This should support the use of micro-credentials by learners, workers and job seekers who can benefit from them. a short course or training). The e-survey reveals the heavy toll of the pandemic, with respondents reporting lower trust in institutions than at the onset, poorer mental wellbeing, a rise in unmet healthcare need and an increase in households experiencing energy poverty. On 23 May, the European Commission published its European Semester Country Specific Recommendations (CSRs) and Country Reports, part of the Spring Package. These dynamics have major impacts on the demand for skills. Publications Office of the European Union, The Council of the European Union adopted a recommendation on key competences for lifelong learning in May 2018. Today, the Commission has taken an important step in helping Member States meet this target by presenting proposals for Council Recommendations on individual learning accounts and on micro-credentials, as announced in theSkills Agendaand in theEuropean Education Area Communicationof 2020. In the review and adoption of the "European Youth Pact" the Council of the European Union (2008) states that youth employment and participation in education and training should remain key objectives of the economic and social strategies by giving particular attention to young people with fewer opportunities. (Council of the European Union 2005a, p. 19).
Adult learning refers to a range of formal and informal learning activities, both general and vocational, undertaken by adults after leaving initial education and training. key principles for their design and issuance. Currently these networks represent more than 50 000 educational institutions and associations covering all sectors of formal, non-formal and informal learning. They enhance our understanding of how to respond to challenges in the field of adult learning and enable a better exchange of knowledge and experiences between countries. ETUCE, as a European-level social partner, has been monitoring and involved in consultations to establish strategies and major European Commission policies on education and training, such as the EU2020 / ET2020, Erasmus + (2014-2020) / Lifelong Learning Programme (2007-2013), Rethinking Education and European Area of Skills and Qualifications. To that end, the proposed Council Recommendation is addressing the main bottlenecks for people to embark on training today - motivation, time and funding - by asking Member States together with social partners to: The innovative aspect of this proposal is that it puts the individual directly at the centre of skills development. Displaced workers skills will likely become obsolete (since the jobs destroyed and those created require very different skillsets) and significant skills gaps may emerge (particularly where workers face changes in the skills required to do their jobs effectively)and so skills shortages. The risks and opportunities young people experience demand a cross-sectoral public youth policy that addresses the challenges and obstacles they face as they make the transition towards adulthood and that is based on the political objectives and guidelines adopted by local, regional, national or international bodies (Siurala 2005, p. 7). Our adult learning systems have a key role to play in this, but they are not up to the task. Adult learning has been identified as a focus topic of the European Education Area for the period 2021-2030. This would increase transparency as to the rights of mobile workers, while fostering mobility across the continent and strengthening the feeling of belonging to the European project. Adult learning is a vital part of the European Commission's lifelong learning policy. Its content reflects the views of the authors only. Is deliberative democracy a hopeless ideal? Thank you very much for your support! the Symposium on Non-Formal Education (Council of Europe 2001), the conference "Bridges for Recognition" (Bowyer 2005), the Partnership research seminar on recognising non-formal learning (Chisholm, Hoskins and Glahn 2005) and the expert workshop on the recognition of non-formal learning in the youth field "Continuing the Pathway towards Recognition" in 2008. The European Skills Agenda for sustainable competitiveness, social fairness and resilience includes ambitious actions to help people to develop their skills throughout life. Indeed, these already hamper the competitiveness and innovation capacity of firms and dampen growth and productivity across the European Union. People need to update their knowledge, skills and competences to fill the gap between their education and training and the demands of a rapidly changing labour market. It helps people to reflect on their ambitions, interests, qualifications, skills and talents and to relate this knowledge about who they are to who they might become in life and work. This site is managed by the Directorate-General for Employment, social affairs and inclusion, Commission takes action to improve lifelong learning and employability, Follow the European Commission on social media, Delivering on the European Pillar of Social Rights, EU Skills Profile Tool for Third Country Nationals, The European Entrepreneurship Competence Framework (EntreComp), European Skills/Competences, Qualifications and Occupations (ESCO), EU funding instruments for upskilling and reskilling, Blueprint for sectoral cooperation on skills, EQAVET - European Quality Assurance in Vocational Education and Training, Helping people to develop skills throughout their lives, Upskilling Pathways - New opportunities for adults, Factsheet - Individual learning accounts and micro-credentials (2021), Factsheet - European Skills Agenda: progress on the 12 flagship actions (2021), Commission proposal for a Council Recommendation on Individual Learning Accounts (2021), Commission proposal for a Council Recommendation on Micro-credentials for lifelong learning and employability (2021), Staff Working Document on Individual Learning Accounts (Subsidiarity Grid) (2021), Questions and answers: ILA and micro-credentials. And then there are co-ordination challenges in government, with responsibilities for adult learning being almost systematically scattered across ministries, levels and actors. ETUCE response to the revision of the Lifelong Learning Programme and on creation of the Erasmus + (earlier so-called Erasmus for All) Programme is included into ETUC Position on the European Commission proposal "Erasmus for all" (2012), In the framework of a public consultation of the European Commission in 2010, ETUCE issued a Statement on Public Consultations on the future Lifelong Learning Programme, copyright 2022, European Trade Union Committee for Education, European Trade Union Committee for Education, European sectoral social dialogue in education (ESSDE), Attractiveness of the Teaching Profession, Education Trade Unions for Environmental Development, European Area of Skills and Qualifications, Erasmus+ Programme / Lifelong Learning Programme, ETUC Position on the European Commission proposal "Erasmus for all" (2012), Statement on Public Consultations on the future Lifelong Learning Programme, ETUCE Circular 2/2012: New Lifelong Learning Programme: Erasmus for All, ETUCE Circular 1/2012: Concerns of the stakeholders on the Erasmus for All initiative. Education and training is a key dimension of young people's circumstances, experiences and transition pathways, and so it is also a key area for youth policies at all levels. This website was produced with the financial support of the European Commission. Discover the Network of National Coordinators. This is elaborated in more detail in a recent reference document on this issue (Fennes and Otten 2008). 1:1 sessions ofCv Check, LinkedIn Coaching, Cover Letter Review, and Mock Interview with a Career Coach to suggest changes, explore careers and adapt job search tools. The proposal should be published in early December. Sofia Fernandes is senior research fellow at the Jacques Delors Institute (Paris) and director of the Acadmie Notre Europe.
The recovery from the COVID-19 pandemic and the digital and green transitions have accelerated changes in how we live, learn and work. Equally, the youth programme of the Council of Europe reflects youth policy related to education and training. At the same time, European guidelines would ensure all ILA schemes were designed: This contribution by stakeholdersin particular the social partnersis crucial, to anticipate continuously the skills needed on tomorrows labour markets, as well as to inform workers, especially those most in need of up/reskilling, about available training opportunities. in the fields of non-formal and informal learning, education and training, employment and transition from education to employment (COM(2004)336), underlined the educational experience gained through non-formal learning in voluntary youth work (COM(2004)337) and outlined progress made for instance in the field of the recognition of the value of non-formal and informal education in youth activities (COM(2004)694). Comenius, Socrates and Leonardo da Vinci lost against Erasmus provides an overview on preparing the Erasmus+ Programme. Today, the Commission has taken an important step in helping Member States meet this target by presenting proposals for Council Recommendations on individual learning accounts and on micro-credentials. This guarantees that all workers, regardless of status, have access to trainingincluding non-standard workers, the self-employed and all those with a weaker link to their employer. It also calls on Member States to modulate funding according to individuals' needs for training. Together the proposals aim to support a culture of lifelong learning and to make learning more accessible and valued. Hence, in alignment with the Lisbon Strategy mandates (since 2010, renewed as Education and Training 2020), widening access and raising adult participation in education throughout lifespan emerged as a major component of sustainable economic growth and social cohesion reinforcement, so as to allow Europe to retain its strong global role. This year's WSI Minimum Wage Report highlights the feasibility of achieving minimum wages that meet this criterion, given the political will. #Launched by the Learning Planet Institute and UNESCO on the 24th of January 2020 on the occasion of the International Day of Education, #LearningPlanet is an open alliance with a cause, dedicated to learning stakeholders and communities. RE No. The Commission proposal aims to ensure that everyone has access to relevant training opportunities that are tailored to their needs, throughout life and independently of whether currently employed or not. Directorate-General for Education, Youth, Sport and Culture. Find out what it is here:Link:https://www.euca.eu/euca-career-coaching, Learning is something that takes place across a variety of settings, both informal and formal, and across various points of time. European youth policies related to education and training reflect a strong connection between the main issues addressed: the promotion as well as the recognition of non-formal and informal education and learning on one hand and the promotion of participation, active and democratic citizenship, social inclusion, tolerance and cultural diversity on the other hand. The CSRs are to guide the reforms and investment that EU Member States will perform in the coming year. ETUCE and other organisations could not have a seat in the Erasmus+ Programme Committee (2014-2020). At European level, the main policy makers in this field are the European Union institutions (Council, Parliament and Commission) and the Council of Europe (Directorate-General for Education, Culture and Heritage, Youth and Sport) as well as European youth NGOs, in particular through their representation in the European Youth Forum.