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ESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. It identifies and categorises skills, competences, qualifications and occupations relevant for the [European Union] EU labour market and education and training, in 25 European languages. The system provides occupational profiles showing the relationships between occupations, skills, competences and qualifications. ESCO has been developed in an open [information technology] IT format, is available for use free of charge by everyone and can be accessed through an online portal.

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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

The European Qualifications Framework for lifelong learning (EQF) aims to improve the transparency, comparability and portability of people's qualifications. The EQF was set up in 2008 as a common reference framework of qualifications, expressed as learning outcomes at increasing levels of proficiency. The framework serves as a translation device between different qualifications systems and their levels. It is intended to benefit learners, workers, job-seekers, employers, trade unions, education and training providers, qualification recognition bodies, government authorities and international organisations. This document was published to mark the 10th anniversary of the EQF and provides an overview of the framework in general, how it can be used and who benefits. It also highlights the achievements of the EQF over the last 10 years and takes a look into the future.

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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 Sweden. The contents are: The Commission’s Memorandum and Consultation; General views; Management; Lifelong learning for all; Contexts for learning; Key message 1 - new basic skills for all; Key message 2 - more investment in human resources; Key message 3 - innovation in teaching and learning; Key message 4 - valuing learning; Key message 5 - rethinking study guidance and counselling; Key message 6 - bringing learning closer to home.

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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The Blueprint for Sectoral Cooperation on Skills is a new framework for strategic cooperation to address short and medium-term skills needs in a given economic sector. The publication outlines how stakeholders (businesses, trade unions, public authorities, research, education and training institutions etc.) can apply the framework to address sectoral challenges, illustrating the steps towards delivering sector-specific skills solutions through sectoral partnerships. The Blueprint currently focuses on six pilot sectors including: automotive; defence; maritime technology; space (geo-information); textile, clothing, leather and footwear (TCLF); and tourism. It will be extended to additional sectors in the future.

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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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This paper is an overview of the main issues for discussion at the OECD LEED Conference held in 2004 in Copenhagen, Denmark. It contains an introduction, which states the purposes of the conference: to critically examine and compare local instruments and partnerships set up to upgrade the skills of the low qualified; to establish the role they play in broader area-based economic and employment development strategies; to discuss their relative success and limitations to date; and to propose possible ways to improve design and implementation strategies. The four sessions of the conference are outlined. They are: (1) the challenges of increasing workers' skills in the 21st century: a debate; (2) the instruments of public policy intervention; (3) the institutional arrangements of public intervention; and (4) to act now: what lessons?: a debate. Show less