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This document explains how the [European Union] EU and its partners are improving vocational education and training (VET) to make them relevant to current and future labour markets. Work-based learning, access to VET, ongoing training for teachers and recognition of skills and qualifications are expected to help drive jobs and growth. The New Skills Agenda for Europe and the Riga Conclusions lay the foundations for this process. Progress in achieving the goals set out will be monitored by CEDEFOP and the [European Training Foundation] ETF.

The key deliverables outlined in the document are: (1) promote work-based learning in all its forms, with a special focus on apprenticeships, by involving social partners, companies, chambers and VET providers, and by stimulating innovation and entrepreneurship; (2) further develop quality assurance mechanisms in VET in line with the [European Quality Assurance in Vocational Education and Training] EQAVET Recommendation and, as part of quality assurance systems, establish continuous information and feedback loops in [initial] I-VET and [continuing] C-VET systems based on learning outcomes; (3) improve access to VET and qualifications for everyone through more flexible and open systems, notably by offering efficient and comprehensive guidance services and validating nonformal and informal learning; (4) provide an added boost to key competences in VET curricula and offer more effective opportunities to acquire or develop these skills through I-VET and C-VET; and (5) introduce systematic approaches to, and opportunities for, initial and continual professional development of VET teachers, trainers and mentors in both education and work-based settings.

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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 the UK. It highlights the UK’s approach to lifelong learning against the six key messages of the Memorandum.

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

Access to high quality adult learning contributes to employability, economic competitiveness, and social inclusion within Europe and its member states. However, statistics show that only a small proportion of adults participate in learning, with large variations between countries. The European Union (EU) average rate of participation in adult learning has been slowly decreasing since 2005. The European Agenda for Adult Learning, adopted in November 2011, is set to launch a joint program that makes adult learning a stronger link in the lifelong learning chain. The first challenge is to increase participation in adult learning and to make learners, providers, stakeholders and policy makers aware of the benefits of a high quality, easily accessible and equitable adult learning system. This guide is designed to help protagonists meet this challenge. It presents strategies to raise awareness of adult learning and explores how to make adult learning more popular and more accessible for target groups.

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Following the publication of ‘A memorandum of lifelong learning’ 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. Cedefop was asked to undertake a review of the Memorandum consultation reports received from the Member States and the European Economic Area (EEA) countries. The outcome of that review is presented in this document which then fed into the Communication on ‘Making a European area of lifelong learning a reality’. This document is presented in three main sections: the first section provides an overview of the main trends in the reports; section two contains thematic analyses for each of the Memorandum’s six key messages; and the final section is an epilogue on some issues that might have been addressed more fully, either in the Memorandum or in the reports prepared in response, in the interests of contributing to further discussion.

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 second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. This paper was presented under the theme of expanding accessibility and as part of the workshop on identifying and removing barriers to access. It discusses an educational program for Aboriginal youth delivered by the Riverina Institute at the Griffith Campus, TAFE NSW. KOOL (Koori Outreach Options for Learning) was initially implemented as a pilot program in 2000 following a survey of community agencies that identified a strong need for relevant and purposeful educational programs for Aboriginal youth in the Riverina region of New South Wales (NSW). The program is explained in terms of its location, course details, aims, course structure and delivery strategies as well as the innovative aspects of the program and how each KOOL program is evaluated. The paper concludes with a list of the major outcomes of the KOOL programs.

The volume of conference papers is indexed at TD/TNC 71.726; selected papers are indexed from TD/TNC 71.727 to TD/TNC 71.766. Show less

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 Sweden. The contents are: The Commission’s Memorandum and Consultation; General views; Management; Lifelong learning for all; Contexts for learning; Key message 1 - new basic skills for all; Key message 2 - more investment in human resources; Key message 3 - innovation in teaching and learning; Key message 4 - valuing learning; Key message 5 - rethinking study guidance and counselling; Key message 6 - bringing learning closer to home.

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

On November 21 2001, the European Commission adopted a Communication on 'Making a European area of lifelong learning a reality' in response to the mandate from the Feira European Council 'to identify coherent strategies and practical measures with a view to fostering lifelong learning for all'. This document contributes to the establishment of a European area of lifelong learning aimed at: (1) empowering citizens to move freely between learning settings, jobs, regions and countries, making the most of their knowledge and competences; and (2) meeting the goals and ambitions of the European Union and the candidate countries to be more prosperous, inclusive, tolerant and democratic. It is based on individual submissions received by the Commission, the Member States, the European Economic Area (EEA) and candidate countries, and by European institutions and bodies representing civil society and the social partners as well as meetings and conferences organised as part of a consultation process.

The contents are: Executive summary; Introduction; The context; The European-wide consultation; A European area of lifelong learning; What do we mean by lifelong learning?; Structure of the document; Coherent and comprehensive lifelong learning strategies; Priorities for action; Valuing learning; Information, guidance and counselling; Investing time and money in learning; Bringing together learners and learning opportunities; Basic skills; Innovative pedagogy; Driving forward the agenda; A lifelong learning framework; Building on achievements at European level; Indicators; Maintaining the momentum; Next steps.

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

As Europe goes through its green and digital transformations, high-quality vocational education and training (VET) is key to ensuring people have the right skills for the jobs of today and tomorrow. The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience, adopted in November 2020, sets out the EU's comprehensive vision and strategic objectives for the future of VET. This publication outlines this vision and the importance of VET reforms at national level, including key principles and actions to support these reforms. It also looks at the EU initiatives leading the way and the assistance available to Member States in this area.

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The Joint Employment Report series provides an annual overview of key employment and social developments in Europe as well as Member States' reform actions, in line with the Guidelines for the Employment Policies of the Member States. Key findings in this report include: (1) Europe is making progress regarding the social scoreboard accompanying the European Pillar of Social Rights; (2) Strong job creation continues, with employment reaching a record level in the EU; (3) Unemployment has returned to its pre-crisis level, but remains high in a number of Member States; (4) Employment gains continue to be more prominent in terms of employed persons than of hours worked; (5) Overall, household incomes continue to rise in almost all Member States; (6) On the back of robust economic and labour market recovery, the share of people at-risk-of poverty or social exclusion decreased markedly in 2017; (7) Real wage growth slowed down in 2017, but has picked up in 2018; (8) Wage setting frameworks (including minimum wages) are starting to react to the improvement in labour market conditions; (9) In a context of sustained job creation, some groups still face difficulties in reaping the benefits of the recovery; (10) Participation of women in the labour market continues to grow at a fast pace; (11) The employment rate of older workers increased substantially over the last decade; (12) The labour market situation of young people continues to improve, but youth unemployment remains high in a number of Member States; (13) Ensuring access to quality and inclusive education and training enables younger generations to become engaged and active citizens, helping them integrate into the labour market and society; (14) Technological changes and related transformations in labour markets crucially require upskilling and reskilling of the working age population; (15) Member States are adapting their skills development systems and are developing strategies to improve labour market relevance of training, with a view to facilitating learners' transitions into and within the labour market; (16) The incidence of non-standard forms of work is roughly stable at EU level, but high labour market segmentation remains an issue for a number of Member States; (17) Unemployment benefits of adequate amount, reasonable duration, accessible to all workers and accompanied by effective activation measures are key to support jobseekers during transitions; and (18) Effective active labour market policies and Public Employment Services are crucial to ensure well-functioning and inclusive labour markets.

The report is structured as follows: an introductory chapter (Chapter 1) reports on main labour market and social trends in the European Union, to set the scene; Chapter 2 presents the main results from the analysis of the social scoreboard associated to the European Pillar of Social Rights; Chapter 3 provides a detailed cross-country description of key indicators (including from the social scoreboard) and policies implemented by Member States to address the Guidelines for Employment Policies.

Edited excerpts from publication. Show less