GUIDEBOOK TO EU DECISION-MAKING IN EDUCATION AND TRAINING Guidebook to EU DECISION-MAKING IN EDUCATION AND TRAINING

Lifelong Learning Platform

The Lifelong Learning Platform benefits from the financial support of the EU under the Erasmus+ Programme. The content of this publication is the sole responsibility of the Lifelong Learning Platform and can in no way be taken to reflect the views of the European Union. ABOUT US INDEX

The Lifelong Learning Platform EDITO 6 European civil society for education WHO’S WHO 7 European institutions 7 The institutional triangle 7 Values European Commission 8 The Lifelong Learning Platform (previously Council of the European Union 13 EUCIS-LLL) was born in 2005 as a The platform fosters a vision of lifelong European Parliament 16 response from civil society organisations learning that promotes equity, social The consultative bodies 19 to the definition and implementation of a cohesion and active citizenship. It believes European Economic and Social Committee 19 European policy in the field of education that the objectives of education and training Committee of the Regions 20 and training in the so-called “Open Method should not only be described in terms of of Coordination”. Ombudsman 21 employability or economic growth but also Court of Justice 21 In 2001 already, several educational as a framework for personal development. Specialised European Agencies 22 networks had come together to share their It is essential to raise awareness on the fact European Agencies 22 experience and expertise around a Europe- that lifelong learning should include a large Network of Researchers 23 wide consultation on the EU “Lifelong range of learning settings and create more Learning Memorandum”. This cooperation International Organisations 23 complementarity and continuity between became systematic when the Platform was established as a permanent organisation formal, non-formal and informal learning. EU POLICY-MAKING 25 in 2005. For 10 years now, the Lifelong Europe 2020 Strategy 25 Learning Platform has played a key role in Priorities 25 structuring and increasing the input of civil European Semester 27 society on the “Education and Training Vision 2020” and “Europe 2020” strategies and The Lifelong Learning Platform promotes a Education and Training 2020 28 their predecessors. holistic vision of lifelong learning, from cradle Aims and objectives 28 The Lifelong Learning Platform was to grave, that is not limited to formal education Open Method of Coordination 29 acknowledged by the European Commission but integrates non-formal and informal Measuring progress: Indicators and benchmarks 30 in 2009 as a “unique representation” of learning. By bringing together actors from all Monitoring progress: Joint and Annual Reports 31 lifelong learning of the various education sectors and levels of education and training, MAIN POLICY INTITIATIVES 33 and training actors organised at EU level, The platform contributes to an increased Mobility and Lifelong Learning instruments 33 and in 2011 as “in a unique position to flexibility between systems. By encouraging School education 35 support European networks in education and an exchange of knowledge, it aims to build training to work collectively at European, Vocational Education and Training 36 a citizen’s voice on education and training national and local levels and to contribute to Higher Education 37 issues but also to propose concrete solutions a structured policy dialogue within the open Adult Learning 38 to make lifelong learning a reality for all. method of coordination in education and Youth policies 39 training”. Horizontal policies 40 Gathering 41 organisations, the Lifelong EU FUNDING 41 Learning Platform is today the most Objectives Erasmus+ 41 legitimate interlocutor of the EU institutions Europe for Citizens 42 in the field of lifelong learning. It continuously • Pursuing an active dialogue with defends the need to implement a dialogue European institutions Social Inclusion 43 Creative Europe 44 across educational sectors and between Enabling exchanges of best practice, • Horizon 2020 45 stakeholders and public institutions at all experiences and expertise levels, regional, national and European. • Disseminating information on key issues European NGOs in the field 47 in the lifelong learning sector EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 6 EU Guide /// LIFELONG LEARNING PLATFORM - p. 7 EDITO who’s Who?

European institutions

Anyone interested in European affairs should start by having basic knowledge on how the main European Union institutions work. This section will focus on key institutions – many more exist but will not be mentioned for the sake of simplification. Another very Why a European guide on important thing to remember is that the EU is only competent for what is provided for in the Treaties. The EU has three types of competence: exclusive competences; shared EU advocacy in education? competences and complementary competences. In the field of education for instance, the EU has a complementary competence which means it supports Member State action in a certain number of areas (for further information, see part II). David Lopez Lifelong learning platform President

This guide has been produced for our Lifelong Learning Platform is not only a The institutional triangle members, to have a better understanding tool for its members. It does not just offer of the complexity of Europe. We find services. We are a strong representative of The institutional configuration of the EU can feel like entering a labyrinth to someone this complexity in policies, in the number civil society in our sector. We want to be unfamiliar with it. This confusion is enhanced by the fact that over the years, the EU of programmes or in the difficulty to find active and conscious citizens, preparing and institutional structure has become both more expansive and more stratified, with multiple different funding schemes. We want to participating in decision-making processes. sub-structures and overlapping areas of competence. But to make it simple, we can say that offer our members the keys to understand the institutional structure of the EU has evolved into a triangular relationship between the More than the creation of experts groups, the mechanisms and find their way in the so European Commission (EC), the Council of the EU, and the European Parliament (EP). we want to foster a total expertise for all difficult pathways to become an expert, or citizens. The gap between citizens and just understand the place where they live. ies Europe will come to an end, when all the obb EC Europe seems to be very far from citizens, y, l citizens will consider that they have a real iet EU institutions: the even those that have the most important c «Institutional Triangle» role to play in Europe. So consciousness of European realities. il iv This guide is a modest contribution to C We have tried to reach exhaustiveness in bridge the gap. As I said, it is for our consultations our field of activity: education and lifelong members. But if we consider the vision EESC CoR learning. that I exposed before, the guide is a tool of consultations One of the relevant points of the guide understanding for all citizens. Because “To is the Open Method of Coordination in know is to understand and to act”... amendments education and training (OMC). This method dialogue It is also a tool to call for a better dialogue is very relevant for our work. It is within this between citizens and institutions in the framework that civil dialogue can happen field of education and training. initiatives and where civil society can play a role. The amendments

dialogue European

initiatives Council

EP amendments Council EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 8 EU Guide /// LIFELONG LEARNING PLATFORM - p. 9

Of course, other institutions also intervene, What does it do? such as advisory bodies like the European The European Commission acts as the executive body of the EU. It is responsible for Economic and Social Committee (EESC) Jean-Claude Juncker, proposing legislation, implementing decisions, upholding the Union’s Treaties and the and the Committee of the Regions (CoR), President of the day-to-day running of the Union. The European Commission has four main roles: but they do not have as much impact on European Commission the final outcome and their intervention is often limited to very specific domains of EU action.

The European Commission EXCLUSIVE EXECUTIVE GUARDIAN REPRESEN- What is it? RIGHT OF BODY OF THE TATION OF Work Programme 2018 INITIATIVE TREATIES THE EU The term “Commission” refers both to the College of Commissioners and to the proposing managing and making sure at institution itself. The European Commission Work legislation to implementing that each international Programme for 2018 sets out the actions the European EU common Member State level The President of the Commission is now it intends to take over the next 12 months Parliament and policies and transposes and chosen based on the results of European to make a real difference for jobs, growth the Council the EU’s applies EU law High Parliament elections. In 2014, the European and investment and bring concrete benefits budget and properly Representative for citizens. It reflects the Commission’s programmes of the Union for People’s Party (EPP) won majority in the Foreign Policy political commitment to an approach more Parliament leading EPP candidate Jean- and Security Claude Juncker to be nominated. focused on priorities and results. Indeed, it contains a significantly lower number of The College of Commissioners is elected new initiatives compared to previous years: Investment Plan by the European Council after the where they usually consisted of more than Parliamentary elections and serves for five 100 new initiatives, it only contains 23 The European Commission has proposed Structure and organisation years. Commission designates have to be projects, reflecting Juncker’s commitment an Investment Plan for Europe in 2014. It is approved by the European Parliament as a to be “small in smaller things and big in The nearly 34,000 civil servants, who bigger things”. a key priority of President Juncker political whole; after the organisation of hearings. deal with the Commission’s day-to-day For more information, visit: https://ec.europa. guidelines. The Plan is based on 3 mutually running, are spread across 44 departments When Mr. Juncker announced in September eu/info/publications/2018-commission-work- reinforcing strands: known as Directorates-General (DGs), and 2014 the distribution of portfolios among the programme-key-documents_en • a smart mobilisation of public and private resources of at least EUR 315 billion over various other services (e.g. translation, Commissioners, he proposed seven Vice- the next three years; publications, legal services). Each DG presidents, each leading a project team. Education remains a main responsibility • targeted initiatives to make sure that this covers a specific policy area or service, The aim of this new design is to improve of Commissioner Tibor Navracsics for extra investment meets the needs of the and is headed by a Director-General who policy coherence and operating efficiency. “Education, Culture, Youth and Sport” real economy (investments and projects); reports to the Commissioner. Each DG The vice-presidents steer and coordinate and appears in other portfolios such • measures to improve investment conditions is subdivided into directorates and each the work of a number of Commissioners in as the “Digital Economy and Society”, to make Europe more attractive. directorate is in turn subdivided into units. compositions that may change according of Commissioner Oettinger. The Skills In January 2015, the European Commission All the DGs and services are coordinated to the needs and as new projects develop agenda, adult education and VET are adopted the legislative proposal for the by the Secretariat-General, headed by a over time. The project teams mirror his covered by Commissioner Thyssen under European Fund for Strategic Investments Secretary-General that reports directly to Political Guidelines. “Employment, Social affairs, Skills and (EFSI), which will be established in close Labour Mobility”. partnership with the European Investment the President of the Commission. Education is mainly under the project Bank (EIB). The EFSI will support strategic The two main DGs in charge of education team ”Jobs, Growth, Investment and Jean-Claude Juncker stated that “My investments of European significance in are Directorate-General for Education and Competitiveness” led by Vice-President number one priority and the connecting infrastructure including education, research Culture (DG EAC) and Directorate-General Jyrki Katainen. thread running through each and every and innovation. proposal will be getting Europe growing For more information, visit: Employment, Social Affairs and Inclusion again and getting people back to decent http://ec.europa.eu/priorities/jobs-growth-in- (DG EMPL). jobs”. vestment/plan/ More about the new structure: http://ec.europa.eu/commission/2014-2019_en. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 10 EU Guide /// LIFELONG LEARNING PLATFORM - p. 11

Structure of DG EAC

The other DGs dealing with education, Tibor Navracsics although to a lesser extent, are DG (HU), current Commissioner to Migration and Home Affairs (DG HOME), Education, Culture, DG Regional and urban Policy (DG REGIO), Youth and Sport DG Informatics (DG DIGIT) and DG Communications Networks, Content and Technology (DG CONNECT).

Directorate-General for Education and Culture (DG EAC) DG EAC is the executive branch of the European Union responsible for policy on education, culture, youth, languages and sport. DG EAC also supports these issues through a variety of projects and programmes, notably Creative Europe and Erasmus+. It is led by a Commissioner and Director General, who report to the European Parliament. It is currently divided into five directorates: Directorate-General Employment, Social • Lifelong Learning, Education and Affairs & Inclusion LoBBying? Training Policies When President Juncker unveiled his team Lifelong Learning, Education and • within the European Commission, one of When a legislative process is initiated at Training Programmes and actions EU level, an important number of actors the changes relates to adult education and Culture and Communication intervene in order to voice their particular • vocational training, which moved from DG Youth, sport concerns and needs. Actors can also ask for • EAC to DG EMPL. In this new configuration, • Resources and Planning new regulations to be adopted or revised. different sectors of education are divided This is what is usually called lobbying. It is The main policy areas under the DG EAC between two different Commission reported that more than 30 000 professional responsibility are the modernisation of EACEA portfolios and directorates, adding steps in lobbyists are present in Brussels, more European education and training systems; the decision-making process. than the number of European Commission mobility policies and programmes; The Education, Audiovisual and Culture public servants. Of course, this concept EU employment and social policies bring the European Institute for Innovation Executive Agency (EACEA) is an agency of covers various groups (for-profit actors practical benefits to citizens, e.g. in finding and Technology (EIT); and international the European Union, established in 2006, to versus NGOs who advocate for general a job, moving to another Member State for relations in the field of education, culture manage parts of the Unions’ programmes interests). It thus covers various practices work or other reasons and upgrading skills. aimed at influencing policy makers on and youth. in education, culture and audiovisual fields. Fully operational since 1st of January 2006, In partnership with national authorities, behalf of a special interest. The EU is trying The European Commission staff is changing EACEA operates under the supervision social partners, civil society organisations to establish rules to ensure transparency frequently, a new organigramme is thus of its four parent Directorates-General of and other stakeholders, DG EMPL addresses such as the Transparency Register and a posted on DG EAC website in July and the European Commission (DG EAC, DG challenges linked to globalisation, the Code of Administrative Good Conduct. Directors-General for example are required January each year. If you are interested to CONNECT, DG HOME and DG ECHO). ageing of Europe’s population and to publish information on meetings held meet the European Commission the best For more information, visit: changing social realities. The European http://eacea.ec.europa.eu/index_en.php with organisations or self-employed is to look for the Unit who deals with your Commissions’ priorities are set out on the individuals. If you intend to play in this sector of activity knowing that Directorate Annual Management Plan of DG EMPL. field you shall register on the Transparency A is focused on policies, Directorate B on Register. programmes while C is organised by sector. For more information, visit: http://ec.europa. eu/transparencyregister/ EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 12 EU Guide /// LIFELONG LEARNING PLATFORM - p. 13

Examples of the areas in which DG EMPL to improve the efficiency, transparency is active include support for: and public involvement in large-scale European Citizen’s Marianne projects, laws or policies. For example, a Thyssen (BE), Initiative • More and better jobs through the Commissioner public consultation on a “European Area European Employment Strategy and for employment, of Skills and Qualifications” was launched The ECI was introduced with the Treaty of the European Social Fund (ESF); social affairs, by the EU in 2014. The objective of the Lisbon (articles 225 and 241 TFEU), aimed at • Free movement of workers and skills and labour consultation was to collect the views of increasing direct democracy in the European mobility coordination of social security schemes; stakeholders on the problems faced by Union. It allows one million EU citizens • Better working conditions through learners and workers with regard to the from more than 7 different Member States common minimum standards in the transparency and recognition of their skills to participate directly in the development workplace, by supporting social and qualifications when moving within of EU policies, by calling on the European dialogue at European level; and between EU Member States, on the Commission to make a legislative proposal. For more information, see: http://ec.europa.eu/ • Social inclusion by supporting efforts adequacy of the related European policies citizens-initiative/ public/welcome to combat poverty and social exclusion, and instruments and on the potential reform social protection systems, and benefits of developing a “European Area of assess new demographic and social Skills and Qualifications”. developments. The Council of the European Union Structure of DG EMPL What is it? The Council of the European Union (often Co-decision called Council) is the principal decision- maker of the EU and jointly with the Since 2009 and the Treaty of Lisbon, the Decision making in education European Parliament, has the power to EU ordinary legislative procedure is known within the European Commission adopt, amend or reject laws (legislative as co-decision. According to this procedure, power), which are initiated by the European after the Commission has initiated a draft Countries are responsible for their own legislation, this one goes through to the EP education and training systems, but the EU Commission. It brings together Member State government representatives at and the Council of the EU, who may amend helps them set joint goals and share good the text. When the draft is finalised, the practices. On the basis of articles 165 and ministerial level on a specific policy area. It EP and the Council vote. The text shall be 166 TFEU, the European Parliament and reflects the national interests and views of carried out by a majority in each assembly. the Council may adopt incentive measures As regards to decision-making, the each Member State within the EU. (that must not infringe Member State power European Commission has set up various in the matter), while the Council may adopt advisory groups with external stakeholders recommendations. to inform its work, in addition to its broad What does it do? consultation procedures. These groups Once a legislative process is launched, a As the main decision-making body of the Policy (CFSP) and the conclusion of meet several times each year and contribute unit is usually in charge of the drafting. If EU, the Council is responsible for the: international agreements with their expertise to helping the you are interested by a particular policy adoption of laws (ordinarily in co- • adoption of the EU annual budget, in Commission prepare its Communications • initiative, the best is thus to contact the decision with the Parliament) conjunction with the Parliament. and other initiatives. The list of consultative Unit in charge. The DG EAC also publishes The Council also has a mediation role, which entities is available online: http://ec.europa. • coordination of economic policies across an annual Management Plan that will help eu/transparency/regexpert/ Europe has grown in importance throughout you to know what initiatives are planned. the years and is undertaken mostly by the • definition and implementation of the Consultations Council Presidency. The EU has also programmes on EU’s Common Foreign and Security education, training and youth, with the aim When the European Commission starts of promoting mobility and encouraging working on a new policy initiative or Structure and organisation of the Council cooperation. For further information, see revises existing legislation, it usually opens The Council functions according to a six- established by trios of succeeding part III. a public consultation. The main goal is month rotational presidency. However, Presidencies (and prepared in collaboration since 2007, the Council works on the with the European Commission). basis of a common 18-month programme EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 14 EU Guide /// LIFELONG LEARNING PLATFORM - p. 15

The current trio is composed of Italy, Latvia and Luxembourg (from July 2014 to 31 Do not get confused December 2015). It will then be the turn 17 March 2015, Informal Council of the Netherlands (January–June 2016), The Council should not be mixed up with the Meeting in Paris - Education Slovakia (July–December 2016), and Malta Council of Europe. The Council of Europe is a Ministers adopt a declaration to non-EU organisation of 47 States, including tackle intolerance, discrimination and (January–June 2017). These presidencies radicalisation set up priorities for their term and define for instance Russia, based in Strasbourg areas of heightened EU policy focus, (France). Established in 1949, it is the oldest events, and activities. As chair of most of international European level organisation and it represents 820 million citizens. the Council configurations, the country holding the rotating Presidency plays an important role in organising the work of coordinated by the Committee of National these Council configurations, both in terms Representatives (COREPER - after its of their political agenda and in terms of French acronym). COREPER is comprised advancing legislative procedures. of high-level national civil servants on Voting in the Council Qualified majority is used in 80% of EU The Council is a single legal entity. However, permanent assignment to Brussels and legislation adopted through the ordinary in practice it is divided into several different plays a significant role in the day-to-day There are three types of voting procedures, legislative procedure, also known as co- councils. Each council is responsible for running of the Council. Its members prepare depending on the issue under discussion: decision. A qualified majority is reached if 2 a different functional area and composed the agenda and brief their ministers who • Simple majority (15 Member States out conditions are met: 55% of Member States of the relevant ministers from each state attend meetings in Brussels. Furthermore, of 28) vote in favour; vote in favour (16 out of 28) and the proposal government. There are currently 10 COREPER is where the first examination is supported by Member States council formations. The Education, Youth, of Commission proposals takes place. If a • Qualified majority (55% of Member representing at least 65% of the Culture and Sport (EYCS) Council brings Commission proposal produces a consensus States vote in favour), or total EU population. This is the together education, culture, youth and at this level, it is accepted without any • Unanimous vote (all votes are in favour). double majority rule. Proposals communication Ministers around three discussion at ministerial level. Simple majority is used for can be blocked by a group of or four times a year. It usually adopts its The work of this Committee is itself prepared procedural issues, such as 4 Member States, representing more than decisions by a qualified majority (apart from by more than 150 committees and working the rules governing Council 35% of the EU population. This is called a cultural affairs, where it acts unanimously) groups consisting of delegates from the Committees. It requires the blocking minority. This qualified majority and in co-decision with the European Member States. For example, the Education majority of Member States rule is in use from November 2014 but until Parliament. Committee prepares the work of the EYCS (15 out of 28) to vote the 2017, Member States can still request to use Council on education issues. All the work of the Council is prepared or proposal. the previous rule. Under this previous rule, each Member State has a certain number of votes, based on their population size. education Council Reaching a qualified majority needs 260 votes, out of a total of 352, from at least 15 The Education, Youth, Culture and Sport Member States. Council (EYCS) consists of the EU Ministers Responsibilities of of Education, Youth, Culture and Sport and Unanimity requires everyone the Council of the assemble three to four times a year. It works to agree, or abstain. If a European Union ADOPTION INTERNA- COORDINA- EU ANNUAL to ensure a high standard of education and Council member abstains, the OF LAWS TIONAL TION BUDGET vocational training and to contribute to the other ministers can still reach POLICIES flourishing of national cultures. This is done unanimity. Unanimity voting is whilst fully respecting that the responsibility used for some specific areas mentioned ordinarily in definition and of economic adoption of for teaching content, structure of education in the EU treaties, such as citizenship, EU co-decision implementation policies across the EU annual systems and cultural diversity lies with the membership and taxation. with the of the EU’s Europe budget, in Member States. When doing advocacy Parliament Common conjunction campaigns, the education attachés can play Foreign and with the a role of intermediary to pass civil society Security Policy Parliament concerns to the EU and its Member States. (CFSP) and For more information, visit: conclusion of www.consilium.europa.eu/en/council-eu/confi- international gurations/eycs/ agreements EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 16 EU Guide /// LIFELONG LEARNING PLATFORM - p. 17

The European Parliament Main committees in charge of education What is it? The Committees of the European Parliament The European Parliament (EP) is the only The Lisbon Treaty gives the EP a more are designed to help the European directly elected institution in the EU, since prominent role by extending the co- Commission in initiating legislation. 1979. Currently, it is made up of 751 Members decision procedure to new policy areas, elected in the 28 Member States. Since including education and training policies. The Committee on Culture and Education 1979 MEPs are elected by direct universal (CULT) is responsible for improving the Number of seats per political group (2014-2019) suffrage for a five-year mandate. knowledge and dissemination of culture, safeguarding cultural heritage and the (Source: European Parliament) protection and promotion of cultural What does it do? and linguistic diversity. It deals with the Number of seats/members per country EU’s education policy and programmes, (2014-2019) The European Parliament has 3 main roles: (including the President) upon audiovisual policy, the cultural and nomination, and it has the right to Country (ies) • Legislative role: the Parliament, together educational aspects of the information censure it, in both cases as a whole. Germany 96 with the Council, can accept, amend or society, youth policy and the development MEPs regularly ask the Commission and reject the content of European law, even of a sports and leisure policy. It plays a France 74 the Council written and oral questions, though the right of initiative in terms of strong budgetary role in the adoption of Italy, United Kingdom 73 and the Council President takes part in legislation lies within the Commission. the EU-funded programmes in its fields. Spain 54 plenary debates. • Democratic supervision: of other In that regard, the Committee on Culture Poland 51 • Budgetary role: both the Council and EU institutions, and in particular the and Education is responsible for the Romania 32 the Parliament can amend and must ‘Erasmus+’ programme for education, Commission. The Parliament approves Netherlands 26 or rejects the college of Commissioners approve the annual EU budget. training, youth and sport, ‘Creative Europe’ which supports European cultural and Belgium, Czech Republic, Greece, 21 Hungary, Portugal creative sectors and the ‘Europe for Austria 18 Structure and organisation citizens’ programme. The chairwoman of the Committee on Culture and Education is Sweden 20 MEPs are elected by universal suffrage particular areas of EU policy. They do much Silvia Costa (Italy, S&D) since July 2014. Bulgaria 17 throughout the Member States. The number of the preparatory work for the debates Denmark, Slovakia, Finland 13 of MEPs is determined proportionally to and votes carried out later in plenary. Ireland, Lithuania, Croatia 11 the country’s population. Currently, the Currently there are 20 committees, which The CULT Committee consists of 61 European Parliament is made up of 751 have been formed thematically. The Culture members representing the various political Latvia, Slovenia 8 members elected in the 28 member States. and Education Committee (CULT) and the groups in the European Parliament. All Cyprus, Estonia, Luxembourg, Malta 6 Employment and Social Affairs Committee Even though MEPs are designated on a the meetings of the CULT are public and TOTAL 751 (EMPL) have education and training as one national basis, the parliamentary groupings mainstreamed on the EP website. of their portfolio elements; are formed according to political, rather Votes in the CULT can have a wider impact in than national lines: once elected, they MEPs can meet in unofficial, voluntary, defending education and culture. One of the LLL INterest Group represent the European people. Currently, cross-party groups known as Intergroups. latest opinions adopted recommendations there are seven political groups, of which They bring together MEPs as well as civil to the European Commission on the The European Association for the Education the biggest is the centre-right European society representatives to discuss issues of negotiations for the Transatlantic Trade of Adults (EAEA) and the Lifelong Learning People’s Party and European Democrats common interest that transcend political and Investment Partnership (TTIP), Programme have initiated an interest (EPP-ED). divisions, such as the Youth Intergroup. adopted on 16 April 2015. The rapporteur group on lifelong learning together with In addition, informal interest groups exist, six Members of the European Parliament. Plenary sessions are attended by all MEPs was Helga Trüpel (Greens, Germany). such as the Lifelong learning Interest The group brings together civil society and are normally held for one week each The CULT Committee voted in favour of Group. The European Parliament also has representatives and MEPs to discuss various month in Strasbourg. theamendment stating the agreement shall delegations of MEPs handling relations key issues connected to lifelong learning. “ensure with a general clause the right to For more information, visit: www.eucis-lll.eu Parliamentary Committees bring together with parliaments in non-EU countries. adopt or maintain any measure with regard smaller groups of MEPs that specialise in to the provision of all educational services EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 18 EU Guide /// LIFELONG LEARNING PLATFORM - p. 19

which work on a non-profit-basis and/ or receive public funding to any degree The consultative bodies or state support in any form and ensure that privately funded foreign providers Petra meet the same quality and accreditation Kammerevert, Other institutions intervene in the law-making process. The European Economic and Social requirements as domestic providers”. MEP, Chairwoman Committee (EESC) and the Committee of the Regions (CoR) are almost systematically of the Committee consulted by the Commission during the law drafting period. Their systematic intervention on Culture and is a way of ensuring decisions are taken only after a variety of stakeholders from European The Committee on Employment and Education and national levels have been able to express their opinion, in light with the principle of Social Affairs (EMPL) is mainly responsible subsidiarity. for employment policies and all aspects of policy, working conditions, vocational training and the free movement of workers The European Economic and Social Committee (EESC) and pensioners. The President of the written declaration? Committee on Employment and Social Affairs is Thomas Händel (Germany, GUE/ A written declaration is a text of a maximum What is it? NGL) since July 2014. of 200 words relating exclusively on a matter falling within the competence of Set up in 1957, the EESC On its own initiative, it may also give The EMPL Committee consists of 55 the European Union. They do not, however, functions primarily as a opinions on matters it considers important. members representing the various political bind Parliament, that is, they cannot be consultative body on issues On average the EESC delivers 170 advisory groups in the European Parliament. considered as an act of the Parliament of social policy, education, documents and opinions a year (about 15% representing its position, but only those of social and economic of which it issues on its own initiative). its authors and signatories. cohesion, and health. The EESC gives For more information, visit: www.europarl. All opinions are forwarded to the EU Europe’s interest groups – trade unionists, europa.eu/plenary/en/written-declarations.html decision-making bodies (Commission, employers, farmers, etc. – a formal say on Council, and EP) and then published in the EU legislative proposals. EU’s Official Journal. The EESC must be consulted before decisions are taken on economic and social policies. Thomas Händel, MEP, Chairman of the Committee Composition on Employment and Social Affairs The EESC is based in Brussels and has 353 Group III: Various interest members, drawn from economic and social From farmers’ organisations to consumer interest groups across Europe, nominated and environmental organisations and by national governments and appointed NGOs. by the Council of the European Union for a The EESC is structured around 6 sections, renewable 5-year term. dealing with particular policy areas, It has three groups of members: including the Section for Employment, Social Affairs and Citizenship (SOC), Group I: Employers responsible for education and training, This group has 117 members, entrepreneurs among other policy items. and representatives of entrepreneur associations working in industry, trade, services and agriculture in the 28 Member Christa Schweng, President of the States of the European Union. SOC Section Group II: Employees It comprises representatives from national trade unions, confederations and sectoral federations. Its members represent over 80 trade union organisations. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 20 EU Guide /// LIFELONG LEARNING PLATFORM - p. 21

In February 2004, a “Liaison Group” Ombudsman with organised civil society was set up. It is composed of EESC members and representatives of European civil society The European Ombudsman investigates Emily O’Reilly, organisations and networks. It holds regular complaints about maladministration European meetings, as well as hearings, conferences in the institutions and bodies of the Ombudsman since and seminars. Currently it is made of 15 European Union. It seeks fair outcomes 2013 EESC members and of representatives of to complaints against EU institutions, more than 20 main sectors of European encourages transparency, and promotes Civil society. The Lifelong Learning Platform an administrative culture of service. It aims is among the organisations participating in to build trust through dialogue between the liaison group’s activities, representing citizens and the European Union and to Education and Training. Civil Society Day at the European Economic and foster the highest standards of behaviour TTIP This group prepares contributions to the Social Committee in Brussels, 6 March 2013 in the EU’s institutions. work of the EESC and organises debates The European Ombudsman was established The European Ombudsman, Emily O’Reilly, and events such as the Civil Society Day by the Maastricht Treaty and the first, has welcomed the latest steps taken by since 2009 in Brussels to highlight the Jacob Söderman of Finland, was elected the European Commission to increase the contribution and added value that civil by Parliament in 1995. The Ombudsman transparency of the on-going Transatlantic society organisations are making to the is elected for a five year mandate after Trade and Investment Partnership (TTIP) building of the European project. each European parliament election. Emily negotiations. In response to her own- O’Reilly, is European Ombudsman since initiative inquiry, the Commission is For more information, visit: www.eesc. building on its more pro-active approach to europa.eu 2013. This institution is playing a more and more important role in monitoring publishing TTIP documents. It stated that its soon-to-be-published list of TTIP documents transparency (see «TTIP»). will be comprehensive, and signalled that it Committee of the Regions (CoR) continues to seek to persuade the United States of the need for greater transparency in these trade talks. For more information, visit: www.ombudsman. What is it? europa.eu The Committee of the Regions (CoR) was set and Council) when issues and proposals up in 1994 as an advisory body composed have local or regional repercussions (for Court of Justice of nominated representatives of Europe’s example, on employment and education regional and local authorities. It is consulted policy). It does so by issuing ‘opinions’ on by EU Institutions (Commission, Parliament European Commission proposals. Established in 1952, the mission of the The Court of Justice of the European Union Court of Justice is to ensure that “the reviews the legality of the acts of the EU law is observed” in the interpretation and institutions, it ensures that the Member Composition application of primary and secondary States comply with their obligations Based in Brussels, the CoR has 350 members their country. law. under the Treaties, and interprets EU law from the EU 28 countries and its work is at the request of the national courts and Throughout the EU, local and regional organised in 6 different commissions, tribunals. The Court thus constitutes the levels have key responsibilities for policies including one on Education, Youth and judicial authority of the European union and activities related to education, culture, Research (EDUC). and, in cooperation with the courts and youth and sports. They are also key players tribunals of the Member States, it ensures Members are appointed for a five-year in developing regional research and the uniform application and interpretation term by the Council, acting on proposals innovation strategies, and in harnessing of the European law. from the EU countries. Each country the full potential of information and chooses its members in its own way, but communication technologies to benefit The Court is also responsible for many delegations should reflect the political, society. evolutions in EU law that influence the geographical and regional/local balance in future of the Union as a whole. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 22 EU Guide /// LIFELONG LEARNING PLATFORM - p. 23

EIT - European Institute of Innovation EUROSTAT – Statistical Office of the EU and Technology

The institute is a body of the European Eurostat is the statistical Specialised European Agencies Union which was established in 2008 office of the European in order to address Europe’s innovation Union situated in Luxembourg. Its task is to gap. It creates collaboration between provide the EU with statistics at European European Agencies innovation and excellence centres and it is level that enable comparisons between the first EU initiative to fully integrate all countries and regions. International statistics are a way of getting to know your Cedefop ETF - European Training Foundation three sides of the Knowledge Triangle. The EIT contributes strongly to the objectives neighbours in Member States and countries outside the EU. They are an important, Founded in 1975, the The European Training set out in Horizon 2020, in particular by objective and down-to-earth way of Cedefop is located in Foundation is an EU agency addressing societal challenges in a measuring how we all live. For more Thessaloniki, Greece. It that helps transition and complementary way to other initiatives in information, visit: ec.europa.eu/eurostat/ is a EU decentralised agency that works developing countries to harness the these areas. For more information, visit: eit. closely with the European Commission, potential of their human capital through europa.eu governments, and representatives of trade the reform of education, training and labour unions, researchers and practitioners in VET, market systems in the context of the EU’s with the goal of strengthening European external relations policy. It is based in Turin, Network of Researchers cooperation in the area of VET and Italy, and is operational since 1994. For lifelong learning by providing expertise, for more information, visit: www.etf.europa.eu example on validation, learning outcomes CRELL – Centre for Research on LLL NESET - Network of European Experts or qualification frameworks. For more on social aspects of education and European Agency for Special needs The Centre for Research training information, visit: www.cedefop.europa.eu and Inclusive Education on Education and Lifelong Learning (CRELL) was NESET is a network of eurydice It is an independent and self- established in 2005 in Academics across Europe and governing organisation order to provide expertise in the field of beyond working on social The Eurydice network supports established by its member indicator-based evaluation and monitoring aspects of education and training. Set up in and facilitates European countries to act as a platform for of education and training systems and 2011, its mission is to advise and support cooperation in the field of lifelong collaboration regarding the development their contribution to the achievement of the Commission in the analysis of learning by providing information on of provision for learners with special Community objectives specified in the educational policies and reforms, and to education systems and policies in 37 educational needs. For more information, EU2020 agenda. CRELL combines expertise consider their implications at national, countries and by producing studies on visit: www.european-agency.org in the fields of economics, econometrics, regional and EU level. NESET also issues common to European education education, social sciences and statistics in contributes to the dissemination of systems. It consists of 41 national units an interdisciplinary approach to research. knowledge on social aspects of education JRC - Joint Research Center based in 37 countries participating in the For more information, visit: crell.jrc.ec.europa. and training. For more information, visit: Erasmus+ programme (28 Member States, eu Bosnia and Herzegovina, the former The Joint Research Centre is www.nesetweb.eu Yugoslav Republic of Macedonia, Iceland, the European Commission’s EENE - Network of European experts Liechtenstein, Montenegro, Norway, Serbia, in-house science service on economics of education NESSE - Network of experts in social Switzerland and Turkey) and a coordinating which employs scientists to carry out sciences of education and training unit based in the EU Education, Audiovisual research in order to provide independent and Culture Executive Agency in Brussels. scientific advice and support to EU policy. EENEE is an EU Think Tank NESSE is a network of scholars For more information, visit: eacea.ec.europa. For more information, visit: ec.europa.eu/jrc/ sponsored by the European working on social aspects of eu/education/eurydice Commission, Directorate General for education and training. It was Education and Culture. The network is set up in 2007 after a Call for Tenders by coordinated by the Ifo Institute. EENEE European Commission’s Directorate aims to contribute to the improvement of General for Education and Culture. The decision-making and policy development Institut National de Recherche Pédagogique in education and training in Europe by (INRP, France) is responsible for the advising and supporting the European coordination of the network. NESSE’s Commission in the analysis of economic aspects of educational policies and reforms. For more information, visit: www.education- economics.org EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 24 EU Guide /// LIFELONG LEARNING PLATFORM - p. 25 EU Policy-Making mission is to advise and support the contributes to the dissemination of European Commission in the analysis of knowledge on social aspects of education educational policies and reforms, and to and training. For more information, visit: consider their implications at national, http://www.nesse.fr/nesse regional and European level. NESSE also Education has always been regarded as a national rather than EU competence. To date, the EU has only a supporting competence over education and training, meaning that its International Organisations role is limited to support, coordinate and supplement member state actions, without superseding their competence. However, the Maastricht Treaty already recognised a European dimension to education and allowed the EU to contribute to the development OECD - Organisation for Economic Council of Europe of quality education and the promotion and improvement of vocational training, now Cooperation and development included under articles 165 and 166 of the Lisbon Treaty. The Council of Europe is the continent’s leading human A turning point in the EU’s involvement in education was the formulation of the Lisbon The Organisation for Economic rights organisation. It includes Agenda and the application of the Open Method of Coordination to the area of education. Co-operation and Development 47 member states, 28 of Formulated at the Lisbon Summit of 2000, the Lisbon Agenda aimed at “making the (OECD) promotes policies to which are members of the European Union. European Union the most competitive economy in the world by 2010”. In June 2010 the improve the economic and social All Council of Europe member states have European Council adopted the so-called Europe 2020 strategy (2010-2020), which well-being of people around the world. It signed up to the European Convention on succeeds the Lisbon strategy (2000-2010) and where education, training and lifelong provides a forum in which governments Human Rights, a treaty designed to protect learning play even a greater role. In this section you will learn more about the Europe can work together to share experiences human rights, democracy and the rule of 2020 and ET2020 strategies. and seek solutions to common problems. law. For more information, visit: www.coe. The OECD Directorate for Education and int/t/dg4/education Skills helps individuals and nations to identify and develop the knowledge and Europe 2020 Strategy skills that drive better jobs and better UNESCO – United Nations Educational, lives, generate prosperity and promote Scientific and Cultural Organisation social inclusion. It encourages countries to five targets Priorities compare their experiences and learn from Since its creation in 1945, each other, and it accompanies them in the UNESCO’s mission has 1. Employment: aiming to raise to 75% the difficult process of policy implementation. been to contribute to the Europe 2020 is the EU’s growth strategy employment rate for people aged 20-64; For more information, visit: www.oecd.org/ building of peace, poverty for the current decade (2010-2020). It 2. Research and Development: improving the conditions for research and education/ eradication, lasting development and identifies three key drivers for growth, to development, particularly with the aim intercultural dialogue, with education as be implemented through concrete actions ILO - International Labour Organisation of raising combined public and private one of its principal activities to achieve at EU and national levels: investment levels in this sector to 3% of this aim. The Organisation is committed to GDP; The ILO was founded in 1919, in • Smart growth, fostering knowledge, a holistic and humanistic vision of quality innovation, education and digital society. 3. Climate change: reducing greenhouse the wake of a destructive war, education worldwide, the realisation of gas emissions by 20%, increasing the share to pursue a vision based on the everyone’s right to education, and the belief • Sustainable growth, ensuring that the of renewable to 20% and improving energy premise that universal, lasting that education plays a fundamental role in European economy makes a transition efficiency by 2018; peace can be established only if it is based human, social and economic development. towards a low-carbon economic model. 4. Education: improving education on social justice. The ILO became the first The UNESCO has 7 specialised institutes level, in particular by aiming to reduce • Inclusive growth, raising participation in school drop-out rates to less than 10% and specialised agency of the UN in 1946. The for education including the International the labour market and reducing poverty. increasing the share of young people with main aims of the ILO are to promote rights Institute for Education Planning and Education, training and Lifelong Learning a third-level degree or diploma to at least at work, encourage decent employment the Lifelong Learning Institute. For play a key role to achieve these strategic 40%; opportunities, enhance social protection more information, visit: unesco.org priorities, in particular when it comes to 5. Poverty and social exclusion: and strengthen dialogue on work-related Ensuring at least 20 million fewer people issues. smart and inclusive growth. To render this are at risk of poverty and social exclusion. more tangible, five key targets in the areas EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 26 EU Guide /// LIFELONG LEARNING PLATFORM - p. 27

of employment, innovation, education, a 75% employment rate for the working- poverty reduction and climate/energy have age population (20-64 years) by making European Semester been set for the EU to achieve by the end education and training more relevant to of the decade. young people’s needs, encouraging more of them to take advantage of EU grants to study The Europe 2020 strategy calls on each Spring European Council The strategy also includes seven ‘flagship or train in another country and encouraging Member State to translate the common In March, EU Heads of State and government initiatives’ providing a framework through EU countries to take measures simplifying European targets into national targets issue EU guidance for national policies on which the EU and national authorities the basis of the Annual Growth Survey. The the transition from education to work. and trajectories by taking account its mutually reinforce their efforts. Two of these relative starting position and national Spring meeting of the European Council, flagship initiatives are particularly linked circumstances. To ensure that the Europe based on the Annual Growth Survey, takes stock of the overall macroeconomic situation, to education: Youth on the Move and An An agenda for new skills and jobs 2020 strategy delivers, a new system of Agenda for New Skills and New Jobs. the progress towards the five EU-level This agenda has the economic governance has been set up targets and the progress under the flagship objective of creating since 2010 to coordinate policy actions initiatives. It provides policy orientations the right conditions between the EU and national levels, the so- covering fiscal, macroeconomic structural seven Flagships to modernise labour called European Semester. reform and growth enhancing areas, and advises on linkages between them. markets and to allow The European Semester is an annual cycle Under Smart Growth: people to acquire new of economic and fiscal policy coordination. Stability and Convergence Digital Agenda for Europe skills in order to raise employment levels • Through this process, the European Programmes (SCPs) & National Innovation Union and to ensure the sustainability of our social • Commission evaluates whether and to Reform Programmes (NRPs) Youth on the Move models. • what extent the commitments undertaken The Spring European Council gives strategic Under Sustainable Growth: The concrete actions to be taken include by Member States allow the EU to meet its guidance on the priorities to be pursued • Resource efficient Europe the acquisition and recognition of learning headline targets for 2020 in essential areas during the Semester Cycle. It invites • An industrial policy throughout general, vocational, higher and such as employment rates and/or education, Member States to take into account these Under Inclusive Growth: adult learning, and the implementation of and provides them with recommendations priorities in their SCPs and NRPs, including their national Job Plans. In April, Member • An Agenda for new skills and new jobs the European Qualifications Framework. for the next 12-18 months. States submit to the European Commission • European platform against poverty In May/June, the European Commission both their medium-term budgetary and Of course, the EU can take new initiatives publishes Country Specific Recommendations economic strategies (SCPS) and set out to face important challenges such as youth (CSRs). Once these recommendations are actions and measures to be undertaken unemployment. This is the case of the Youth in areas such as employment, education, Youth on the move endorsed at the June European Council Guarantee for example for the Investment and formally adopted by the Council of research, innovation, or social inclusion in line with EU2020 objectives (NRPs). Youth on the move Plan. The Youth Guarantee is a new Ministers in July, they are meant to help is a comprehensive approach to tackling youth unemployment Member States to prepare and adopt their ANnual Growth Survey (AGS) package of policy which ensures that all young people under national economic policies and budgets 25 – whether registered with employment The European semester starts when the initiatives aiming at for the following year. Commission adopts its Annual Growth improving young services or not – get a good-quality, Throughout the year Member States are Survey, usually towards the end of the year, people’s education and employability, in concrete offer within 4 months of them which includes a review of the progress encouraged to implement peer review order to reduce high youth unemployment leaving formal education or becoming achieved and sets out EU priorities for activities in specific policy issues at EU and and to increase the youth-employment rate unemployed. For more information, visit: the coming year to boost growth and job national level to see its compliance with the – in line with the wider EU target of achieving http://ec.europa.eu/social/ creation, in line with EU 2020 objectives. recommendations and monitor progress In the Annual Growth Survey for 2015 , the towards the EU 2020 headline targets. European Commission, which took office on 1 November 2014, outlines the main features of its new jobs and growth agenda. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 28 EU Guide /// LIFELONG LEARNING PLATFORM - p. 29

Open method of Coordination (OMC) Education and Training 2020 (ET2020) The Open Method of Coordination (OMC) is an instrument from the Lisbon Strategy. It ET2020 working groups consists in a voluntary process for political Aim and objectives cooperation based on agreeing common • Schools, including early school leaving Strategic Objectives objectives and common indicators, which and the Teaching Profession. show how progress towards these goals • Modernisation of Higher Education. The main aim of the framework is to support can be measured. It is applied in policy • Vocational education and training, with Member States in further developing their • Make lifelong learning and mobility a areas where the European Union has limited an initial focus on apprenticeships and educational and training systems from a reality; competences according to the EU Treaties, work-based learning, as key elements of overall VET systems. lifelong learning perspective, covering all • Improve the quality and efficiency of such as education and training, but where • Adult Learning, with focus on strategies levels and contexts (including non-formal education and training; Member States feel there is an added value Promote equity, social cohesion and to reduce the number of low-skilled and informal learning). It provides common • in working together at the European level. strategic objectives for Member States, active citizenship; adults. This is therefore an intergovernmental Transversal skills, including ICT and including a set of principles for achieving • Enhance creativity and innovation, • method where Member States assess Entrepreneurial Skills (and Languages these objectives, as well as common including entrepreneurship, at all levels each other according to a method based once the new benchmark is agreed). working methods with priority areas for of education and training. on “naming and shaming” and under the • Digital and online learning. each periodic work cycle. ET2020 builds supervision of the European Commission. on its predecessor, the Education and of priority areas for the following cycle. The European Commission plays indeed a Training 2010 work programme, which A joint Council-Commission progress very active role in setting goals, indicators areas, organising peer-learning activities was launched as a response to the Lisbon report should be drawn up at the end of and benchmarks and monitoring their and conducting research, data collection Agenda in 2000. each cycle, which assesses Member States evolution, which allows it to gain quite an and analysis. In the field of education, For each of these strategic objectives, progress towards the common ET2020 influence in the process. ET2020 Thematic Working Groups (TWGs) have just undergone a revision after the the programme identified key issues and objectives and also contributes to the The OMC is the working method applied Council’s request in February 2013. Their indicators for measuring progress and establishment of the priority areas for the to implement the strategic framework for new mandate focuses on implementing proposed ways with the follow-up work next cycle. The next report will be adopted European cooperation in education and the ET2020 agenda and building tighter for achieving the concrete objectives. It in the second half of 2015 and will assess training (ET2020). draws on tools, such as benchmarks and progress made toward the overall strategic links with the European Semester, and indicators, and facilitates mutual learning objectives and the priorities for the current From a practical level point of view, this their number has been reduced to match by comparing best practices, period work cycle (2012-2015) and establish a new work within the OMC can be undertaken key policy challenges. Their results should monitoring, evaluation, and peer review. set of priority areas for the next cycle. through different working methods and be regularly presented to the Education tools, like establishing groups/networks Committee of the Council and national A new element that has been introduced by Since 2015 marks the half-way stage for with the aim of implementing legal representatives should turn over within the the ET2020 is that the period up to 2020 ET 2020, the report will also evaluate all instruments (i.e. EQF advisory Group), TWGs representation in order to gain more is divided into a series of cycles, with the aspects of the strategic framework. It will setting up thematic working groups and ownership on what happens there. current one covering the three years from propose any modifications which Member expert groups to address specific policy 2015 to 2017. For each work cycle, a number States consider necessary to improve the of priority areas are adopted on the basis governance and working methods. The of the above-mentioned four strategic Commission is expected to publish its draft objectives. This more “flexible” approach proposal after the summer. This proposal The role of the EU in education and training is to support, coordinate and supplement member state should allow more regular evaluation of will be examined and adopted by the actions, without superseding their competence. The European Commission regularly publishes progress and, when necessary, adjustment Council before the end of the year. Communications giving political directions for the years to come such as the 2012 “Rethinking Education” and the 2013 “Opening up Education” Communications – what is referred to as soft law.

The Open Method of Coordination (OMC) is a voluntary process for political cooperation based on agreeing common objectives and common indicators, which show how progress towards these goals can be measured. The Commission plays a very active role in setting goals, Contribute to the development of indicators and benchmarks and monitoring their evolution. Why? quality education and the promotion BENCHMARKING and improvement of vocational Setting comMon objectives Research, data training. Peer Learning Groups and networks art. 165 & 166 TEU How? EU Programmes e.g. NESSE, studies... e.g. Pear learning activity e.g. EQF Advisory Group, on VNFIL... Thematic working groups.. Peer Learning EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 30 EU Guide /// LIFELONG LEARNING PLATFORM - p. 31

Measuring progress: Legal instruments EU Benchmarks for Moreover, in 2007 the Council adopted a Indicators and benchmarks wider framework of 16 indicators as a means 2020 The term European legal instruments refers to supplement the analysis of education to the instruments available to the European Pre-school participation: at least 95% institutions to carry out their tasks. As EU systems, such as the role of teachers and • In addition to the above-mentioned policy of children between the age of four and has only a supporting competence over trends in investment in education: the age for starting compulsory primary frameworks, the implementation of the education and training, it mostly issues soft- • Participation in preschool education; education should participate in early four strategic objectives agreed under the law policy measures, which are nonbinding, Special needs education; childhood education; umbrella of the ET2020 is principally based but nonetheless carry political weight: • • Early-school leavers; Low achievers: the share of 15 years on establishing measuring instruments Communications usually set out a • • • Literacy in reading; olds with insufficient abilities in reading, (benchmarks and indicators), monitoring Commission action plan. They may also Mathematics and science; mathematics and science should be less progress towards them, exchanging good include concrete proposals for legislation. • • Language skills; than 15%; practices and developing peer-learning Green Papers are usually used to launch • ICT skills; Early school leavers: The share of early activities. a consultation process. They present • • Civic skills; leavers from education and training Commission policy orientations to • Moreover, various networks, expert groups, should be less than 10%; interested parties that may wish to • Learning to learn skills; and research centres are supporting comment. The Commission will generally • Upper secondary completion rates of • Tertiary attainment: the share of 30- the European Commission in the field prepare a subsequent proposal. young people; 34 year olds with tertiary educational of education and training by providing Professional development of teachers attainment should be at least 40%; • White Papers, which are often the follow- • extensive research in order to support up of a Green Paper, set out concrete and trainers; • Adult lifelong learning participation: “evidence based policy making” and by proposals for action by the Commission • Higher education graduates; an average of at least 15% of adults promoting relevant comparative analysis. in a specific area. • Cross national mobility of students in (age group 25-64) should participate in lifelong learning. To measure progress towards the ET2020 • Council Conclusions are policy guidelines higher education; strategic objectives in education and adopted at Council meetings. Although • Participation of adults in lifelong learning; • Learning mobility (adopted in 2011): at least 20% of higher education graduates training, Member States agreed to set not legally binding, the conclusions have • Educational attainment of the population; political power as a frame of reference. • Investment in education and training. in the EU should have had a period up measurement tools, the so-called of higher education-related study or Council Resolutions are documents that benchmarks and progress indicators. • training (including work placements) are produced at the end of thematic Their role is to help structure educational lasting a minimum of three months or debates at the European Council. performance data on different education representing a minimum of 15 ECTS While they are not legally binding, they Monitoring progress: credits; more than 18-34 year olds with an systems among Member States and, thus, have often been transposed into EU initial vocational education and training become frames of reference and comparison law through the work of the European Joint and Annual Reports qualification should have had an initial for setting future policy development and Commission, Council of Ministers, or the study or training period abroad of at least discussion. European Parliament. two weeks by 2020; Recommendations and Opinions are Monitoring of both performance and In May 2009 the Council adopted the set • Employability of young graduates non-binding instruments issued by • of benchmarks to be achieved by 2020. progress is an essential part of the European (adopted in 2012): by 2020, the share the Commission to define its view and Two of these five benchmarks – to reduce Union’s education and training policies, of employed graduates (20-34 year suggest a line of action for a specific the number of early school leavers; and to assessing strengths and weaknesses and olds) having left education and training issue. Though they have technically no guiding future strategy. The European no more than three years before the increase the share of young adults holding legal force, they do carry political and Commission publishes regular annual reference year should be at least 82%. tertiary education qualifications (they are moral weight. underlined in the above list) – have been reports and Commission staff working • Language teaching (launched in 2012): given further importance having been documents that present a detailed analysis by 2020, at least 50% of 15 year-olds selected headline targets for the overall level according to their specific needs and of national statistics on performance and should attain the level of independent Europe 2020 Strategy. national priorities. progress under ET2020 using all of these user of a first foreign language; by 2020, benchmarks and indicators. at least 75% of pupils in lower secondary The new framework for cooperation ET2020 In addition, since 2009 two new benchmarks education should study at least two explicitly mentions that the benchmarks are on learning mobility and the employability The first joint report was adopted in foreign languages. not to be considered as binding targets of young graduates have been adopted and February 2012 and, apart from adjusting for Member States. EU countries are rather the European Commission launched in 2012 some of these priority areas, it also reviews encouraged to contribute to the collective another benchmark on language teaching. some of the working arrangements under achievement of the benchmarks at EU ET 2020 to be better aligned with Europe EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 32 EU Guide /// LIFELONG LEARNING PLATFORM - p. 33

2020 and the European Semester. In particular, it strengthened the Council’s Education Forum Main policy initiatives of EU cooperation involvement and role on the education and training dimension of Europe 2020 in The Education, Training and Youth Forum in Education and Training both the European and national semester aims to bring together various stakeholders process (i.e. peer-reviews on the outcomes once per year in order to discuss key of the semester) and it suggested the policy developments linked to the Europe Mobility and creation of two new tools: the Education 2020 strategy, the ET2020 strategy and and Training Forum, to consult stakeholders the European Youth strategy. The Lifelong Lifelong Learning instruments Learning Platform wants this partnership on modernising education and training dialogue between decision makers, social systems drawing on the discussion of partners and civil society representatives to There are several initiatives aimed at making The European Qualification Framework education issues in the European Semester, be rich, open, more regular and sustainable in qualifications, experiences and skills better The European Qualification Framework for and the Education & Training Monitor,an order to discuss the future of education and appreciated and easier to recognise annual analytical report to monitor training in Europe and foster the successful Lifelong Learning (EQF) aims to better link throughout the EU. The aim is to give different national qualifications systems, progress on the ET2020 benchmarks and implementation of reforms at national greater access to learning or employment and regional level, in particular through acting as a translation device for employers core indicators. opportunities in different countries and the opportunities offered by the new EU and individuals to better understand In addition to the joint reports, a new education, training and youth programme encourage greater mobility – for individuals, qualifications from different EU countries, Education and Training Monitor has been 2014-2020 “Erasmus+”. The third edition businesses and other organisations. thus making it easier to work, study or hire put in place to provide an annual analytical of the European Education, Training and staff abroad. Its eight common European report to monitor progress on the ET2020 Youth (ETY) Forum took place in Brussels reference levels are described in terms of on 9th and 10th of October 2014. The theme The European Framework of Key benchmarks and core indicators, and that learning outcomes: knowledge, skills and is accompanied with 28 countries reports. of the Forum was “Future Priorities of the Competences ET2020 Strategic Framework for European competences. This allows any national The European Commission published the The eight key competences framework for qualifications frameworks (NQFs) and third annual edition of the Education and Cooperation in Education and Training and Synergies with Youth Policy”. It gathered lifelong learning is a tool for policy-makers qualifications in Europe to relate to the Training Monitor in November 2014 and more than 350 participants representing across the EU which identifies the essential EQF levels. Learners, graduates, providers is accompanied by 28 country reports, as different types of stakeholders and skills that people need to lead successful and employers can use these levels to well as a visualisation tool to evaluate the organisations active in education, training lives in today’s world. This framework understand and compare qualifications performance and progress of the Member and youth. defines eight key competences and awarded in different countries and by States in relation to the ET2020 targets. For more information, please visit: www. describes the essential knowledge, skills different education and training systems. eucis-lll.eu The next Education and Training Monitor is and attitudes related to each of these. These The rapid development of NQFs at national due to be published in late 2015. key competences are all interdependent, level has set the scene for the development and the emphasis in each case is on critical of other initiatives such as the validation European Technical Assistance/ thinking, creativity, initiative, problem of non-formal and informal learning. For Council InPut solving, risk assessment, decision taking further information, please visit: http:// • Consultative Committees, and constructive management of feelings. ec.europa.eu/ploteus e.g. EESC The eight key competences are: DG EAC • Working Groups, e.g. The European Quality Assurance in NESSE Example of • Communication in the mother tongue Vocational Education and Training • Networks, e.g. Cedefop policy making in Communication in foreign languages • Experts Groups, e.g. EQF Education and • (EQAVET) Training Mathematical competence and Advisory Group • EQAVET was adopted by the European basic competences in science and Parliament and the European Council in Internal technology 2009. It is designed to promote better Consultations Public Digital competence • vocational education and training by Consultations Learning to learn • providing authorities with common tools for Social and civic competences • the management of quality. The Reference Sense of initiative and entrepreneurship • Framework forms part of a series of Cultural awareness and expression • European initiatives which aim to recognise qualifications and competences received EYC Council by learners across different countries or (27 Ministers of Education, European Parliament Youth and Culture)

EC Communication EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 34 EU Guide /// LIFELONG LEARNING PLATFORM - p. 35

learning environments, thereby promoting Europass European Skills, Competences, Action and Youth in Actions programmes. modernisation, mutual trust and mobility The Youthpass certificates are available Europass is a EU initiative to increase Qualifications and Occupations (ESCO) in vocational education and training (VET). for Youth Exchanges, European Voluntary transparency of qualification and mobility ESCO is an online job portal which identifies For more information, visit: www.eqavet.eu Service, and youth workers’ mobility of citizens in Europe. It aims to be a and categorises skills, competences, within key Action 1. For more information on Lifelong Learning portfolio of documents qualifications and occupations using The European Credit Transfer and Youthpass, visit: https://www.youthpass.eu/ Accumulation System (ECTS) containing the descriptions of all learning standard terminology in all EU languages. achievements, official qualifications, It enables users to exchange CVs and job PLOTEUS This tool helps to design, describe and work experience, skills and competences, vacancies stored in different IT systems. deliver study programmes and award acquired over time. Europass helps people The beneficiaries of ESCO are jobseekers, The Portal on Learning Opportunities higher education qualifications. The ECTS make their qualifications and skills better education and training institutions and Throughout European Space is a EU is a learner-centred system based on the understood and recognised throughout employers. For more information, visit the webportal coordinated by DG EAC. The student workload required to achieve Europe, increasing their employment ESCO Portal: ec.europa.eu/esco/home portal offers an easy access and source certain course outcomes. The use of ECTS, prospects. Its webportal includes interactive of information from primary school to in conjunction with outcomes-based tools that, for example, allow users to create Youthpass postgraduate education. Run by the qualifications frameworks, makes study Euroguidance network and financed by the a CV in a common European format. Youthpass is part of the European programmes and qualifications more Leonardo da Vinci programme, the portal is Commission’s strategy to foster the transparent and facilitates the recognition It comprises 5 documents to make skills and interconnected with EURES, the European recognition of non-formal and informal of qualifications. For more information, visit: qualifications clearly and easily understood: Commissions’ portal on job mobility • The Curriculum Vitae learning in youth work. This tool is for ec.europa.eu/education/tools/ects_en.htm information. For further information on • The Language Passport projects funded by Erasmus+ Youth in PLOTEUS, please visit: ec.europa.eu/ploteus/ The European Credit System for • The Europass mobility Vocational Education and Training • The certificate Supplement (ECVET) • The Diploma Supplement School education This tool was initiated in 2004 along the In every country of the European Union and lines of the ECTS. It has been developed the European Economic Area, a National to help the transfer and recognition of Europass Centre coordinates all activities Also each country is responsible for the learning experiences in Europe, including related to the Europass documents. It is organisation and content of education and Some NGOs in the field those outside formal training systems. the first point of contact for any person training systems, there are often advantages The aim of the ECVET is to: or organisation interested in using or by working together on similar issues learning more about Europass. For more • Make it easier for people to get of concern. The European Commission • European Council for Steiner Waldorf validation and recognition of work- information, visit: europass.cedefop.europa.eu/ supports national efforts in two main Education (ECSWE) en/about/national-europass-centres related skills and knowledge acquired ways: it works closely with national policy- • European Federation for Education and in different systems and countries makers to help them develop their school Culture (EFEC) National Academic Recognition education policies and systems. It gathers • European Forum for Freedom in • Make it more attractive to move Information Centres (NARIC) between different countries and and shares information and analysis and Education (effe) learning environments NARIC provides information and advice encourages the exchange of good policy • European Parents’ Association (EPA) • European Shool Heads Association • Increase the compatibility between on the academic recognition of diplomas practices. and periods of study abroad. It consists of (ESHA) the different vocational education and Building on the results of two previous • International Federation of Training national centres in the countries covered training (VET) systems in place across Thematic Working Groups on Teacher Centres for the promotion of new Europe, and the qualifications they by the Erasmus+ programme and works professional Development and Early education (FICEMEA) offer closely with the wider European Network School Leaving, a new group looks at ways • Organising Bureau of European School • Increase the employability of VET of Information Centres covering the whole to improve the quality of teacher education Student Unions (OBESSU) graduates and the confidence of of the European Higher Education Area. and the collaborative approaches that • European Council of National Association employers that each VET qualification It is part of the European Commission’s can support schools in their ambitions to of Independent Schools (ECNAIS) • European Association of History requires specific skills and knowledge. Erasmus+ programme and is aimed at provide educational success for all and Educators (EUROCLIO) improving the mobility of students and reduce early school leaving (ESL). By the For more information, visit: ec.europa.eu/ staff between higher education institutions. education/policy/vocational-policy/ecvet_ end of 2015, the group expects to deliver For more information, visit: ec.europa.eu/ en.htm a Guidance Framework and a toolkit for education/tools/naric_en.htm schools to reduce ESL. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 36 EU Guide /// LIFELONG LEARNING PLATFORM - p. 37

For further information on school policy, curricula, learning materials and pupil please visit: ec.europa.eu/education/ assessment; The Bruges Communiqué has inspired The Erasmus+ programme aims to improve policy/strategic-framework/expert-groups_ Every pupil should benefit from high- • systemic reforms focusing on learning- the quality of VET across Europe, providing en.htm#schools quality learning including migrant outcomes-oriented standards and opportunities for vocational students and children; The Erasmus+ Programme invests millions curricula. Some countries, such as Germany, staff to undertake traineeship abroad. It Pre-school education should be more of Euros each year in projects that promote • Austria, Denmark and the Netherlands, helps to improve employability and skills widely available; school exchanges, school development, already have strong dual VET systems. and contribute to the competitiveness of the Early school leaving should be reduced; the education of school staff, school • These countries report better employment European economy. It involves companies, Improvements are to be made for the assistantships, etc. • rates for young people and fewer skills NGOs, vocational school with periods of support given to students with special mismatches. The EU is thus pushing for the work-based learning in a company, training, As regards the priority areas, education needs in mainstream education; development of dual VET systems. job shadowing or observations and teaching ministers from EU countries have recently More support should be given to • assignments. This is being done through come together to create these key priority teachers, school leaders, and teacher Reviews of Europe 2020 and ET2020 the implementation of the European Credit areas: educators through effective recruitment strategies, and priorities for VET, as system for Vocational Educational and and selection and professional education. outlined in the 2010 Bruges communiqué, • All pupils should gain basic literary and Training (ECVET) and European Quality were agreed upon on 22 June 2015 in the numeracy skills through modernising assurance in Vocational Education and Riga Conclusions to boost competitive Training (EQAVET). and innovative vocational education and training. For more information, visit: ec.europa. Last but not least, an ET2020 Working Vocational Education and Training eu/education/policy/vocational-policy Group on VET started its activities in January 2014 and will last until October Some NGOs in the field 2015. Based on the Copenhagen Process, the European Commission acts in partnership • European Association of Institutions in Higher Education with national governments, employers’ and Higher Education (EURASHE) workers’ groups and countries outside the • European Forum of Technical and EU to: Vocational Education and Training Higher education, research and innovation Some NGOs in the field (EfVET) play a crucial role in personal and societal • Improve the quality of training (initial • European Vocational Training development and in delivering the education, continuing development); Association (EVTA) • European Association of Institutions in European Union’s strategy to achieve and Improve the quality of teachers, trainers • European Association of Institutes for Higher Education (EURASHE) • maintain growth. The Europe 2020 strategy • European Students’ Forum (AEGEE and other professionals in the sector; Vocational Training (EVBB) • European University Continuing has set a target that by 2020 40% of Europe) • Make courses more relevant to the labour Education Network (EUCEN) young Europeans have a higher education • European Distance and E-Learning market. • European Federation of Professional qualification. Network (EDEN) Circus Schools (FEDEC) • Erasmus Student Network (ESN) The Commission’s work on vocational • The Organising Bureau of European The contribution of higher education to • European Students Union (ESU) education and training is supported by School Student Unions (OBESSU) jobs and growth, and its international • European University Continuing two agencies: the European Centre for • European Association of Regional attractiveness, can be enhanced through Education Network (EUCEN) the Development of Vocational Training and Local Authorities for Lifelong effective links between education, research, • European University College (Cedefop), which provides information and Learning(EARLALL) and innovation, which are key drivers of Association (EucA) analysis of education and training systems, • Foundation of European Regions for a knowledge-based society. Education, • European Federation of Professional policies, research and practice in the EU and Research in Education and Training research and innovation are the three sides Circus Schools (FEDEC) the European Training Foundation (ETF), (FREREF) of the so-called “Knowledge Triangle”. • European Association for Practitioner which works to develop education and Research on Improving Learning Launched in 1999, the Bologna Process (EAPRIL) training systems in the Western Balkans, aims to provide tools to connect national neighbouring countries and Central Asia. Communiqué on enhanced European cooperation in VET for 2011-2020. The educational systems. The intention is to On 7 December 2010, European Ministers Communiqué defines common objectives allow the diversity of national systems for vocational education and training (VET), for 2020 and an action plan for the coming and universities to be maintained while education systems, as well as implements the European Social Partners and the years, combining national measures with the European Higher Education Area tools to facilitate recognition of degrees European Commission adopted the Bruges European support. improves transparency between higher and academic qualifications, mobility, EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 38 EU Guide /// LIFELONG LEARNING PLATFORM - p. 39

and exchanges between institutions. The • Quality assurance; facilitates exchange of good practices. The Electronic Platform for Adult Learning The Survey of Adult reforms are based on ten simple objectives Easier recognition of qualifications and • in Europe (EPALE), funded under the which governments and institutions are periods of study. Skills (PIAAC) currently implementing. Most importantly, Erasmus+ programme, aims to become the The Bologna declaration (in full, Joint all participating countries have agreed on a main point of reference for adult learning declaration of the European Ministers of The Survey of Adult Skills is an international comparable three cycle degree system for professionals in Europe. survey conducted in over 40 countries as Education convened in Bologna on 19 undergraduates (Bachelor degrees) and part of the Programme for the International June 1999) is the main guiding document EPALE began in early 2014 with the support graduates (Master and PhD degrees). of EACEA and became operational in 2015. Assessment of Adult Competencies (PIAAC). of the Bologna process. It was adopted It measures the key cognitive and workplace The website offers a pan European Calendar The Bologna Process is a collective effort by ministers of education of 29 European skills needed for individuals to participate in of public authorities, universities, teachers, countries at their meeting in Bologna in of events, a Newsroom, a Resource centre society and for economies to prosper. The and students, together with stakeholder 1999. and five Thematic pages which focus upon first results from the Survey were released associations, employers, quality assurance topics important in Adult learning Sector. on 8 October 2013. It is organised by the On May 14-15 of 2015 the latest Bologna agencies, international organisations, For more information, visit: ec.europa.eu/ Organisation for Economic Cooperation and process Ministerial Conference and Bologna and institutions, including the European epale/ Development (OECD). Policy forum was held in Yerevan, Armenia. Commission. The participants of the process agreed upon The main focus is: the most recent Communiqué that sets the Youth policies (NFE) agenda for the coming years, and approves • The introduction of the three cycle new members. For more information, visit: system (bachelor/master/doctor) http://www.ehea.info/ The EU Youth Strategy, agreed by EU at young people to encourage non- strengthened; Ministers, sets out a framework for formal learning, participation, voluntary cooperation covering the years 2010-2018. activities, youth work, mobility and It has two main objectives: to provide information. more and equal opportunities for young Adult Learning • ‘Mainstreaming’ cross-sector initiatives people in education and the job market that ensure youth issues are taken into and to encourage young people to actively account when formulating, implementing participate in society. The European Commission is working with Some NGOs in the field and evaluating policies and actions in 32 countries to implement the European The objectives are achieved through a dual other fields with a significant impact Agenda for Adult Learning. This agenda • European association for the Education approach which includes: on young people, such as education, highlights the need to increase participation of Adults (EAEA) employment or health and well-being. Specific youth initiatives, targeted in adult learning of all kind (formal, non- • European Federation for Catholic Adult • formal and informal learning). The crisis Education (FEECA) The EU Youth Strategy proposes initiatives has highlighted the major role which adult • SOLIDAR Some NGOs in the field in eight areas: learning can play in achieving the Europe • International Sport and Culture • Education & training 2020 goals, by enabling adults, in particular Association (ISCA) • The International Language Association • European Students’ Forum (AEGEE • Employment & entrepreneurship the low-skilled and older workers, to (ICC) Europe) • Health & well-being improve their ability to adapt to changes in • European Educational Exchanges – • ALL DIGITAL • Participation the labour market and society. • VOLONTEUROPE Youth for Understanding (EEE-YFU) • European Federation for Intercultural • Voluntary activities The European Commission coordinates a Learning (EFIL) network of national coordinators who all • Social inclusion 64 should be taking part. In 2012, average • Erasmus Student Network (ESN) promote adult learning in their countries by • Youth & the world participation was 9% and only 5 EU • European Students Union (ESU) providing policy advice and support, and • International Federation of Training Creativity & culture. countries had reached the target rate. • gather and distribute the best practices. Centres for the promotion of new The Joint EU Youth Report 2015 has been The European Commission also works with Besides, the European Commission education (FICEMEA) published together with national reports. a range of European associations, networks facilitates exchange of good practices • Organising Bureau of European School In May 2015, the European Commission has and labour organisations to promote adult and publishes indicators and data on the Student Unions (OBESSU) published the European Youth Monitor learning. current situation in member countries, • Youth for Exchange and Understanding (YEU) based on 41 statistical indicators on the reports on progress in implementing EU countries have set a target for adult • World Organisation of the Scout state of young people in the EU. For more policies and proposes new policy and learning: by 2020, 15% of adults aged 25- Movement (WOSM) information, visit: ec.europa.eu/youth EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 40 EU Guide /// LIFELONG LEARNING PLATFORM - p. 41 EU funding Horizontal policies

Rethinking Education Rethinking Education was set up in 2012 to The Communication was followed by reform education systems across the EU so extensive EU-wide country analysis as to meet growing demand for higher skill aimed to establish sound benchmarks for levels and reduce unemployment. developing policy on the basis of concrete EU funding programmes are also key policy implementation instruments. EU funds, evidence. The initiative focuses on three areas in need managed mostly by the European Commission, can be granted to public or non- of reform: quality, accessibility and funding. The Council followed up «Rethinking governmental organisations. The funds are intended to aid the implementation of EU Education» and the country analyses with policies or to further pursue EU interests in specific policy areas. The funds are especially Reforms should be designed to: its Conclusions on investing in education important in areas where the EU lacks formal competence, such as education and training. • raise basic skills levels, and training. • promote apprenticeships, For more information, visit: ec.europa.eu/ • promote entrepreneurial skills, languages/policy/strategic-framework/ Erasmus+ • improve foreign language skills. rethinking-education

Erasmus+ is the new EU programme for Opening up Education initiative Education, Training, Youth and Sport for The main goal of this initiative is to stimulate Opening up Education calls for EU-level 2014-2020 . It aims to boost skills and ways of learning and teaching through cooperation to push reforms towards the employability and to modernise Education, ICT and digital content, mainly through adoption of open learning environments Training, and Youth work. The seven year the development and availability of OER. as drivers to enhance digital skills both programme will have a budget of 14.7 Amongst its actions, the most important one for pupils and teachers, and in education billion; a 40% increase compared to former is to change the role of digital technologies in general. Another major concern of programmes spending levels. Entered in at school. All the actions within the initiative the European Commission, stated in this force at the beginning of 2014 and acting are put in place with the hope that they initiative and in alignment with the Open up to 2020, the new Erasmus+ programme help attain the ultimate objective, namely Education Europa portal, is to be able to brings together seven former programmes to boost competitiveness and growth at support the deployment and availability of including the Lifelong Learning programme, the European level. digital technology and content. the Youth in Action programme 2007-2013, • Key Action 2 - Cooperation for For more information, visit: www. five international cooperation programmes innovation and the exchange of openeducationeuropa.eu/fr/initiativeeducation and the new sport action. good practices supporting strategic partnerships, sector skills alliances and The programme has been conceived with a knowledge alliances, as well as capacity- simplified architecture based on three key building projects and IT sectoral actions: platforms. This key Action is expected to • Key Action 1 - Learning mobility of result in the development, transfer and individuals supporting mobility of implementation of innovative practices learners and staff, joint master degrees at organisational, local, regional, national and the master student loan guarantee. or European levels; The actions supported under this Key Key Action 3 - Support for policy reforms Action are expected to bring positive and • encouraging stakeholders’ participation, long-lasting effects on the participants evidence based-policy-making, the Open and participating organisations involved, method of Coordination and prospective as well as on the policy systems in which initiatives from public authorities. The such activities are framed; activities in support for policy reform EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 42 EU Guide /// LIFELONG LEARNING PLATFORM - p. 43

Social Inclusion

are targeted at the achievement of the countries as well as the promotion goals of the Europe 2020 Strategy, of of the international attractiveness The European Social Fund (ESF) the Strategic framework for European of European higher education in the cooperation in education and training world. The European Social Fund belongs to the (ET 2020) and of the European Youth The programme general objectives are EU Structural Funds that are financial tools Strategy. Key Action 3 covers other meant to be more tightly linked to EU2020 set up to implement the European regional actions in support for policy reforms in and ET2020 priorities as well as the policy. It was created to reduce differences the education, training and youth fields. renewed framework for EU cooperation in in prosperity and living standards across These actions are: the youth field. Important features should the EU, especially through the promotion • Knowledge in the field of education, be emphasised in the current programming of employment and with a focus on VET. training and youth, involving evidence period such as the recognition and validation With the elaboration of the new ESF 2014- gathering, analysis and peer learning; of skills and qualifications, the international 2020 a new category of regions has been dimension, multilingualism and equity created in order to ease the transition of • Initiatives for policy innovation in and inclusion. Indeed, Erasmus+ aims at order to develop new policies or these regions, which have become more facilitating the access to learning mobility prepare their implementation; competitive in recent years, but still need to disadvantaged learners (disability, poor targeted support. • Cooperation with international socio-economic background, migrants, upgrading the knowledge, skills and The funding is allocated for projects organisations, such as the OECD and remote areas inhabitants, etc.). competences of the workforce, and operated by public and/or private sector the Council of Europe. This action also promoting flexible learning pathways, beneficiaries within Member States and fosters policy dialogue with partner including through career guidance and their regions according to co-financing and validation of acquired competences; shared management principles. The 2014 European Code of Conduct Programmes • Improving the labour market relevance have been elaborated jointly with Member of education and training systems, Europe for Citizens States and the Commission for the facilitating the transition from education programming period describing thematic to work, and strengthening vocational The programme aims at contributing to objectives and investment priorities chosen education and training (VET) systems citizens’ understanding of the EU, its history by countries. and their quality, including through mechanisms for skills anticipation, and diversity, and to foster European The ESF investment priorities in education adaptation of curricula and the citizenship and improve conditions for civic are the following: and democratic participation at EU level. establishment and development of work- • Reducing and preventing early school- based learning systems, including dual The annual priorities for 2015 are: leaving and promoting equal access to learning systems and apprenticeship good quality early-childhood, primary • European remembrance: in the context • Democratic engagement and civic schemes. and secondary education, including of the 70th anniversary of the end of participation: following the European ESF projects are applied for and run formal, non-formal and informal the World war II, the focus will be on elections of May 2014 and in the current by a wide variety of organisations learning pathways for re-integrating the consequences of World War II and debate on the European Union in times known as beneficiaries, including public into education and training; the associated rise of intolerance that of the economic crisis, there is a need to administrations, workers’ and employers’ enabled crimes against humanity, as stimulate new forms of civic participation • Improving the quality and efficiency of, organisations, NGOs, charities and well as the consequences of World whilst reinforcing those existing. and access to, tertiary and equivalent companies. The individuals who take part War II for the post-war architecture of education with a view to increase Public bodies or non-for-profit organisations in an ESF project are called participants; Europe: its division and the Cold war on participation and attainment levels, with a legal personality can apply and the these include, for example, older workers the one hand, and the beginning of the especially for disadvantaged groups; programme is open to the 28 EU Member training for new skills, young job-seekers European integration process following States. Enhancing equal access to Lifelong getting work placements, or people seeking the Schuman Declaration in 1950 on the • Learning for all age groups in formal, advice on how to set up their own business. other hand; non-formal and informal settings, EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 44 EU Guide /// LIFELONG LEARNING PLATFORM - p. 45

The EU programme for Social Change and Innovation (EaSI) entrepreneurship will be operational by the development of digital tools to spread 2016. European creative personalities’ influence abroad. EaSI is a financing instrument at EU level related information for applicants and The Culture sub-programme finances to promote a high level of quality and employers; development of services for cooperation projects, literary translation as The MEDIA sub-programme supports the sustainable employment, guaranteeing the recruitment and placing of workers in well as cultural and creative networks and European film, audiovisual and videogames adequate and decent social protection, employment; cross-border partnerships. platforms projects, such as performing and industries in the development, distribution combating social exclusion and poverty This axis is open to national, regional and visual arts, fashion, design, architecture, and promotion of their work, while also and improving working conditions. It local authorities; employment services cultural heritage, video games, publishing encouraging skills development. It enables brings together three EU programmes and social partner organisations and etc. This part of the programme targets works to find markets beyond national and managed separately between 2007 and other interested parties. To apply for mostly the rise of new creation and European borders, and helps professionals 2013: PROGRESS, EURES and Progress the funding, eligible organisations must production models, the need to facilitate build productive international networks. Microfinance. As of January 2014, these respond to a call for tender and/or to a the circulation of art works in Europe, the programmes form the three axes of EaSI call of proposals; proximity with the audience and finally and they support: • Microfinance and Social • The modernisation of employment and Entrepreneurship axis (21% of the social policies with the PROGRESS budget). The objectives of the axis are Horizon 2020 axis (61% of the total budget). The to increase access to, and the availability PROGRESS axis of EaSI is open to all of, microfinance for vulnerable groups public and/or private bodies, actors and who want to set up or develop their Horizon 2020 is the biggest EU Research institutions. It can support cooperation business and micro-enterprises, build up an Innovation programme ever with nearly with international organisations, in the institutional capacity of microcredit 80 billion EUR of funding available over particular with the Council of Europe, providers and support the development seven years (2014-2020) in addition to the OECD, and the ILO, with other United of social enterprises, in particular the private investment that this money will Nations bodies and with the World by facilitating access to finance. EU attract. Bank. To apply for the funding, eligible countries, EEA countries (in accordance organisations must respond to a call for with the EEA Agreement), EFTA countries It is the financial instrument implementing tender and/or to a call of proposals; and EU candidate countries (or potential the “Innovation Union”, a Europe 2020 candidate countries) in line with the flagship initiative aimed at securing • Job mobility with EURES axis (18% framework agreements concluded by Europe’s global competitiveness. The first of the total budget). This axis covers them can participate. calls for proposals were published on 11 three sections: transparency of job December 2013. The programme supports and industrial technologies. It focuses vacancies, job applicants and any SMEs with a new instrument that runs on information and communication throughout various funded research and technologies, nanotechnologies, innovation fields, so it should be easy for advanced materials, advanced SMEs to find opportunities in many calls. Creative Europe manufacturing and processing, What is more, Horizon 2020 also aims biotechnology and space. It has a to enhance EU international research budget of €14 billion euro and it is The Creative Europe cooperation, so there are more opportunities managed by DG Enterprise and based programme (2014-2020) for Third Country participation. on Europe 2020 and Innovation Union was adopted by the Horizon 2020 is open to everyone and has Strategies; European Parliament and a simple structure. The programme consists • 3rd pillar – Societal challenges. It the Council on 11 December of three main research areas that are called focuses on finding solutions to social 2013. It aims to support pillars, which are the following: and economic problems, such as health the European audiovisual, • 1st pillar – Excellence Science. It focuses (7.5 b. EUR), food, water, forestry, cultural and creative sector bioeconomy (3.8 b. EUR), energy (5.9 and to increase these areas competitiveness (2007-2013). Creative Europe is divided into on basic science and has a budget of 24 billion; b. EUR), transport (6.3 b. EUR), climate by 2020, and it is built on the former Culture, two parts: Culture and Media. A third cross- change (3.1 b. EUR), European society MEDIA and MEDIA Mundus Programmes sector section dedicated to fund cultural • 2nd pillar – Leadership in enabling (1.3 b. EUR), security (1.7 b. EUR). EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 46 EU Guide /// LIFELONG LEARNING PLATFORM - p. 47

European NGOs To respond to Horizon 2020 calls, http://ec.europa.eu/research/participants/ you must submit a proposal through portal the Participant Portal: European Students’ Forum (AEGEE) AEGEE is one of the biggest students’ organisations that promotes cooperation, communication and integration amongst young people in Europe. It counts around Marie Sklodowska-Curie Actions (MCSA) 13.000 members, active in more than 200 university cities in 40 European countries. These actions are part of the Excellence career development. It enables research- ALL DIGITAL Science pillar of Horizon 2020. The MCSA focused organisations to host talented support researchers working across all foreign researchers and to create strategic ALL DIGITAL represents publicly funded telecentres/telecentre networks, ICT disciplines, as well as industrial doctorates, partnerships with leading institutions learning centres, adult education centres and libraries across Europe where children and adults can access the Internet, learn digital skills and keep up do date with combining academic research study with worldwide. The Research Executive Agency technology and community developments. work in companies, and other innovative (REA) implements the activities of MCSA. training that enhances employability and ATEE The Association for Teacher Education in Europe (ATEE) aims to enhance the quality of teacher education in Europe by supporting the professional development of European Research Council grants teachers and teacher educators. Its 300 individual members and 35 institutional members span 40 countries around the world. They work both within and outside The European Research Council (ERC) new and emerging fields and applications higher education. grants support individual researchers of any that introduce unconventional, innovative Cité des Métiers nationality and age who wish to pursue their approaches. For more information, please visit: Cités des Métiers International Network regroups a wide network of Cités des frontier research. The ERC encourages in http://erc.europa.eu/funding-and-grants particular proposals that cross disciplinary Métiers, places managed in partnership by different stakeholder organisations, open to anyone in search of information to build his/her professional future. Its mission boundaries, pioneering ideas that address is to direct users to all the resources allowing them to formulate and achieve their career aims and to guide and support them in their choices in a single place Democracy and Human Rights Education in Europe (DARE) DARE stands for Democracy and Human Rights Education in Europe. The DARE Network consists of 48 member organisations from 26 countries in Europe. European Association for the Education of Adults (EAEA) EAEA is a European NGO with 123 member organisations from 42 countries working in the fields of adult learning. It promotes adult learning and the widening of access and participation in formal, non-formal and informal adult education for all, particularly for groups currently under-represented. European Association for practitioner Research on Improving Learning (EAPRIL) EAPRIL is a non-profit organisation that bridges practice and research and aims to cross the boundaries between education and working life. It gathers about 500 delegates from across Europe with 7 L&D related networks at its annual conference. European Association of Regional and Local Authorities for Lifelong Learning (EARLALL) The European Association of Regional and Local Authorities for Lifelong Learning currently includes the co-operation of 16 regional and local authorities aiming to influence EU policy and to co-operate in projects in the field of lifelong learning. European Council of National Association of Independent Schools (ECNAIS) ECNAIS is an association founded in 1988 which aims at supporting and pursuing the values embedded in a democratic approach to pluralism in the national educational systems, and the respect of the parental choice. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 48 EU Guide /// LIFELONG LEARNING PLATFORM - p. 49

European Council for Steiner Waldorf Education (ECSWE) European Students Union (ESU) ECSWE consists of 26 national Waldorf Associations representing some 700 schools ESU is an umbrella organisation of 47 National Union of Students from 39 countries. in Europe. They count more than 2000 kindergartens and around 600 institutions ESU acts in representing, defending and strengthening students’ educational, for curative education. democratic and political and social rights in Europe. European Distance and E-Learning Network (EDEN) European University College Association (EucA) EDEN exists to share knowledge and improve understanding amongst professionals EucA works to promote the excellence of university halls of residence, to create in distance and e-learning and to promote policy and practice across the whole of an international network among university halls of residence, promote cultural ex- Europe and beyond. It counts with more than 200 institutional members and over changes and so to encourage active citizenship among young people. It represents 1200 members in Europe. around 30 000 students and 194 halls of residence in 10 countries. European Educational Exchanges - Youth for Understanding (EEE-YFU) European University Continuing Education Network (EUCEN) Youth for Understanding (EEE-YFU) is the umbrella for national YFU organisations EUCEN is the largest European multidisciplinary Association in University Lifelong in Europe and currently has 29 member organisations. EEE-YFU provides exchange Learning. It is an international non-governmental non-profit making organisation programmes for 15 to 18 year old students in more than 50 countries worldwide. which gathers 183 members from 35 countries. European Federation for Education and Culture (EFEC) European University Foundation (EUF) EFEC is a federation gathering non-religious educative associations from 8 European The European University Foundation is a network of 20 European Universities aiming countries. It represents the European branch of the International Teaching, Education at strengthening and accelerating the development of the sphere of European and Popular Culture League that gathers 20 organisations worldwide. education by establishing examples of concrete cooperation. European Forum for Freedom in education (effe) European Network for Education and Training (EUNET) EFFE is an NGO in the field of education, it gathers people from more than 20 EUNET wants to spread the European Idea to teenagers and adults. It has the goal countries, from public and private schools and with various teaching method views. to intensify the experience-exchange, to increase the quality of the offers, to de- It was designed as a forum in which all current issues concerning education at velop and distribute methodical-didactic materials as well as simulations. It is a primary and secondary level can be discussed. network and has 61 members (NGOs) in 20 countries. European Federation for Intercultural Learning (EFIL) European Association of Institutions in Higher Education (EURASHE) EFIL is the umbrella organisation of 28 AFS organisations in Europe. AFS’s mission EURASHE is the European Association of Higher Education Institutions that offer is to promote intercultural learning opportunities. AFS activities include the long- professionally oriented programmes and are engaged in applied and profession- term secondary school and host family-based exchanges of students in more than related research within the Bologna cycles. It gathers about 1.100 higher education 100 countries worldwide. institutions in 40 countries within and outside the European Higher Education Area. European Forum of Technical and Vocational Education and Training (EfVET) European Association of History Educators (EUROCLIO) Founded in 1991, EfVET is a unique European-wide professional association which EUROCLIO, the European Association of History Educators, promotes a responsible has been created by and for providers of technical and vocational education and and innovative teaching of history based on multi-perspectivity, critical thinking, training. It consists of 1500 member associations and institutions. mutual respect, and the inclusion of controversial issues. It represents a network of 44 member associations and 15 associated members from 52 countries. European Parents’ Association (EPA) European Association of Institutes for Vocational Training (EVBB) EPA gathers the parents’ associations in Europe which together represent more than 150 million parents. EPA works in partnership both to represent and give parents, The European Association of Institutes for Vocational Training (EVBB) is the the primary educators of children a powerful voice in the development of education European umbrella association of free and non-profit educational providers. Its policies and decisions at European level. objective lies in the qualitative improvement of vocational education and training in European countries and an increase in the efforts being carried out in education at European School Heads Association (ESHA) a European level. ESHA is a professional organisation for European school heads within primary and European Vocational Training Association (EVTA) secondary education. Represented by one or more organisations in each European country, it aims to provide an exchange platform where its members can identify, EVTA is a vocational training network which comprises 27 members from 14 share and promote best practice in school leadership across Europe. European countries, representing thousands of national training centres and, in certain cases, national employment services. Erasmus Student Network (ESN) European Federation of Professional Circus Schools (FEDEC) ESN is one of the biggest non-profit interdisciplinary student associations in Europe, founded in 1989 for supporting and developing student exchange. It brings together Founded in 1998, FEDEC is a network of 41 professional circus schools and 14 circus 13.500 members from 460 local sections in 37 countries. arts organisations located in 24 different countries. FEDEC’s main vocation is to support the development and evolution of pedagogy and creation in the field of circus arts education. EU GUIDE /// LIFELONG LEARNING PLATFORM - p. 50 EU Guide /// LIFELONG LEARNING PLATFORM - p. 51

European Federation for Catholic Adult Education (FEECA) VOLONTEUROPE Network FEECA represents Catholic adult education on a European level. It aims to contribute Volonteurope is an international network promoting the values and principles of volunteering, in furthering both European integration and international cooperation, based on faith active citizenship and social justice at local, regional, national and European level, both in the in freedom and a democratic order. It gathers 9 national umbrella-organsisations of Member States of the European Union and the Council of Europe. catholic adult education. WOSM International Federation of Training Centres for the promotion of new education (FICEMEA) The World Organisation of the Scout Movement‘s main mission is to educate young people. Scouting is present in every European Country and is one of the most important Youth FICEMEA aims to federate the action of its member organisations in order to Organisation in Europe in terms of membership of young people but also adult’s volunteers promote active training methods as widely as possible and to contribute to the who are supporting the development of scouting activities. evolution of educative and social practices all over the world. Youth for Exchange and Understanding (YEU) Foundation of European Regions for Research in Education and Training (FREREF) YEU is an international youth led organisation working on mainstreaming youth issues in FREREF promotes concrete interregional cooperation in the field of lifelong learning. society by encouraging development of young people’s competences by using non-formal It has 15 member Regions and 3 member Institutions, and cooperates regularly education and youth work as tools. It is a network of 34 organisations in 25 countries in with some 20 other Regions, as well as with national and European institutions and Europe and North Africa. agencies. International Language Association (ICC) ICC groups professionals from all areas of language education and intercultural communication promoting excellence in the teaching and learning of languages by defining professional standards and disseminating these standards and practice to the widest possible public. It represents 25 members located in 12 countries worldwide. International Sport and Culture Association (ISCA) ISCA is an organisation bringing together sport, culture and youth organisations. With more than 191 affiliated organisations and more than 40 million individual members worldwide from 65 countries that share the idea that everyone should be able to participate in international activities. Learning for Well-Being Foundation (L4WB-F) The Learning for Well-being Foundation (L4WB-F) promotes Learning for Well- being, forming a community of individuals and organisations gathered around a vision of inclusive and supportive societies where children, young people and adults respect each other as competent partners and help each other realise their unique potential throughout their lives. Organising Bureau of European School Student Unions (OBESSU) Founded in 1975, OBESSU is a platform for cooperation between national school student unions active in general secondary and secondary vocational education. It brings together 24 national associations in 19 European countries. SIRIUS The SIRIUS Migration Policy Group linked to SIRIUS is a European think-tank specialised on migration and anti-discrimination. It has extensive comparative knowledge of policies and practices in Europe and traditional destinations, including on integration and anti-discrimination support for migrant children and adults in education, vocational training and lifelong-learning. SOLIDAR Foundation SOLIDAR is a European network of 60 NGOs based in 27 countries working to advance social justice in Europe and worldwide. SOLIDAR voices the concerns of its member organisations to the EU and international institutions across the policy sectors social affairs, international cooperation and lifelong learning. NOTES

Editor in chief: Audrey Frith Editors: Thomas Tugulescu, Audrey Frith and Claudia McKenny Engström A special thanks to: Noé Viedma, Alexia Samuel, Florine Yapi and Chloé Agley Design and Illustrations: Audrey Frith and Raffaela Kihrer

Editors for the updated edition (2018): Brikena Xhomaqi, Andrea Lapegna

©Lifelong Learning Platform, original version September 2015; updated June 2018 Reproduction is authorised provided the source is acknowledged. Lifelong Learning Platform Rue de l’Industrie, 10 B-1000 Brussels Belgium [email protected] www.eucis-lll.eu

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