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‘Education and Training 2010’ is a long-term project governed by the European Commission 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 Copenhagen declaration in November 2002 is a related policy which set out a strategy for improving the overall performance, quality and attractiveness of vocational education and training (VET) in Europe. Transfer and recognition of qualifications and competences is an increasingly important aspect of education and training systems, and refers to the ability to carry qualifications between different contexts, levels and settings of education and training. It is the aim of the Technical Working Group (TWG) to investigate options for the development of a system of credit transfer in VET at a European level, while also looking at common reference levels for qualifications and competences, and common principles for certification. This report updates on progress made in this area during the period of November 2002 - October 2003, with a final report to the European Commission, outlining a basis for concrete action in this field, planned for release at an unspecified future date. The TWG concludes with a summary of their main achievements thus far, which include: the identification of key issues and concepts at stake in the development of a European credit system for VET (referred to as ECVET); the formulation of a strategy for the development and implementation of ECVET; and the initiation of further research and consultation with stakeholders concerning the key issues.

Selected documents relating to ‘Education and Training 2010’ are indexed from TD/TNC 80.530 to TD/TNC 80.541. 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 Estonia. The contents are: Introduction; Description of the consultation process; The six key messages; General conclusions.

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 [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.

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This report provides a statistical representation of the 80 million young people (50 million aged between 15 and 24; 80 million including 25 to 29 year olds) living in the Member States of the European Union (EU) at the time of the study. It describes the major trends, similarities and contrasts between Member States in the areas of education, training, transition to the labour market, family life and living conditions. Two major themes emerge from the study: (1) the percentage of young people in the population is gradually declining in every Member State of the EU; and (2) the characteristic stages in the transition from full-time education to employment are slowing down, i.e. young people are staying in education longer, taking more time to move from education to work, and starting families later in their lives. Although these trends are common, national characteristics and policies influence the stages of transition to adult life. The report contains the following chapters: Introduction; Education is taking longer; A longer transition between education and work; Putting off starting a family; Living conditions, health, ideals … are young adults very different from their elders? Show less

This Staff Working Document accompanies the Commission Communication proposing the draft 2012 Joint Report of the Council and the Commission on the implementation of the Strategic Framework for European cooperation in education and training (ET 2020). ET 2020 The Strategic Framework for European cooperation in education and training adopted by the Council in May 2009 sets out four long-term strategic objectives that should guide European cooperation in the period up to 2020: (1) making lifelong learning and mobility a reality; (2) improving the quality and efficiency of education and training; (3) promoting equity, social cohesion and active citizenship; (4) enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. In order to focus the work under ET 2020 on the most relevant key issues, the Council also identified, for each of the four strategic objectives, a number of mid-term priority areas, the first ones covering the years 2009 - 2011. The 2012 Joint Report will report on the progress made during this first ET 2020 cycle.

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The 'Rethinking education' communication aims to help Member States by setting out a range of fields in which the efficiency and effectiveness of education and training systems can be improved. In this context, given the importance of the teaching professions for learning outcomes, and the large proportion of national education budgets that is spent on them, it is essential to identify policies that reinforce the recruitment, initial education, induction and continuing professional development of teachers and trainers; the practice of school leadership; and the profession of teacher educators. The teaching professions include all those who teach, educate, manage learning, or educate educators in the following education fields: early childhood education and care; compulsory education; vocational education and training; and adult education. This document applies to all these professionals (except where otherwise stated) and highlights the evidence base for the corresponding policy proposals outlined in the communication 'Rethinking education'. The findings aim to support and encourage Member States to consider a number of priority areas for action and investment in teaching professions to achieve necessary reforms, taking into account the current socioeconomic crisis.

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This document synthesises the main work to date followed in the EUROTECNET program on the subject of key/core competencies. The EUROTECNET program was initiated in 1990 and finished in 1994. Its objective was to promote innovation in the fields of basic and continuing vocational training, taking account of current and future technological changes and their effects on employment, work and the necessary qualifications and skills. Although not directly financing projects, the program was concerned with the networking of innovative projects in vocational training and undertaking research on specific themes, such as the learning organisation, key qualifications, training of trainers, and the development of innovative training systems. The program contributed to innovation in vocational training through the facilitation of transnational partnerships between projects and through synergy with other European Commission (EC) programs. The first three chapters of this report outline the context in which the concept of key/core competencies was developed, how they can be described and implemented, and the training implications resulting from technological change and new forms of work organisation. Chapter four describes the involvement of some of the projects in the development of key/core competencies and the activities related to this concept that have taken place since the beginning of the EUROTECNET program. Chapter five highlights the concept of key/core competencies in a European context. Chapter six outlines the broad context for future developments and presents some recommendations for the transition to the LEONARDO program. Show less

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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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 document] outlines the scope, size and complexity of the challenges that lie ahead, in order to modernize and open up education through new technologies and open educational resources (OER). The document provides the necessary evidence and background analysis on the use of new technologies and OER in education and training across Europe. It is based on in-depth country analysis for all [European Union] EU Member States, expert reports and an extensive literature review on the state of play for new technologies and open educational resources in education and training.

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