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In March 2018, following a consultation of cross-industry European social partners and an opinion of the tripartite Advisory Committee on Vocational Training (ACVT), EU Member States agreed on a Council Recommendation on a European Framework for Quality and Effective Apprenticeships (EFQEA). The framework aims to ensure that apprenticeships respond to the needs of both apprentices and employers throughout the European Union. The European Commission committed to report on the implementation of the framework within three years from the date of its adoption. This report presents the state of play of implementation of the Council Recommendation as of September 2020. The analysis is based on input provided in the 2nd half of 2020 and in early 2021 by all EU Member States, as well as European and national social partners and members of the European Alliance for Apprenticeships (EAfA). The analysis focuses in particular on how Member States have been putting in practice the 14 criteria for quality and effective apprenticeships set out in the EFQEA. It also describes further aspects related to the implementation at national level (involvement of social partners, gender equality, national reform programmes, use of EU funds). It presents how the European Commission supported Member States in the implementation and summarises remaining challenges. The Annex describes the key features of apprenticeships in each Member State.

Three years into the implementation of the recommendation, this report shows that the 7 criteria on learning and working conditions are in place in the majority of Member States, while further progress is needed in implementing the 7 criteria on framework conditions. The report confirms that the Framework continues to be relevant and up to date, and that it remains a key instrument to enhance the quality and effectiveness of apprenticeships across the EU. The report also indicates that the Framework supports Member States in an incremental, continuous improvement of their apprenticeship schemes, including on those criteria that were already partially in place in 2018.

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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 presents the findings of the joint Australia-Europe working group on a comparative analysis of the Australian Qualifications Framework (AQF) and the European Qualifications Framework (EQF). This activity occurred in the context of the longstanding education and training policy dialogue between the European Union (EU) and Australia, where an enhanced relationship between the AQF and the EQF has been an important theme. The Group carried out its activities in 2014 and 2015, further to an agreement from early 2014 to compare the characteristics of the EQF as a regional framework for European countries and the AQF as a national framework.

The purpose of this joint activity is to analyse and document the technical and conceptual characteristics of the respective frameworks in their operational contexts, and systematically identify key elements of their comparability, similarities and differences, in a mutually beneficial way. The comparison of the AQF and EQF will create a 'zone of mutual trust', leading to a better functional understanding and appreciation of AQF qualifications and respective learning outcomes in Europe, and a better understanding of the EQF in Australia, and the respective European national qualifications frameworks (NQFs) that are referenced to it. By broadening and deepening the functional knowledge and understanding of respective frameworks, transparency in the frameworks can be further elevated which, in turn, can enhance opportunities for future cooperation between Australia and Europe.

The intended audience for this report is policy makers in Australia, Europe and beyond who wish to gain further understanding of the commonalities and differences between the AQF and EQF. Equally, it is intended that the report be used as a resource to inform policy decision-making for future education and training cooperation and engagement, particularly in key policy areas of strategic importance to Australia and Europe, some of which have been identified during the process of collaboration in this joint activity.

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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 report responds to the challenges associated with the provision of language skills for the European labour market. It calls for a sharpened focus on employment-related aspects of language learning. The aim is to provide input for the current discussions at national and European levels on modernising education systems and quality assurance built on learning outcomes. The main challenge is for language teaching to become learner-focused, and better geared to professional contexts and the needs of the jobs market. This, in turn, will improve learner motivation and the successful taking up and use of available opportunities. This will benefit not only learners but those seeking to employ people who are well-trained and properly qualified to assume their professional responsibilities.

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Validation of non-formal and informal learning is defined as 'a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard'. It aims to make non-formal and informal learning visible socially, in the labour market and in the education and training system, based on the identification, documentation, assessment and certification of such learning. Validation has the potential to contribute to achieving the goals set by the Europe 2020 strategy, as it can contribute to matching skills supply and demand, supporting mobility across sectors and countries and fighting social exclusion. The European inventory on validation of non-formal and informal learning is a regularly updated overview of validation practices and arrangements across Europe. It is compiled in cooperation with the European Commission and ETF. The inventory was endorsed by the Council recommendation of 2012 on validation and works together with the European guidelines as a tool to support countries in developing and implementing validation arrangements.

The inventory informs dialogue and learning between countries and stakeholders developing and implementing validation in Europe. Our key objective is to support Member States so that more learners and workers can acquire and make visible new skills, which will support their career and further learning and improve their quality of life. The 2018 update of the inventory is a unique record of how validation is being used nationally, regionally and locally across Europe. It contains the state of play and an overview of developments for 39 countries, illustrated by good practice examples. You will also find thematic reports on key issues in designing and implementing validation initiatives, plus three international case studies. The inventory is the result of a three-year process based on the work of a large network of national experts, extensive review of documents, and interviews with key stakeholders.

Edited excerpt from publisher's website.

The 39 country reports are: Austria / Karin Luomi-Messerer; Belgium-Flanders / Katleen De Rick; Belgium-French / Milica Popovic; Bulgaria / Mariya Dzhengozova; Croatia / Marija Pavkov; Cyprus / Anna Manoudi; Czech Republic / Milada Stalker; Denmark / Bokil Husted; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Cecile Mathou; Germany / Claudia Ball; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Kosovo / Teuta Danuza; Latvia / Diana Ieleja; Liechtenstein /Jaana Puukka; Lithuania / Giedre Beleckiene; Luxembourg / Claire Duchemin; Malta / Suzanne Gatt; Montenegro / Slavica Dimovska; Netherlands / Ruud Duvekot; North Macedonia / Ognen Spasovski; Norway / Odd Bjorn Ure; Poland / Aleksandra Duda; Portugal / Paula Guimaraes; Romania / Magdalena Balica; Slovakia / Juraj Vantuch; Slovenia / Marija Pavkov; Spain / Patricia Vale; Sweden / Soren Kristensen; Switzerland / Deli Salini, Saskia Weber Guisan and Evelyn Tsandev; Turkey / Fusun Akkok; UK - England and Northern Ireland / Michael Richardson; UK - Scotland / David Scott; UK - Wales / David Scott.

The five thematic reports are: Bridging the gap: validation creation routes and links between sectors / Jo Hawley-Woodall; How digital forms of assessment and self-assessment might place a new challenge and opportunity for assessment methodologies / Karin Luomi-Messerer; How social partners and other labour marketrelated stakeholders are involved in validation arrangements / Mariya Dzhengova; Validation of non-formal and informal learning for migrants and refugees / Ilona Murphy; The role of validation in an upskilling pathway for young people not in education and training (NEETS), adults with low skills and long-term unemployed people / Gabor Endrodi.

The three case studies are: Canada-Nova Scotia / Cecile Mathou; Chile-Chilevalora / Gabor Endrodi; Hong Kong / Ruud Devekot. Show less

In 2019, the European Commission and CEPS (Centre for European Policy Studies), conducted a study on mapping opportunities and challenges for micro and small enterprises in offering their employees up- and re-skilling opportunities. Up- and re-skilling are necessary to face changes in the labour market, led by important transformations such as digitalisation, ageing population and climate change. In addition, the recent [Coronavirus Disease 2019] COVID-19 crisis has reinforced some of the existing trends transforming the labour market, like digitalisation, and made the need for continuous up- and re-skilling even more evident.

This guidance pack draws on the results of the study and presents information, recommendations and additional resources for intermediary organisations such as chambers of commerce or education and training providers, and social partners to support micro and small companies in up- and re-skilling.

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Professional mobility is viewed as a key component of Europe's competitiveness. The current system for the recognition of professional qualifications has been identified as a barrier to cross-border labour mobility, and it needs to be modernised. Easier labour mobility would also assist in the challenge of filling high-skill jobs. Professional qualifications obtained outside the European Union would be more easily recognised and these people could help to alleviate the projected skills shortages, particularly in the health professions. This paper contends that it is essential for the Professional Qualifications Directive to set out clear and simple rules for the recognition of qualifications. Show less

This updated note on [European Qualifications Framework] EQF referencing aims to continue to support national decisions and international exchanges on the referencing process in countries yet to complete the referencing process and for those aiming at revisiting their referencing process or report. The aim is to present the current ‘state of the art’ of the referencing process and reflect the consensus reached in discussions of the EQF Advisory Group. The note provides advice based on experiences of other countries, it gives sources of information, clarifies some concepts related to the EQF referencing and outlines answers to common questions. It also proposes certain issues to be considered when carrying out the referencing. The note underlines the benefits the referencing process can have for the national qualifications systems being referenced. So far the referencing process has proven to be helpful to those countries that have experienced the process. It has made it easier for the stakeholders involved to examine the national qualifications systems from the point of view of an outsider. This perspective has, in some cases, revealed some hidden issues. As a consequence of this some countries have undertaken new action to improve their national system.

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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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