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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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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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In November 2002, the Education Ministers of Europe, meeting in Copenhagen signed up to a program to increase voluntary cooperation in vocational education and training (VET). The aim of this was to establish a basis for increasing mobility across Europe and facilitating access to lifelong learning through the promotion of mutual trust, transparency and recognition of competences and qualifications. The target is for the cooperation initiatives set out in the declaration to be implemented by 2010. Show less

On 7 December 2010, European Ministers for vocational education and training (VET), the European Social Partners and the European Commission adopted the Bruges Communique on enhanced European cooperation in VET for 2011-2020. The communique defines common objectives for 2020 and an action plan for the coming years, combining national measures with European support. This document introduces the context for this cooperation, the challenges to be met and the goals for the coming years.

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The main instrument for European cooperation in vocational education and training (VET) is the Copenhagen process, arising from the Copenhagen Declaration [available in VOCEDplus at TD/IRD 88.258]. This process was initiated in 2002, when the education Ministers of 31 European countries, the European social partners and the European Commission adopted the Copenhagen Declaration on enhanced cooperation in European vocational education and training. The Copenhagen process calls for a review of progress every two years, in 2008 in Bordeaux, France. Taking stock of the progress achieved and defining priorities for 2008-2010, the Bordeaux Communique introduces the new objective of strengthening the links between VET and the labour market. This ties in with the 'New skills for new jobs' communication [available in VOCEDplus at TD/TNC 95.327] which describes a new initiative on anticipating and matching labour market and skills needs. 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

The European Skills Agenda is a five-year plan to help individuals and businesses develop more and better skills and to put them to use, by: strengthening sustainable competitiveness; ensuring social fairness, putting into practice the first principle of the European Pillar of Social Rights - access to education, training and lifelong learning for everybody, everywhere in the EU; and building resilience to react to crises, based on the lessons learnt during the Coronavirus Disease 2019 (COVID-19) pandemic.

The European Skills Agenda includes 12 actions: (1) A Pact for Skills; (2) Strengthening skills intelligence; (3) EU support for strategic national upskilling action; (4) Proposal for a Council Recommendation on Vocational Education and Training for sustainable competitiveness, social fairness and resilience; (5) Rolling out the European universities initiative and upskilling scientists; (6) Skills to support the green and digital transitions; (7) Increasing STEM graduates and fostering entrepreneurial and transversal skills; (8) Skills for Life; (9) Initiative on Individual Learning Accounts; (10) A European approach to micro-credentials; (11) New Europass Platform; (12) Improving the enabling framework to unlock Member States' and private investments in skills.

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The Bruges Communique is the latest revision of the Copenhagen Process for European co-operation on vocational education and training. Adopted on 7 December 2010 by the Education Ministers from 33 European countries (EU-27, Croatia, former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Norway and Turkey), together with representatives of employers and unions and the European Commission, it is a package of objectives and actions to increase the quality of vocational training in Europe by making it more accessible and relevant to the needs of the labour market.

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