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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 Lithuania. It outlines the consultation process, discusses the six key messages in the Memorandum, makes suggestions for developing a consequent strategy for lifelong learning and for action at the European level, lists the indicators used for monitoring the Lithuanian education system and concludes that the consultation process encouraged and strengthened cooperation between different institutions and other partners involved in human resource development and lifelong learning.

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

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

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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The present survey analysis summarises the findings of 93 interviews conducted among large European enterprises (81) and a number of labour- and business associations (12) on challenges and practices related to competence development. The survey is a key part of the preparations for the first upcoming European Business Forum on Vocational Training and services the following purposes: a knowledge base for drawing up the agenda and identifying suitable speakers; a basis for identifying workshop topics; input for the background notes that will help steer the debate on the most important issues related to competence development in workshops; and together with the Forum conclusions, it will provide input for a final assessment of challenges, trends, solutions and best practices in the area of competence development in large European enterprises.

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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

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 mapping report is composed of two related chapters and is focused on language, intercultural needs and modes of delivery for small and medium enterprises (SMEs)in the hospitality and leisure sector. The survey research reveals that many SMEs miss out on orders because of insufficient foreign language skills. Most international organisations use English, the 'lingua franca', as an official language. Moreover, English is taught in many schools as a first foreign language. The English language can therefore be regarded as the lowest common denominator. The aim of the survey, undertaken by five project partners, was to determine the needs of SMEs in the hospitality and leisure sectors concerning training in the areas of language skills and intercultural awareness. Furthermore, the survey inquired about previous experiences and future interest and needs of these SMEs regarding e-Learning.

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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 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. The period covered by the EU Youth Strategy is divided into three-year cycles, with the requirement to produce an EU youth report at the end of each cycle, the first of which will be drawn up in 2012. This Staff working document supports the Commission Communication which presents the draft EU youth report to the Council. It provides a comprehensive picture of the situation of young people in Europe based on the latest available data, statistics and research. It portrays trends and developments in young people's conditions in different areas, corresponding to the 'fields of action'. It builds on the dashboard of EU youth indicators, which is an overview of 41 indicators that measure the most crucial aspects of the lives of young people in Europe.

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