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In 2009, the Council endorsed the renewed framework for European cooperation in the youth field (2010-2018), known in short as the [European Union] EU Youth Strategy. Its objectives are to: (1) create more and equal opportunities for all young people in education and in the labour market; and (2) promote the active citizenship, social inclusion and solidarity of all young people. This Staff working document supports the Commission Communication which presents the draft joint report on the EU Youth Report to the Council. Summarising the results of the first cycle (2010-2012), it presents the actions taken at EU-level and in Member States, as well as initiatives taken by young people themselves. Separate chapters report on achievements in all eight 'fields of action' of the strategy, the general organisation and approach to youth policy, and the structured dialogue between young people and policy-makers. The references made to Member States' activities are based on national youth reports submitted by them. Young people are represented in the report by the European Youth Forum, which is an umbrella organisation of approximately 40 National Youth Councils and more than 60 international non-governmental youth organisations in Europe.

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This report sets out steps to be taken without delay to get young people back into work, education or training. These steps cover: the implementation of the Youth Guarantee; investment in young people through the European Social Fund; the front-loading of the Youth Employment Initiative; support for intra-[European Union] EU labour mobility with EURES; steps to ease the transition from education to work by boosting the supply of high quality apprenticeships and traineeships and addressing skills shortages; an acceleration of reforms to deliver a genuine EU labour market in the longer run; and measures to support job creation in the immediate term, especially by [small and medium-sized] SMEs, and to incentivise the hiring of young people.

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The quality of human capital is crucial for Europe's success. The Europe 2020 Strategy puts a strong emphasis on education and training to promote 'smart, sustainable and inclusive growth'. This Communication responds to the call of the Europe 2020 Strategy to reinforce the attractiveness of vocational education and training (VET) and maps out its potential with respect to the Flagship Initiatives 'An Agenda for new skills and jobs' and 'Youth on the Move', including its Youth employment framework. VET must play a dual role: as a tool to help meet Europe's immediate and future skills needs; and, in parallel, to reduce the social impact of and facilitate recovery from the crisis. These twin challenges call for urgent reforms.

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Article 150 of the EC Treaty states that “the Community shall implement a vocational training policy which shall support and supplement the action of the Member States while fully respecting the responsibility of the Member States for the content and organisation of vocational training”.

The underlying objective of this survey on vocational training is to determine whether current vocational training systems meet the needs and wishes of citizens and to identify the type of reforms and innovations necessary in order to meet the Lisbon goals by 2010.

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This publication contains a number of documents from European social partners on the Commission’s ‘Memorandum on lifelong learning’ (indexed at TD/IRD 88.400). In ‘Opinion on the Commission Memorandum on Lifelong Learning’, the European Centre of Enterprises with Public Participation and of Enterprises of General Economic Interest (CEEP) provides comments and suggests proposals on the six key messages in the Memorandum and says that the main challenge, in view of an ageing population and the aim to develop a knowledge-based economy and society, is to involve all players in developing lifelong learning i.e. the authorities, undertakings, social partners, training bodies and citizens. In ‘Resolution adopted by the ETUC Executive Committee - 13-14 June 2001, Brussels - on the Commission Memorandum on Lifelong Learning’, the European Trade Union Confederation highlights the challenge for Europe in achieving lifelong learning for all and the need to establish appropriate structural conditions such as: the rights of individuals to have access to lifelong learning; increased investment in human resources; recognising that learning and training require time; recognising the results of learning; creating conditions favourable to learning in the workplace; the need for strong partnerships between all actors concerned; and innovation in teaching and training methods and the role of teachers and trainers. In ‘UEAPME position paper on the Commission Memorandum on Lifelong Learning’ from the European Association of Craft, Small and Medium-sized Enterprises, the focus is on the need for new and developed skills to meet the future needs of small and medium sized enterprises (SMEs) and the need for the SME sector to be more involved in the development of initial education and training. In ‘UNICE position paper on the Commission Memorandum on Lifelong Learning’, the Union of Industrial and Employers’ Confederation of Europe says that the envisaged strategy of the Memorandum should be based on the following principles: develop a learning culture that reduces barriers to lifelong learning and promotes new basic skills; develop national systems to take up the challenges from lifelong learning; give a comprehensive view of resources used for lifelong learning systems in education and training, and in learning at the work place; and underline the necessity for the individual to take up responsibility for lifelong learning. It also provides detailed comments on the six key messages.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

This report is intended to provide the basis for debate about the development of a learning society and about ongoing reforms to the vocational training systems among member states of the European Union. Its further intention is to stimulate action to enhance access to training programmes in European economies. The report comprises an analysis of existing programmes and initiatives, an examination of further steps that need to be taken and a set of conclusions, guidelines and objectives. Show less

This Communique, which follows the Copenhagen Declaration (2002) and Maastricht Communique (2004) sets the priorities and strategies for the European cooperation in vocational education and training [VET] for the next two years. The Communique is based on the Council Conclusions adopted on 14 November 2006 and the background document prepared by the Finnish Presidency. Its aim is to communicate European policy strategies in the area to all stakeholders, including VET providers/institutions, teachers, trainers and learners.

The Communique has four parts: (1) Europe needs investments in VET - this part addresses the challenges for the European VET policies; (2) Making it happen - The Copenhagen process delivering reforms - this part describes the role of the Copenhagen process in responding to the European challenges and outlines the main strategies for continuations of the process; (3) Reviewed priorities - this part describes the four priorities for the next period; and (4) Implementation and reporting - guidelines for the implementation.

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Following the publication of ‘A memorandum of lifelong learning’ (indexed at TD/IRD 88.400) in October 2000, the European Commission invited Member States to launch a consultation process to collect together all views on how best to make progress in implementing lifelong learning. Feedback from the Europe-wide consultation was then used to develop the analysis and proposals in the Communication on ‘Making a European area of lifelong learning a reality’ (indexed at TD/IRD 88.264). National reports were submitted by each Member State as well as by candidate countries and Iceland and Norway. This document is the national report from Germany. The contents are: Background for the consultations about the Memorandum; Content of the Memorandum; National lifelong learning activities in Germany; Potential fields of action for the European Commission.

Documents from ‘Making a European area of lifelong learning a reality’ are indexed from TD/TNC 77.521 to TD/TNC 77.539. Show less

The European Qualifications Framework for Lifelong Learning (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting the mobility of workers and learners between countries and facilitating their lifelong learning. The EQF will relate national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. The EQF was adopted by the European Parliament and Council on 23 April 2008. The EQF encourages countries to relate their qualifications systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 carry a reference to the appropriate EQF level. The core of the EQF are eight reference levels describing what a learner knows, understands and is able to do, i.e. learning outcomes. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). It will therefore enable much easier comparison between national qualifications and should also mean that people do not have to repeat learning if they move to another country. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational education. The system shifts the focus from the traditional approach which emphasises 'learning inputs' such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.

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The Eurotecnet program was set up to develop and improve vocational training policies and systems to meet the challenge of economic and social changes in employment and industry. The changes were so fast and far-reaching that each Member State was asked to identify one issue of strategic and critical importance to the vocational training system which would benefit from close examination at both a national and European level. The assumption being that most of the identified problems would be common to other Member States. As a result, there was a series of conferences in 1992 and 1993, each dealing with a theme of critical importance. This document begins with a description of the conferences held in Oberhof, Rome, Durham, Lisbon, Luxembourg, Ostend, Copenhagen, Dublin, Paris, s'Hertogenbosch, Athens and Madrid. The following sections give a synthesis of the ensuing debate and the major conclusions and recommendations.

Full texts of the conference proceedings are available in the archives of the European Commission: DG XII - Education, Training and Youth. Show less