The European Commission Communication on the Union of Skills launched in March 2025, announced the formation of a new governance body in education and training at the EU level, the European Skills High-Level Board. After much anticipation, on 29 January, Ylva Johansson (former Commissioner for Home Affairs) was appointed as the Chair of the European Skills High-Level Board . Her mission is also set-up according to the vision of the Union of Skills. The Lifelong Learning Platform welcomes Ylva Johansson as the new chair of this governance structure. The civil society is prepared to work together with the former Commissioner and support her in the crucial mission of identifying how to make the Union of Skills a reality across the Member States. Her experience as both Minister for Schools and Minister for Employment in Sweden embodies the new direction of the EU towards bringing together the work on social affairs and education and training, and will provide an excellent guiding light for the members of the High Level Board on Skills. To ensure Ms Johansson and the High Level Board on Skills are successful, the education and training stakeholders need access to the Board’s work . As we wait for more information on the composition of the Board, and how members were recruited, the Lifelong Learning Platform recalls its request submitted to the Executive Vice-President Roxana Minzatu to ensure that the education and training stakeholders receive the mandate to join this Board. The Lifelong Learning Platform is certain that both the Executive Vice-President and Ms Johansson are committed to achieve the EU’s objective and will make sure to actively rely on education and training stakeholders directly within the European Skills High-Level Board. In the meantime, you can see the Lifelong Learning Platform’s Statement on the Union of Skills as well as its newly Renewed Manifesto for Lifelong Learning which underlines what is needed for all learners to thrive and contribute to the EU.

The ImpactBOX project (2025-2028) aims to address the EU's political commitment to a cross-cutting priority across all education and training sectors and levels, focusing on capacity-building with a multi-level approach - starting from EU to local level. Its goal: to improve inclusive , digital , and sustainable strategies and practices in education and training organisations - considered as multipliers - to create transformative change by challenging current inequalities and environmental challenges.  The consortium involves 5 full partners and 6 Affiliated Entities, ensuring impact from international to the local level through their extensive network of members and partners in several EU and non-EU countries. The primary target group of the project are the adult educators and staff working in the education and training sector. From EU to local level, the project focuses on four main areas : Access and participation : supporting providers in breaking barriers and promoting active participation and civic engagement, focusing on vulnerable target groups. Inclusion and diversity : supporting providers implementing inclusion and diversity strategies in each organisation’s culture, practices and outputs. Addressing digital transition through digital skills for inclusion: engaging education providers in adapting to the digital transition by enhancing their digital skills and fostering inclusive practices and digital well-being. To raise awareness of bias and intersectional discrimination—particularly related to gender, ethnicity, and racial origin—exacerbated by AI. And to empower CSOs and educational providers to safeguard fundamental rights in the digital age. Environmental sustainability for inclusion : engaging providers to consider environmentally sustainable methods to strengthen inclusion with a focus on gender equality, social justice, inclusivity, to make the Just Transition truly equitable. ImpactBOX is structured around four key steps: Gathering resources and materials from the four core areas of the project: access and participation , inclusion and diversity , digital skills for inclusion and environmental sustainability . All resources and materials will be included in a free-of-charge upskilling e-learning platform . Capacity-building including a transnational in-person training on the project's 4 core themes, as well as adapted local trainings based on the needs of the local organisation involved. Impact and sustainability , including an impact assessment tool, validated by stakeholders and peer reviewed by education and training providers, CSOs and NGOs, to support them in their own assessment and impact measurement. Communication, policy dialogue and stakeholder engagement , focusing on policy and decision-makers, including the development of policy recommendations using a bottom-up approach. The pedagogical approaches implemented will all make educational staff and managers of CSOs more aware and willing to practise inclusive approaches, also at the internal level. Consortium : LLLP - Lifelong Learning Platform EUCEN - European University Continuing Education Network. Learning for Well-being Foundation ALL DIGITAL LIA - Asociacija Langas i Ateiti, Lithuania MEC - Media Education Center, Serbia CEMEA - Centres D'Entrainement Aux Methodes D'Education Active , France SOLIDAR+ CFPS - Udruge Centar Za Mirovne Studije, Croatia Fundacion CIVES - Fundacion Educativa y Asistencial CIVES, Spain Global Impact Institute , Czech Republic

It is often said that education takes a village, meaning that each individual’s learning process is a shared responsibility involving educators, parents and the wider community with the goal of providing space for the learner to develop their full potential. This shared responsibility doesn’t stop at graduation, it extends beyond the walls of learning institutions, throughout our lives, including traineeships . While at first glance, a traineeship might appear as falling solely under the world of work, its strong learning component makes it a crucial crossroads in a learner’s life. One that needs education and employment actors to join hands with learners and ensure that no one is left lost and without a way forward.   This need for dialogue and collaboration between learners, learning providers and employers is at the basis of the “Digitalising Erasmus Traineeship Application & Support” (DETAS) project. To ensure the different actors that take part in a successful traineeship experience are heard and supported, the project looks into each perspective and aims to bring them together for joint action into effecting positive changes in how Erasmus+ traineeships (and traineeships in general) are implemented. The first report on the students' experience in Erasmus+ traineeships showcased the academic findings and learner’s voices which call for addressing various challenges in their traineeship journey. One such challenge is linked to the barriers faced also by the employers involved in this process.   Taking this into consideration, the DETAS consortium developed and launched last Summer a practical toolkit for employers on recruitment, support and evaluation: “ Managing Erasmus+ Traineeships” . This resource is designed to assist employers in hosting Erasmus+ interns and trainees, offering practical guidance for each stage of the placement process, from recruitment to offboarding . Why an employer toolkit?   While Erasmus+ traineeships are valuable for students entering the international job market, employers often face challenges like unclear procedures, lack of support tools, or last-minute cancellations. Based on results stemming from employer surveys and co-creation workshops, the toolkit directly addresses these needs with validated strategies, downloadable templates, and real-world insights to improve both the trainee experience and employer outcomes. The toolkit includes a recruitment checklist, pre-arrival and onboarding tools (like "First-Day Icebreakers" and mentor templates) , mid-placement check-in and engagement trackers, and evaluation surveys and offboarding tools .   What’s next in employer support for improved traineeships? Naturally, the work doesn’t end here. As with any other innovation, the tools will need to be continuously tested and guidance will be developed in order to ensure that the toolkit becomes a real asset for employers. This work is key to guarantee that the toolkit doesn’t become a burden to small to medium employers or that it is not a repetition of already existing processes within more established employers.   The goal afterall is to empower employers to shape talent: with erasmusintern.org as its digital foundation, the DETAS consortium aims to create a seamless match between motivated students and quality traineeship opportunities . Moreover, the Employer Toolkit supports EU goals for more inclusive, accessible, and high-quality mobility experiences, contributing to a stronger, competent workforce across borders. You can find the Employer Toolkit and all materials here and in the Resources section of detas.erasmusintern.org .

Named after Soviet physicist and political dissident Andrei Sakharov, the 'Sakharov Prize for Freedom of Thought' is the EU’s highest human rights award. For almost 40 years, it has been consistently given out to recognise individuals and organisations that distinguished themselves in the fight for human rights and, in particular, in the fight for the freedom of expression.  In a heartfelt ceremony in Strasbourg on 17 December, EP President Roberta Metsola awarded the Sakharov Prize to representatives of Andrzej Poczobut from Belarus, and Mzia Amaglobeli representing the Georgian pro-democracy protest movement.  During the 2025 Sakharov Prize for Freedom of Thought award ceremony on Tuesday, 16 December, in Strasbourg, European Parliament President Roberta Metsola declared her pride in the recipients. "I am proud to award this year’s Sakharov Prize to journalists Andrzej Poczobut and Mzia Amaglobeli in recognition of their brave fight for freedom of expression and the democratic future of Belarus and Georgia.", she said. Emphasizing the Parliament's support, she added, "this House stands in solidarity with Mzia and Andrzej and calls for their immediate release from prison — because speaking truth to power must never be a crime." The prize honors Poczobut and Amaglobeli's courage in defending freedom of expression despite violent repression. The Lifelong Learning Platform was lucky enough to be selected among a pool of stakeholders to attend the ceremony, thanks to the support of the European Parliament. Among other civil society organisations, LLLP could witness a moment of true European democracy in action.

The 15th edition of the LLLWeek took place in Brussels on 8-12 December 2025. The LLLWeek was held under the patronage of the first-ever Intergroup of the European Parliament on The Future of Education and Skills for a Competitive Europe . The five days of the week saw five different themes - and five different MEP hosts! MEP Victor Negrescu, Vice President of the European Parliament, hosted Monday 8, dedicated to Investment in Education and Training MEP Zoltan Tarr hosted Tuesday 9, dedicated to Inclusion in Education and Training MEP Brigitte van den Berg hosted Wednesday 10, dedicated to Innovation in Education and Training MEP Nela Riehl, chair of the CULT Committee, hosted Thursday 11, dedicated to the Internationalisation of Education and Training.  MEP Marcos Ros Sempere hosted Friday 12, dedicated to Intermediaries in Education and Training During the LLLWeek, LLLP celebrated its 20th anniversary by officially launching a Renewed Manifesto for Lifelong Learning , outlining our commitment for the next 20 years. LLLP and our members organised 18 different events, including the European Lifelong Learning Stakeholders' Forum - the largest informal consultation of EU education stakeholders - as well several networking receptions.  Some figures of the LLLWeek 2025: 18 different events and workshops More than 1100 registered participants, averaging 60 per workshop - a record! 19 members actively involved as organisers of workshops and almost 40 members active during the LLLWeek 8 Members of the European Parliament, 6 official representatives of Member States as well as countless officials of the European Commission were active during the LLLWeek With the support of EU elected officials and the strength of civil society organisations, the LLLWeek 2025 truly became a milestone in the EU education agenda. We can't wait to increase our impact next year!

The train conductor announces the arrival to your home station, with a big sigh you are ready to once again embrace your loved ones and tell them about the great adventure that has been your learning mobility experience in a different country. A truly enriching experience and the excitement can be heard in your voice, so many different things encountered but also so many similarities found in people and in places. For sure, the lessons of this period will stay with you forever. In short, your life has changed! But, does it have to be the end of your mobility journey? Thanks to Erasmus+ support for traineeships this doesn’t have to be the case! The opportunity is open for students currently enrolled in higher education institutions in Programme Countries at Bachelor and Master level, as well as doctoral candidates and also recent graduates!   But, what is happening with Erasmus+ traineeships? Despite the Erasmus+ support and the numerous advantages stemming from an international working experience they account for less than 30% of all Erasmus+ mobility. This situation led to the development of the project “Digitalising Erasmus Traineeship Application & Support” (DETAS) so that a more in depth view into traineeships and the student experience could be obtained in order to foster changes and implement improvements that will benefit not just students but also employers, universities and societies at large.   The research report looking into the Erasmus+ traineeship experience was launched in early 2025 ( From Digital Gaps to Seamless Journeys ), a result of a long process of collecting academic data and providing a space for student voices. Evidence shows the increasing value of international work placements in a rapidly evolving job market, they can provide students with critical real-world experience, improving their employability and intercultural skills while employers benefit from a larger pool of young talent.   However, administrative complexities and unclear expectations pose barriers to students, employers and universities . In order to better support students in their traineeship journeys, student voices underline that it will be essential to address the challenges identified such as digital fragmentation with outdated platforms, financial barriers limiting access for low-income students, lack of support before departure and limited employer engagement due to administrative burdens.   The findings of the report are backed by results coming from the biggest Erasmus+ student survey (ESN surveys) and the Eurobarometer (the European Commission public opinion survey) which confirm the difficulties in securing financial support and housing, as well as inconsistencies in the recognition of the traineeship experience. The challenges faced by trainees and employers, beyond Erasmus+ mobility, has led to a push at EU level for renewing the Council Recommendation on a Reinforced Quality Framework for Traineeships and bringing about legislative changes through a proposed Traineeships Directive . These policy instruments aim to address the challenges in this field by looking into fair compensation, clear learning objectives, and improved social protections. What will the DETAS project do to foster positive changes in Erasmus+ mobilities? With the impetus coming from the policy arena and the calls for action from the student community, the DETAS consortium will work to operationalise the much needed changes to ensure a more streamlined ecosystem through innovations like an upgraded ErasmusIntern.org platform to support students and employers in finding the right match. At the same time, the partners will work to develop strong institutional support: encouraging universities to treat traineeships as a core mobility option rather than a secondary opportunity and to look into improvements in the preparation programmes that help equip trainees with essential cultural and professional knowledge. In this way offering students the best conditions to kick-start their international traineeship experience. Collaborative action among universities, policymakers, and employers is crucial to ensure equitable access to high-quality international work experiences . Whether it is for a student that has already been in mobility and is looking for their next international experience or for students that did not have the chance during their studies and want to move from education to employment by challenging themselves abroad. The DETAS project partners aim to engage all these actors to support all students and to make Erasmus+ traineeships a seamless and rewarding journey, cultivating globally competent graduates across Europe.   For more details, the full report is available here .

Europe is facing many societal changes, family structures and relationships are evolving, society’s demography is greying, and there are multiple divides between generations - in terms of digital skills, employability or green awareness - that are issues that need to be addressed. In that context, intergenerational fairness has become a new priority of the European Union , as stated in the European Commission Political Guidelines for 2024-2029 . After nominating a Commissioner whose title is focused on this very issue, the Commissioner for Intergenerational Fairness, Youth, Culture and Sport, Glenn Micallef, the European Commission has published this year a new Communication on a Strategy on intergenerational fairness . The aim is to ensure today’s decisions do not harm future generations, increase solidarity between people of all ages, and encourage interactions between generations. While many education policies focus mainly on young people, there isn’t any good reason to legitimately exclude older citizens (i.e. over 50 years old) from benefiting from lifelong learning. The data confirm structural age inequalities in participation in learning. Among adults of working age (25-64), the highest participation rate in education and training was observed for younger adults (25-34) at 56.5% (Eurostat, 2022). In the following 10-year age group (age 35-44), the participation rate stands slightly lower at 49.9%. It continues to drop with the following age group (45-54) at 46.2%. Finally, a considerably lower participation rate was recorded for the oldest (working) age group (55-64), at 35.4%, that is almost twice as less than the youngest cohort. Thus, it is time to talk about fairness. This inter-generational dimension is the backbone of lifelong learning (a concept which regrettably but paradoxically keeps being confused with ‘adult learning’). Indeed, lifelong learning means learning at all ages, “from cradle to grave”, as the common formula goes on. Lifelong learning, in its very nature, is essential for all generations. There is ample evidence showing the value of learning for healthy and active aging, social cohesion, and remaining employable in a context where we are being asked to work longer and longer. Those are the main points that we, at LLLP, want to stress in the consultation that the European Commission opened between October and November 2025 on the Strategy. The EC launched a Call for evidence to collect inputs from various stakeholders. The Call, now closed, received 106 contributions, mainly from EU Citizens as individuals and NGOs at various levels of operation (local, national and international). Perhaps regrettably, a very limited number of business organisations, public authorities and academic institutions contributed to the consultation. LLLP and three of its members (Eurochild, ISCA - International Sport and Culture Association, and EAEA - The European Association for the Education of Adults) each made a submission. From LLLP's perspective, there are two main aspects that the intergenerational fairness Strategy should focus on; the value of enhancing intergenerational learning and the promotion of learning for senior citizens ( read our full contribution here ). To strengthen our points, we brought evidence from recognised international institutions such as Unesco and featured many inspiring practices from our membership. We contend that (even more in a context of an ageing Europe), there is an untapped potential to increase participation in lifelong learning and that is by enhancing learning among senior citizens. LLLP members also highlighted crucial aspects. Eurochild ( read here their input ) stressed that this initiative must maintain a strong focus on children's rights, as children are among those paying the highest price for policymakers' decisions (or inaction). ISCA ( read here their input ) saw the Strategy as a timely opportunity to embed physical activity in the policy, given its value for healthy and active ageing. EAEA ( read here their input ) emphasised the role of adult learning and education (ALE) in promoting social inclusion, well-being, active and healthy ageing and provided a set of recommendations on combating ageism. Other EU-wide consultations are taking place in parallel, more directly directed to citizens on the citizens engagement platform and at the citizens’ conference panel. In parallel to the Open Public Consultation and experts consultation, the European Commission organised from September to November a dedicated Citizens’ Panel on the topic. The Citizens panel as well as the online citizen engagement platforms show that public appetite for intergenerational solidarity is growing especially since Covid pandemic. Citizens consistently link fairness to access to learning : political education, digital literacy, sustainability skills, and vocational and community-based learning are all seen as essential ingredients of a fair future. The message across Europe is becoming clear and the recommendations of the Citizen Panel stress that: intergenerational fairness will not be achieved without lifelong learning . Education and learning were the first most voted recommendation from citizens part of the panel. It is the mechanism that allows people of different ages to understand each other, adapt together, and contribute equally to Europe’s future. As the EU prepares to finalise its Intergenerational Fairness Strategy, LLLP will continue to push for one core idea: learning is not only a right, it is the bridge between generations, and Europe needs to strengthen that bridge now more than ever.

On 12 November, the European Commission published the Education and Training Monitor 2025 . This report presents the annual analysis of the recent development and trends on education and training systems across the 27 Member states. The 2025 edition provides a spotlight on STEM education and basic skills attainment, before zooming in on its classic chapters for each sector of learning. The specific focus of this year is aligned with the recent initiatives published under the Union of Skills . The Monitor contains three parts: a comparative report, a toolbox, and country reports. The demand for STEM specialists to improve EU competitiveness appears centrally in this Monitor, despite instrumentalising education and training for specific labour market needs. This shift toward STEM fields risks undermining a more holistic approach to learning which might require the inclusion of arts of humanities, but also of key competences for lifelong learning. Some of the findings are worrisome. The spotlight on basic skills identifies a strong connection between underachievement and socio-economic background of learners , raising concerns regarding equity. Digital skills are strongly related to the socio-economic background, with students whose parents do not hold a higher education degree more likely to under-perform in this area. Learners from affluent families outperform their less advantaged peers on civic knowledge. To mitigate this, the report reminds that trained teachers and parental involvement can address certain of these challenges. On the positive side, the percentage of early school leaving is at an all time low with 9.4% , although there are still multidimensional disparities that impact student success, including their migration and socio-economic status, as well as their location, the overall results highlights that this tendency is declining. Read the full report here

The EVBB EU Policy Camp 2025, held at the VET House in Brussels, from the 29th of September to the 2nd of October showed how the open school philosophy is radically transforming VET across Europe. Bringing together educators, policymakers, and VET experts, the three-day event focused not only on policy, but also on practical, community-driven innovation to promote inclusion and sustainability. The central message was clear: VET institutions must become open ecosystems integrated within their communities. VET as a Local Learning Ecosystem The event focused on reimagining VET as a local learning ecosystem that connects education with sustainability, inclusion, and community development. It explored how VET institutions can act as community hubs, living laboratories, and makerspaces—centres of innovation that strengthen social cohesion and promote hands-on learning for sustainable futures. It also highlighted initiatives that make VET more inclusive and aligned with Europe’s future skills needs, empowering marginalised youth, linking curricula with the Sustainable Development Goals, and integrating sports education to foster lifelong learning and dual career pathways. Finally, the discussions emphasized the need for a united European strategy for VET, enhancing cooperation among networks, aligning with EU priorities, and equipping educators with tools to connect competence frameworks with community-driven, inclusive, and innovative learning models. Exploring Innovation in Education: Study Visits to European Schoolnet and Technobel The study visits during the EVBB Policy Camp in Brussels offered participants a hands-on look at how education and training are evolving in the digital era. At European Schoolnet, participants explored the Future Classroom Lab, an experimental space where technology, pedagogy, and learning environments merge to enhance engagement and innovation. Discussions with experts provided insights into how digital transformation is reshaping education across Europe. The visit to Technobel, a Belgian training centre for digital skills, showcased practical, experience-based learning through coding labs, virtual reality, and maker spaces—demonstrating how modern VET institutions prepare learners for today’s digital economy. Both visits underlined how innovative, well-designed learning environments can bridge education and technology, inspiring new models for schools and training centres across Europe. The Policy Camp concluded that open schooling is a key European pathway for turning VET institutions into inclusive, connected, and sustainable local learning ecosystems. Learn more: https://evbb.eu/news/open-schooling-in-vet-highlights-from-the-evbb-eu-policy-camp-2025/

Welcome to iBOX! A project coordinated by LLLP which wants to contribute to building more inclusive NGOs and CSOs. The project aims at ensuring more inclusive organisations, more inclusive education approaches and actions, through a capacity building process to better face and respond to current and future societal challenges. iBOX consists of an interdisciplinary, bottom-up process, involving key stakeholders in the design of innovative training resources collected in an online platform with the goal of supporting the digital transition, access and participation in learning processes and inclusion and diversity strategies in the sector. These are key issues the consortium will work on to foster inclusive and innovative management methods and pedagogical approaches among educational staff and managers. What and why? The project will provide a solution for education and training providers, NGOs and CSOs to address their needs in terms of new capacities to meet new and continuing challenges, to remain and become more inclusive and diverse, while embracing the principles of a new, more digital way of working. Therefore, iBOX wants to: Increase the quality of the work, activities and practices of the educators and staff in educational establishments/ CSOs involved and; Build their capacity to work transnationally and cross-sectorally on common needs and priorities in education and training, such as the inclusion and enhancement of diversity at all levels and in all aspects of their work. Core themes There are three core areas within the project: access and participation in learning processes , supporting learning providers to promote active participation and civic engagement through learning. inclusion and diversity strategies , supporting learning providers to improve their current practices and become/remain inclusive and diverse. digital transition and blended work methods , supporting learning providers to adapt to the digital transition For who? Primary target groups: Adult educators and staff . Within these target groups, different organisations with specific profiles are included. For each organisation involved directly or indirectly, the proposal reaches different profiles (officers, educators, managers, etc.). Second target groups: Education and training providers and network of providers’ organisations . This includes providers of formal, non-formal and informal education at national/regional/local levels. Main outputs Guiding documents 1. A Compendium of inspiring practices on the three core themes, collecting practices and guidelines identified on social inclusion in CSOs and NGOs. 2. An Inclusion and Diversity Charter , a document which includes the most important steps that CSOs and NGOs should take to ensure inclusion in their organisations. Capacity-building activities 3. Online training courses on access and participation in learning processes, inclusion and diversity and digital transition and blended work methods. The first phase of online capacity-building took place in May and June. The second round of sessions were held between September and November . 4. In-person training course on access and participation in learning processes, inclusion and diversity and digital transition and blended work methods, during the LLLP Days 2024 , in 17 and 18 June 2024. The training was a great success, with participants coming from different EU countries and educational and training providers, NGOs and CSOs. Read more about the 2 very insightful days ! 5. An online platform that hosts self-paced courses, the elaborated OER, the collected inspirational practices, the Charter and all resources included in the training programmes. This platform is free of charge and guarantees the continuation and sustainability of the project, ensuring the courses remain online after the project comes to an end. You just need to register on the platform to enrol in the iBOX self-paced training courses following these simple steps. 6. A final conference, Agora: Building inclusive education and training systems took place on 19 November 2024! Over 80 representatives from civil society organisations, educators, learners, and decision and policymakers convened to discuss inclusion and advocate for continued efforts to build more inclusive education and training systems. Read this article at this link for a comprehensive overview of the event: https://lnkd.in/dCRanSV6 Partners Coordinated by LLLP, the project counts with the expertise of ALL DIGITAL AISBL , Learning for Well-being Foundation , Cémea France and eucen - European university continuing education network . Contact and updates If you're interested in iBOX, make sure to follow us on X ( @iBox_Project ) or follow LLLP's social media channels. For specific inquiries, contact projects@lllplatform.eu or veronica.arduino@lllplatform.eu . Project Number: 101090952 – Inclusion Box (iBox) ERASMUS-EDU-2022-PCOOP-ENGO Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Researchers, civil society representatives and policy makers mixing their expertise together to improve policy and practice in education and training. It sounds like a logical and straightforward recipe with clear benefits for learners and society as a whole. But is it really that simple? It might not appear so as a whole list of challenges starts to pile up when putting the ingredients together. However, taking the first step towards crossing these professional boundaries can also open up a whole new list of opportunities. We have all heard about the importance of working together to achieve our common goals in education and training. However, realising the mantra of ‘the whole is a lot more than the sum of its parts’ means that we have to go outside our professional comfort zones. The BRiDGE consortium boldly stepped outside this zone in 2023, with a desire to support the EU’s aim to bridge the gap between research and policy.   The lessons learned from this experience were condensed into a practical guide to the challenges but also the opportunities of inter-professional collaboration on better education and training policies that are informed by research and practice. To ‘guide’ the professionals crossing borders, five domains of inter-professional work were proposed combining the researcher and policymaking competence frameworks constructed by the Joint Research Centre of the European Commission: Engaging citizens, Communication, Generating and working with evidence, Collaboration and (Working Within) Policymaking processes.   Generating spaces for inter-professional and cross-sectoral collaboration   With the common goal of bridging the gap between research, practice and policy to improve education policies in mind, the topic of Global Citizenship Education was jointly tackled in a series of events and collected in two working papers connecting practical experiences from the ground, theoretical perspectives and the different policy directions through which the topic has been addressed across Europe. Challenges in this area were discussed by the different stakeholder communities such as how to navigate the different interpretations of GCE, the various approaches to the topic (i.e. from education or international cooperation), and other common struggles such as generating and sharing evidence, dealing with the unstable funding sources, navigating a layered policy landscape or connecting formal and non-formal learning. Representatives with different professional (i.e. researcher or CSO representative) and sectorial (i.e. formal or non-formal learning) backgrounds had the chance to improve their understanding of each other, shedding light into potential ways for mutual support and better collaboration in the future.   The peer learning that took place by discussing and looking for solutions to various challenges together was not only analysed through the lenses of each stakeholder community but was also reflected upon through systems thinking . This approach showed the potential of inter-professional collaboration for creating change and how change processes are enabled, constrained, and negotiated across multiple contexts. This analysis was key to propose possible avenues for collaborations amongst the different communities brought together by the project, building bridges among them.   Is inter-professional collaboration the way forward for bridging research, practice and policy? While taking the crucial ‘boundary-crossing’ first step towards inter-professional collaboration holds enormous potential, it will be key to pay attention not only to interdependencies but also to the structural differences and contextual specificities within education and training systems. As societies are facing increased political turmoil and constraint in resources, crossing borders may feel more challenging than ever but the BRiDGE experience shows that overcoming differences and uniting under overarching common goals can chart a new way forward towards an intertwined research, practice and policy landscape in education and training. Where can you learn more about the experiences of the BRiDGE consortium?   The working papers on GCE and a previous one on International mobility as well as the Guide will be presented and discussed in a hybrid format hosted by the Lithuanian Parliament on September 19 from 10:00 to 14:30 EEST (09:00 to 13:30 CEST) . Register in this link and explore the publications on the project’s website !

EucA is dedicated to fostering inclusion in education by creating opportunities for students from diverse backgrounds and socioeconomic contexts, but its commitment is most evident in its projects promoting active citizenship. A prime and new example of this is “VOICES From Migration”, an initiative co-funded by the EU and organized in partnership with Perrotis College (Greece) and the Municipality of Rosarno (Italy). This international project, structured across three events, equips university students with the tools and knowledge to gain a deeper understanding of Europe’s migration history - all the way from the 1970s to today’s most pressing and essential stories. Through hands-on workshops, lectures, and role-play activities, the “VOICES” young protagonists step into the role of journalists and storytellers. Their journey culminates in interviewing people from migrant backgrounds, collecting personal testimonies, and transforming these voices into concrete policy recommendations aimed at building a more inclusive future . Read all the stories: https://my-european-history.ep.eu/myhouse/user/3217/stories https://www.euchangemakers.com/blog/tags/voices-from-migrations Follow VOICES From Migrations on social media: Instagram: https://www.instagram.com/euchangemakers/ Facebook: https://www.facebook.com/euchangemakers/ TikTok: https://www.tiktok.com/@eucapics_ More information at: https://www.euchangemakers.com/voices Download the stories and policy recommendations