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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 Slovak Republic.

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 paper aims to give an overview of European Skills/Competences, qualifications and Occupations (ESCO), it's three pillar approach and the level of its development. ESCO is a multi-lingual classification system based on the classification of occupations and skills/competences currently used on EURES, the European Job Mobility Portal. ESCO's three pillars consist of: (1) occupations; (2) skills and competences; and (3) qualifications. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic has led to deep shocks and scars to the economy and societies throughout the world. To mitigate and address these shocks and scars, as well as the wider impacts of the pandemic, many countries put in place recovery plans that may now be threatened by Russia's war of aggression against Ukraine, the associated rises in energy prices and cost of living, and its consequences on the global economy. At the same time, countries are also mobilising to reduce greenhouse gas emissions and widespread environmental degradation, working to adjust to the diffusion of new digital technologies (including generative artificial intelligence systems), and putting in place strategies to reduce the economic and societal effects related to increased poverty and shares of marginalised population.

Overall, countries look increasingly vulnerable, with risks of profound economic and societal upheavals. In this context, skills development and lifelong learning play a fundamental role, now more than ever before. Skills are essential to ensure that individuals and societies are able to navigate and integrate into a rapidly changing world of work. Learning from the past three years is critical to strengthen the resilience of lifelong learning systems to future and ongoing shocks.

This brief focuses on the resilience of skill systems, which is key to promote resilient labour markets and societies. It reviews what policy responses can promote labour market integration and skills development, with a view to build resilient systems. It draws lessons from recent episodes of economic downturn, for example the COVID-19 pandemic - an economic crisis for which both shock and recovery are currently observable - as well as the cost-of-living crisis, that many countries have recently experienced as a consequence of rising prices, in particular for energy.

The brief first summarises evidence on the effect of COVID-19 and the cost-of-living crisis on labour markets and skills over 2020-2023, flagging their most important lessons. It then proceeds to describe a set of policies that have recently been implemented around the world to foster skill resilient systems in the face of external shocks - such as the pandemic crisis or the energy crisis, by classifying them in policies to enhance absorption, adaptation, and anticipation.

Edited excerpts from publication. Show less

In this paper, the author argues that the obsolescence of human capital, or the deterioration of the skills workers have acquired in the past, is central to the key challenge for western economies to achieve a knowledge-based society through lifelong learning. The first section outlines a typology of the various possible causes of human capital obsolescence, in which five different kinds of human capital obsolescence are identified: the wear of skills due to ageing, or illness that may be related to working conditions; the atrophy of skills due to insufficient use; job-specific obsolescence due to technological and organisational change; sector-specific obsolescence due to shifts in employment; and firm-specific skills obsolescence due to displacement. This is followed by a discussion of the different ways in which the obsolescence of human capital can be measured: (1) objective method: testing; (2) subjective method: asking workers or their employers; (3) workers' wages; and (4) the probability of losing their jobs. The next section reviews the evidence on skills obsolescence that exists in the literature. An example of some empirical indicators of the potential risks of human capital obsolescence for workers in the various sectors of industry in the Netherlands is presented. The discussion then moves to what kinds of learning or training activities could be remedies for the different kinds of human capital obsolescence and some empirical evidence on training participation in the various sectors of industry in the Netherlands is presented. Training participation in the various sectors of industry in relation to the specific potential risks of human capital obsolescence in each sector is discussed, with particular reference to older workers. The author concludes with some policy issues.

Selected papers from the conference are indexed from TD/TNC 87.81 to TD/TNC 87.84. Show less

A skilled workforce is an essential asset in developing a competitive, sustainable and innovative economy in line with Europe 2020 goals. In times of budgetary constraints and unprecedented global competitive pressures, European Union (EU) employment and skills policies that help shape the transition to a green, smart and innovative economy must be a matter of priority. The EU has agreed on an employment rate target for women and men of 75 per cent for the 20-64 years age group by 2020, an ambitious commitment to the sustainability of Europe’s social model, welfare systems, economic growth and public finances. This Agenda is a flagship initiative in the Europe 2020 strategy. It suggests that the EU can meet all the challenges and raise employment rates substantially, particularly for women and young and older workers, but only with resolute action focusing on four key priorities: (1) better functioning labour markets; (2) a more skilled workforce; (3) better job quality and working conditions; and (4) stronger policies to promote job creation and demand for labour. The Commission will revise the Agenda’s priorities in 2014. Show less

Common objectives for education and training in the countries of the European Union (EU) were endorsed by government leaders in Barcelona in 2002 as a result of conclusions reached in Lisbon in 2000. A new process of cooperation in education and training was initiated and underpinned by the Education & Training 2010 strategy, a long-term project governed by the European Commission (EC) which aims to contribute to the Lisbon Strategy in the area of education and training. The goal of the project is to see Europe recognised by 2010 as the world leader in terms of the quality of its education and training systems. The Education Council intends to use indicators and benchmarks to monitor and measure the progress being made in relation to the 13 identified objectives of education and training systems (outlined in a previous report, indexed at TD/TNC 80.530). This working paper is the second annual report examining the performance and progress of education and training systems in the EU using these indicators. Performance and progress is detailed under the following nine areas: improving the quality of teachers and trainers; developing skills for the knowledge society; increasing recruitment to scientific and technical studies; making best use of resources; open learning environment, social inclusion, and active citizenship; making learning more attractive; improving foreign language learning; mobility and cooperation; and ensuring access to information and communications technology (ICT) for everyone. This regular monitoring will identify strengths and weaknesses and inform the implementation of the Education & Training 2010 strategy.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. Show less

This paper describes the obstacles to transnational mobility within the European Union for students in vocational training, including training through research, and those working professionally in training. The paper also proposes several lines of action to remedy the various obstacles with the aim of stimulating debate within the Member States and promoting the development of further strategies of reform. This document is intended for all governments, social partners, educational institutions and enterprises involved in the areas of education, training and research at national, institutional and individual levels. Show less

The study reported here aimed to get better insight into private household spending on education and training in Europe. In the process, the study has collected available statistical information, analysed such data, reviewed some policy documents with relevance to the issue and synthesised the current situation. This report presents the findings and makes proposals for possible future development in this respect. The willingness of a household to invest in education is affected by a number of factors. The study identified these factors: personal and cultural perceptions: institutional, referring to the education system and national legislations; economic factors; and socio-demographic conditions. These factors do vary considerably between Member States and even vary down to the level of individual households. The report reviews the current state of data collection on household expenditure on education, looking at the methodologies used and the resulting effect on the adequacy and quality of such data. It examines the adequacy of the methodologies currently in use with a view to establishing the data sets which are essential but currently not possible to collect in a coherent or harmonised fashion, looks at the role that methodologies (or the lack of these) play in this problem and makes proposals on how to address the problems of comparability, which limit the usefulness of the collected data on household spending on education. The report concludes that analysis of data collected on private household spending on education has clearly demonstrated that while some data is available, the problems of inadequacy and comparability between countries means that at present it is not possible to formulate a total picture of how much households devote to education. Show less

Almost 70 million people in Europe have trouble reading, writing, making simple calculations or using a computer. The new Upskilling Pathways initiative will provide a fresh start to people in need of basic skills development through tailored learning offers and skills assessments to help them acquire a minimum level of literacy, numeracy and digital skills and/or a broader set of skills. Learn more about the Upskilling Pathways in the leaflet and find out how you can get involved.

Abstract from publisher's website. Show less

Eurydice, the Information Network on Education in Europe promotes the production and exchange of reliable and comparable information on national policies and education systems in the field of education in Europe. Eurydice National Units prepare and annually update information on their national education system, contributing to increasing mutual understanding and cooperation between the 15 Member States of the European Union (EU). Financially supported by the European Commission, Eurybase has been designed by the Eurydice European Unit and provides a vast network of information and resources about the education systems of each member country. Each country has a separate page providing information about government policy concerning education, the structure and organisation of the education system from primary through to tertiary level, information and links to education institutions and the role of the EU. This website also provides a bibliography, glossary and contact details for institutions. Each country page provides the user with a choice of the language/s of their country or an English translation. Show less