on available opportunities. 

  • Use the following channels to provide information and updates on vocational training to applicants:

    • printed materials: brochures, flyers and posters with relevant information on vocational training, including available programmes and enrolment support services

    • digital platforms: websites, dedicated webpages and social media to disseminate

    • email and SMS to send newsletters and alerts 

    • animations, videos or testimonials to present basic information, highlighting the benefits of acquiring new skills during the pre-integration process. 

  • Develop separate information sessions tailored to applicants with special needs and those in vulnerable situations, ensuring they are aware of available vocational training opportunities accessible to them.

  • Consider delivering sessions separately to men and women when providing information on job opportunities. This applies especially when the vacancies target a specific gender, to ensure that everyone feels comfortable asking questions, understands the options and receives guidance suited to their needs and skills.