Södertörn University in Stockholm hosted the conference ‘Rhetorical Citizenship and Democratic Education in the Baltic Sea Region’ from 6–8 May 2026, bringing together researchers, educators and practitioners to examine how schools can foster rhetorical and deliberative competencies that strengthen democratic participation and civic resilience. The conference focused on how education systems can properly prepare young people to engage critically, constructively, and ethically in democratic societies shaped by rapid political, social, and digital transformations. STRIDE was mentioned by Lihong Huang, Research professor, Oslo Metropolitan University, Bryony Hoskins, Professor, University of Roehampton and Jens Bruun, Associate professor, Aarhus University; during Sessions 1 and 2 that took place on Wednesday 6th May from 15:00–17:00. Their presentation titled ”Fostering democratic citizenship in the Nordic and Baltic countries”, referenced STRIDE and its work on equity, inclusion, and democratic participation in education. Their presentation introduced the editorial framework of a recent special issue published at JSSE (Journal of Social Science Education) dedicated to democratic citizenship education in Europe. Drawing on data from the International Civic and Citizenship Education Study (ICCS) from 2009, 2016, and 2022, the research provides an overview of citizenship education from students, teachers and school leaders’ perspectives across six countries: Denmark, Estonia, Latvia, Lithuania, Norway, and Sweden. The analysis explored several key themes shaping democratic citizenship education today. These included developments in civic knowledge and expected political participation among students, school autonomy in curriculum and teaching decisions, and the teaching and assessment practices commonly used in citizenship education. The overview is structured by results from analyses of three types of participants: 1) Student data, we present trends of civic knowledge achievement and expected political participation 2) School principal data, we present trends of the most important aims of citizenship education and school autonomy in citizenship education on issues such as curriculum planning, choice of textbooks and teaching materials 3) Teacher data, we present trends of learning assessment methods and teaching methods often used by citizenship education teachers. Democratic citizenship education should not be understood only as the transfer of civic knowledge; it also involves creating learning environments where young people are encouraged to engage critically with information, listen to diverse perspectives, and recognise their own role in shaping democratic futures. The discussions at Södertörn University reinforced the importance of collaboration between researchers, educators, policymakers, and civil society actors in strengthening democratic education across Europe. As democratic challenges continue to evolve, so too must the educational approaches designed to prepare young people for active, reflective, and responsible participation in society. Read the special issue here: https://www.jsse.org/index.php/jsse/issue/view/512

What does it take to make education and training organisations truly inclusive, diverse, and sustainable, ensuring that the move toward a green and digital economy is truly equitable and inclusive? Through ImpactBOX, partners across Europe are working on a new collection of free online learning resources designed to help educators, trainers and civil society organisations turn these ambitions into meaningful action. Building the ImpactBOX Learning Hub: what’s coming next One of the first major steps in the ImpactBOX project is the creation of online learning materials to offer practical, engaging and accessible learning opportunities. Over the first year of the project, the partnerss are working together to design and launch a free online learning course filled with practical tools and resources.Coordinate byAll Digital,the learning materials will be hosted on the e All Digital Academy(ADA) platform and made freely available online, allowing learners to learn anytime and at their own pace. Whether you are an educator, trainer, CSO staff member, or practitioner working on inclusion and sustainability, the courses are designed to provide practical ideas, inspiration, and tools that can be directly applied in everyday work. Four core themes The learning content will be organised around four core themes: Access and Participation - led by Cémea France, this course will explore barriers to participation and inclusive access strategies, with a focus on vulnerable groups, civic engagement, and ways to ensure that more learners can actively participate in education and training opportunities. Inclusion and Diversity - led by LLLP, this course will focus on how organisations can strengthen their inclusion and diversity strategies, practices and outputs, supporting the reflection on inclusive organisational cultures. Digital Skills for Inclusion - led by All Digital, this course will examine digital inclusion in the digital age, including digital transition, blended work, artificial intelligence bias, gender and ethnicity in digital spaces, and fundamental rights in the digital environment. Environmental Sustainability for Inclusion and Just Transition - led by Solidar+, this course will focus on environmentally sustainable practices through the lens of inclusion and social justice. It will explore how the green transition can be made fair, inclusive and accessible for all. Together, these four themes reflect the project’s mission: promoting fairer participation in learning, strengthening inclusive organisational cultures, supporting equitable digital transitions, and advancing sustainability grounded in social justice. Flexible, practical, and accessible learning Each course will be organised into self-contained modules, including d, with lessons, practical activities,, case studies and additional tools and resources for further learning. Learners will be able to complete an entire course or explore only the modules most relevant to their needs and professional context. Accessibility is a core priority throughout the development process. The materials are being designed in line with Universal Design for Learning principles and recognised accessibility standards, including clear structure, plain language, subtitles, alternative text, accessible PDFs and compatibility with assistive technologies. A bias-free content review process is also planned to support inclusive language and diverse representation. Throughout 2026, content is being created and assembled across the four themes. In early 2027, the courses will be refined and prepared for publication, with the final resources launched by June 2027. Why this matters Education and training organisations are often expected to respond to major social and environmental challenges, but they do not always have easy access to practical tools to turn values such as inclusion, participation, or sustainability into everyday practice. By bringing together tested approaches, structured learning content and reusable resources in one freely accessible space, ImpactBOX aims to help bridge that gap. Get involved Are you already working on inclusion, diversity, digital inclusion or sustainability in education and training? We would love to hear from you. Share your good practices, tools or experiences and contribute to building more inclusive learning environments and CSOs across Europe. Stay updated on the progress of the ImpactBOX project by visiting the project webpage. For regular updates and ongoing activities, follow the project's LinkedIn page ImpactBOX and join the conversation.

Educational inequalities remain a key challenge across Europe, shaping learning outcomes and opportunities from an early age, tending to widen over time if unaddressed. By leveraging longitudinal data, STRIDE (Strategies for Achieving Equity and Inclusion in Education, Training and Learning in Democratic Europe) supports school stakeholders with evidence and tools to better navigate and address these inequalities across learners’ trajectories, strengthening the evidence base on how education systems can better address inequalities across Europe. As a core partner in the project, LLLP ensures that research findings are accessible to policymakers, civil society, and education stakeholders, and that they meaningfully inform inclusive education and lifelong learning policies. In the first quarter of 2026, four major reports have been published, each addressing a different dimension of educational inequality and highlighting the role of systemic reforms and early intervention. Together, these publications contribute to STRIDE’s objective of identifying effective policy initiatives and interventions, mapping longitudinal trends of inequalities in education, synthesising comparative evidence, and supporting more equitable education systems across Europe, providing a factual evidence base for policy reform. In the next months, STRIDE researchers will share an Interactive Map of Educational Inequalities and Policy Reforms, a policy toolbox, and multilingual policy briefs on equity, equality, and inclusion in education and training policies across Europe. Policy Analysis Report: 25 years of education policy reforms The STRIDE Policy Analysis Report provides an overview of education policies implemented across EU member states, Norway and England over the last 25 years. It examines how educational reforms have been adopted across European countries and their shortcomings. Drawing on international and national policy sources, it reviews reforms implemented between 1999 and 2024 and categorises them according to the level of education and the sector involved (e.g., early childhood education and care (ECEC), school education, vocational education and training (VET), etc.) as well as their focus areas, which include addressing socio-economic disadvantage, supporting students from migrant backgrounds, assisting ethnic minorities (such as Roma communities), catering to learners with special educational needs, tackling gender inequality, and promoting inclusion for LGBTQIA+ individuals. The analysis shows a steady increase in equity-oriented reforms, particularly in the expansion of Early Childhood Education and Care (ECEC), financial support measures, and initiatives to reduce hidden school costs. A key finding is that collaboration with families and communities reinforces pupils’ success, once more showcasing the importance of cross-sectoral collaboration in education and training. However, the report also highlights a persistent gap in systematic public evaluation, limiting the ability to assess the long-term effectiveness of many reforms. The report is available on Zenodo at this link. Comparative country case studies The report ‘Mitigating inequality in educational outcomes’ evaluates the impact of Early Childhood Education and Care (ECEC) in five European countries. By analysing national contexts, governance structures and implementation approaches, the report provides concrete insights into how early intervention policies can support learners facing disadvantage. It demonstrates that although ECEC contributes to reducing educational inequalities, its impact varies highly depending on the context, implementation, and additional policies tied to it. These case studies underline the importance of targeted support, adequate resources, and inclusive system design, offering valuable lessons for policymakers and practitioners working at both national and European levels. The report is available on Zenodo at this link. Systematic Review Report The Systematic Review Report entitled ‘Does early childhood education reduce inequalities in educational outcomes for children facing multiple disadvantages’ synthesises evidence focusing on ECEC interventions targeting children facing multiple disadvantages, including socio-economic hardship, migrant background and minority status. Focusing on longitudinal and quasi-experimental studies, the review analyses outcomes related to academic achievement, behaviour, retention, and longer-term life trajectories. A core finding highlights that the implementation of high-quality early childhood programmes in disadvantaged communities significantly mitigates educational inequalities, particularly when sufficient resources and inclusive design are in place. Long-term benefits identified in the literature include better employment outcomes and reduced social risks later in life. The report is available on Zenodo at this link. Report on trends in educational inequalities The report ‘Trends in Inequality in Educational Achievement in Europe’ analyses disparities in learning outcomes across intersecting factors, such as socio-economic background, migrant status, and gender, drawing on international large-scale assessment data (TIMSS, PIRLS and PISA). The report analyses inequalities across 27 EU Member States, Norway and the United Kingdom and adopts an intersectional lens, showing how multiple forms of disadvantage interact. Students from lower-educated families, particularly when combined with other factors such as gender or location, often face compounded barriers and continue to perform below average in many countries. Key findings indicate that socio-economic background remains the strongest predictor of educational performance, underscoring that achieving true equity requires targeted support, inclusive design, and efforts to close participation gaps. This publication provides further evidence for the ongoing policy discussion on early intervention for equity and inclusion in Education and Training. It focuses on reforms that improve access to early childhood education, showing that these reforms alone are not enough to close existing gaps. The most effective reforms will also need to tackle participation disparities and quality differences among social groups. The report is available on Zenodo at this link. Contribute to STRIDE and stay informed about its results STRIDE emphasises the importance of sustained, evidence-based measures over one-time initiatives. It provides education stakeholders with new knowledge and tools to foster resilient, inclusive school systems. The project encourages collaboration among practitioners, decision-makers, and stakeholders, while advocating for resources and evaluations of measures aimed at reducing inequalities. If you are interested in contributing your perspective to discussions on education, equity, and inclusion, following the project’s research findings and policy recommendations, or just staying informed about events, publications, and project updates, you can: 👉 Visit the project's website to explore STRIDE’s results and upcoming activities: https://stride-research.eu/ 🔗 👉 Follow and share STRIDE updates on LinkedIn: https://www.linkedin.com/showcase/stride-eu/ 🔗 Feel free to share STRIDE publications and policy briefs with your networks, participate in STRIDE events and discussions, and engage with our content on social media and the STRIDE website.

With the capillary diffusion of the internet into our societies come challenges and risks, including misbehave, harassment and cyberbullying. The latest data from 2018 to 2022 show a concerning increase in cyberbullying in Europe, with boys engaging in cyberbullying rising from 11% to 14% and girls’ incidence of engagement from 7% to 9%. Similarly, reports of being cyberbullied have escalated from 12% to 15% for boys and from 13% to 16% for girls. This affects all children as 97% of children in the EU used the internet daily. In 2024. As announced in President von der Leyen’s political guidelines 2024-2029, and as a response to this growing concern, the European Commission has now adopted an Action Plan against Cyberbullying. This initiative aims to give children, teachers, parents, carers and all educators the tools they need to report and combat cyberbullying. The Lifelong Learning Platform welcomes such a timely initiative, which prompts us to rethink the way we interact on the internet - with people at the centre.

The Lifelong Learning Platform (LLLP) addresses forward-looking issues in the field of education and training on an annual basis. This year’s theme will be explored during different events and meetings at the crossroads between the Cypriot and Irish Presidencies of the Council of the EU, while ensuring that the 2026 Annual Theme provides a new vision for one of the salient issues in education and training, which has been slightly overlooked in recent years: Reimagining validation and recognition: give value to all learners, learning and competences In 2012, the European Commission and Member States agreed on the Council Recommendation on the Validation of Non-Formal and Informal Learning. This was a momentous decision which put the spotlight on validation and recognition so as to boost people’s inclusion in various learning pathways. Fast forward fourteen years, and the ambitions have not manifested into reality. The 2022 Evaluation of the Upskilling Pathways Council Recommendation has shown that 12 EU Member States have not advanced on this topic, while 8 others have advanced only slowly. Only 7 EU Member States have developed robust validation systems, where validation provisions are available in all three main sectors (education and training; labour market; and third sector). One of the main issues with validation is the general lack of awareness and uptake among adults (European Commission, 2023). Individuals are often made aware of validation and recognition provisions thanks to guidance, however, as noted in the 2023 EC Evaluation report on Upskilling pathways CR implementation, not all guidance services are inclusive and accessible to the groups of learners that need it most. As the new post-2024 EU agenda has started to be implemented, many challenges in the field of education and training are linked with skills mismatches, skills gaps, siloed and rigid learning pathways and people in need of reskilling and upskilling. Education and the labour market are not yet very inclusive if we account for the numbers of early school leaving/drop out, NEETS in youth population, and workers at risk in transition times, there are reasons for concerns that the EU policies are not achieving their aims. Qualifications and diplomas remain the standard for valuing of learning within formal education and in the society and the economy, whereas the learning and competences acquired in non-formal or informal learning environments are still undervalued - if not - invisible. This is not in line with the ideal of an inclusive society and inclusive education and training systems. Many individuals who early on faced adverse experiences in the formal education system continue to suffer throughout their life from many sorts of exclusions, in the labour market but not only. They are deprived of self-confidence/self-worth and learning to learn skills and they are the social groups whose rate of participation in lifelong learning is the lowest. To this end, a series of new initiatives in 2026 provides the opportunity to reflect on what kind of validation and recognition systems Europe needs. The upcoming Skills Portability Initiative, the Proposal for a Council Recommendation on Human Capital as well as the continuation of the Advisory Groups for Europass, ESCO, and EQF open up new policy discussions to reflect on how validation and recognition can be better done. Given the new political impetus, the Lifelong Learning Platform is dedicating its focus in 2026 to validation and recognition of learning as an Annual Theme. As Cedefop indicates that half of the population of the EU is in need of upskilling and reskilling, this will also put new pressures on the systems and professionals for validation and recognition. Access to data on validation users remains scarce and fragmentary in EU Member States (Cedefop, 2023). Beyond awareness, the length and complexity of the process remain strong barriers for uptake. This paper will consider what accounts for validation and recognition, demystifying the processes, but also exploring approaches across a wide spectrum of stakeholders (within formal education, within non-formal and informal learning, within the workplace, etc.).

The Lifelong Learning Platform (LLLP) advocates for a holistic understanding of learning that encompasses the entire lifespan and takes place across formal, non-formal and informal environments. Learning does not occur only in classrooms, it emerges thanks to active participation, hands-on experience, and social interactions. In this context, sport represents a formidable yet systematically under-recognised learning environment, despite its proven contribution to key competences, social cohesion and health equity. This blind spot undermines the EU’s ambitions on lifelong learning, social inclusion and democracy as set out in the European Education Area , the European Pillar of Social Rights and the EU Work Plan for Sport . From children's playful learning to community engagement, from recreational activities to volunteering and even to elite careers, sport offers spaces where individuals acquire key competences that help them become more active citizens and better learners in their walks of life. At one point in their life, everyone engages with sport through physical education but the participation rate reduces significantly after formal education - and so do the opportunities for informal and non-formal learning and the social connections it provides. Today, almost half of the EU population was reported to never engage in sports or physical activities. Sport can even play a role in reaching out to those who feel left out of the formal education systems, it simply needs the political recognition, policy attention and funding it deserves.   This statement recognises sport and physical activity as meaningful parts of education systems and calls for stronger connections between the sectors of sport, education, training and youth at international, EU, national and local levels.

The Lifelong Learning Platform (LLLP) is proud to announce the publication of a new recommendation paper on ' Assessing Skills Needs and Addressing Skills Development in Place-Based Innovation Strategies ', co-authored by Piotr Sadowski, LLLP Vice President, alongside regional and academic experts from across Europe. This paper was developed under the Harnessing Talent Platform of DG REGIO and it offers a future-oriented roadmap to embed lifelong learning and inclusive skills development at the heart of regional innovation hubs. A Holistic Approach to Skills for Territorial Cohesion Skills are not just a tool for economic competitiveness but a foundation for democratic resilience, social cohesion, and sustainable development. The paper calls for a shift from fragmented, top-down policies to participatory, place-based skills ecosystems that empower individuals and communities to thrive in their local contexts. To achieve this potential, the paper calls to design more inclusive governance and to strengthen collaboration among public authorities, educators, businesses, and civil society to co-design learning opportunities. The paper also highlights the need to reframe regional skills narratives around their potential, solidarity, and co-creation, moving away from deficit-based approaches that look at short-term fixes for endemic issues. A call for action for a learner-centred vision of education This work builds on LLLP’s long-standing advocacy for learner-centred, inclusive, and lifelong learning ecosystems. Many of the paper’s recommendations align with LLLP’s own resources and positions, which underscore the potential of all learners if adequately supported by public authorities - in this case by regional and local authorities. By integrating civil society resources, the paper reinforces LLLP’s commitment to equitable access to learning and the empowerment of all learners, regardless of background or circumstance. The paper is a call to action for policymakers, educators, and regional actors to invest in inclusive skills ecosystems that reflect the unique needs of territories. Such ecosystems would strengthen collaboration between education, innovation, and social sectors, building innovative multistakeholder hubs that best serve their communities. The full recommendation paper is available here . For more information, contact policy@lllplatform.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

From 17–18 March 2026, Brussels hosted the kick-off meeting of ImpactBOX , the three-year EU project (2025-2028) coordinated by LLLP, dedicated to strengthening diversity and inclusion in the education and training sector. The project brings together LLLP members and some of their member organisations to create a significant impact that resonates from the international to the local level through their extensive network, membership, and partners in several EU and non-EU countries. Partners gathered both in Brussels and online for this dynamic meeting, which provided an important opportunity to get to know one another, build team spirit, and align around a shared vision. This flexible setup ensured active participation and inclusive discussions across all teams, fostering connection and collaboration and laying a strong foundation for the journey ahead. ImpactBOX supports the development of inclusive, digital, and sustainable practices to enhance approaches and operations within education and training organisations - recognised as multipliers - to create transformative change by addressing current inequalities and environmental challenges. The project will provide tools, resources, and training for educators and staff from civil society organisations and educational providers, helping them to strengthen their DEI (Diversity, Equity, and Inclusion) strategies and practices. Over the course of two days, the meeting created space for all partners to engage in discussions on the project’s key areas. The meeting kicked off with introductory sessions outlining the project’s overview, timeline, key concepts, and aims of the project: building the capacity of educational and training institutions, enhancing the quality of organisational practices, promoting inclusive and diverse learning environments, and supporting organisations in assessing and improving the impact of their actions. The partners examined the project's key milestones and main steps to clarify its structure and anticipated outcomes, followed by more detailed discussions on specific segments of the project, namely: Project management and quality assurance - overseeing project implementation, ensuring that requirements are met, establishing common guidelines, monitoring quality and engaging an external Advisory Board. From project management to communication, every aspect of the project reflects our values, fostering an inclusive and participatory environment where all partners are actively involved in all activities. Learning resources and materials on the e-learning platform for the project's four core themes: access and participation; inclusion and diversity; digital skills and inclusion in the digital age; and environmental sustainability, with inclusive practices focused on advancing social justice through a just transition, coordinated by ALL Digital . These modules are being designed with clear learning outcomes and structure to ensure they are manageable and impactful for diverse learners with different needs. Impact and sustainability led by the Global Impact Institute - the discussion included an inspiring brainstorming activity on the Impact Assessment Tool to support organisations to measure the impact of their inclusive practices - an interactive, practical tool to empower NGOs and education providers to reflect on and define their own Theory of Change. This tool will help evaluate their inclusion efforts and measure real transformation. It will focus on assessing inclusive practices and offering guidelines to support implementation The day concluded with the workshop on the project's visual identity, including discussion of the communication, dissemination and exploitation strategy. Our approach to visual identity prioritises accessibility in line with well-established guidelines and standards, as well as inclusive language and visuals that celebrate diversity and challenge stereotypes. On the second day, we revised the project's main milestones in 2026 and division of tasks within the consortium with the project “affiliated entities”, especially partners working at the national, regional and local levels to ensure a shared understanding within the consortium, and addressed more in detail: Capacity-building by training educators and practitioners in four key areas: fostering access and participation (especially for vulnerable groups), integrating inclusion and diversity in organisational culture and practices, using digital skills to support inclusive processes, and applying environmentally sustainable methods to strengthen inclusion and social justice. This part of the project, coordinated by Ceméa France , includes the design and implementation of webinars, an in-person transnational training, and adapted local training based on the needs of the local organisation involved. Advocacy and Communication by sharing key messages with target groups, communities, and the wider public, promoting project results, and engaging policy and decision-makers through an EU policy roundtable and policy recommendations at national and EU level, coordinated by SOLIDAR+ and co-led by LLLP. The kick-off meeting demonstrated strong commitment and collaboration among all partners, and it was a pleasure to engage with such a dedicated partnership of organisations. We look forward to continued cooperation to achieve meaningful and lasting impact at organisational, national, and European levels. Stay updated on the progress of the ImpactBOX project by visiting the LLLP website , and the project webpage . For regular updates and ongoing activities, follow the project’s LinkedIn page ImpactBOX. Join us as we move forward to the next steps and work together towards achieving meaningful and lasting impact.

On 29-30 June, members of LLLP will convene to discuss some key strategic development in the LLLPlatform, including its advocacy strategy and the potential revision of membership criteria. In this extended, two-day format, members will engage in a high-level policy debate with prominent speakers at EU and international level on AI in education (29 June). On the second day (30 June), members will attend to regular business and also elect three representatives of the Steering Committee, as three other finish their mandate. The General Assembly is always a milestone in an association life: get in touch with the Secretariat to register if you are a member, or stay tuned to learn about the outcomes!

On 25 November, the usual Autumn package of documents for the European Semester , brought a new addition: the European Commission’s recommendation for a Council Recommendation on Human Capital . The Recommendation, announced in the Union of Skills Communication , is intended to motivate Member States to effectively combine public and private funding for targeted reforms. LLLPlatform welcomes the ambition to boost financial commitments in education and training . This is overdue for the heavily pressured education and training systems. The recent economic, social and environmental changes are increasing the pressure on education and training while funding is either decreasing or stagnating. However, the LLLPlatform questions the added value of such a proposal and its framing . We are concerned with a number of aspects that are addressed in this reaction, which are all underpinned by our Renewed Lifelong Learning Manifesto . It is clear that key and transversal competences are what learners all over the EU need, which require cross-sectoral cooperation models in lifelong learning (involving formal, non-formal and informal learning). However, the Commission seems to be stuck in traditional ways of viewing learning. As this Recommendation is approved with a fast-track procedure, we provide this Reaction as a blueprint for the next iteration of the Recommendation, as every year, a different angle on Human Capital will be considered under the European Semester.

In 2016, the Lifelong Learning Platform launched the Lifelong Learning Awards to celebrate creative and inclusive practices. The aim of the Lifelong Learning Awards is to give visibility to innovative practices taking place all over Europe in order to attract public attention on lifelong learning as well as to inspire new practices and policies. The Lifelong Learning Platform (LLLP) will select each year its annual specific priority to push forward topics that are underrepresented on the EU agenda.   Theme of the year   The Lifelong Learning Platform seeks to receive practices in the topic of ‘ Reimagining validation and recognition: give value to all learners, learning and competences ’, a theme that will be a yearly focus for LLLP. In fact, 2026 will be an appropriate year to tackle this essential theme: with many EU legislative and non legislative initiatives relating with validation and recognition, it is the perfect time to reveal the work of education and training stakeholders, highlight learner-centred initiatives and put forward best practices. Validation and recognition aim at making people’s learning visible and valued - yet these processes remain little known and shared. LLLP hopes to remedy that with the LLLAwards. What does validation and recognition mean? Recognition (of learning outcomes) can have two different meanings . It can refer to “formal recognition”, a process of granting official status, by an accredited body, to knowledge, know-how, skills and/or competences of a person through award of qualifications (certificates, diploma or titles); or “social recognition”: acknowledgement of the value of knowledge, know-how, skills and/or competences of a person by economic and social stakeholders. Validation (of non-formal and informal learning) is the process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard and consists of the following four distinct phases: 1. Identification 2. documentation 3. Assessment and 4. Certification. The LLLAwards take a broad approach to recognition and validation and are open to any initiatives that fall into the different scopes (including steps of the process and initiatives coming from civil society and non-official bodies). Why apply? Get your innovative practice recognised at European level! Your initiative will be assessed against the very best in the field, by a Jury of policymakers, researchers and civil society organisations. The LLLAwards are the perfect opportunity to get European visibility, network with like-minded partners from all over Europe and seek opportunities to upscale your project. The winners of each category will be invited to present their initiatives during the Opening Ceremony of the Lifelong Learning Week 2026 in Brussels.   Categories 1. Best policy: impactful systems for validation and recognition Since the publication of the Council Recommendation on VNFIL in 2012, EU Member States were encouraged to set up a legal system for validation by 2018. Almost a decade later, while legislations have advanced in several countries, implementation is still insufficient. Validation and recognition systems are often fragmented, and developed at different speeds depending on the socio-economic sectors and target groups (migrants, unemployed, workers, students, etc.).  This category will recognise forward-looking projects / initiatives that have influenced policies at national, regional or local levels that contribute to the wide-spreading of recognition and validation. Initiatives submitted under this category shall look at validation and recognition systems holistically, and support from public authorities should be demonstrated. The scale, impact and type of stakeholders involved in these initiatives will be particularly considered.   2. Best organisation: being at the forefront of validation and recognition When the system is moving slowly towards developing validation and recognition pathways, organisations move forward faster in developing their own system for making learning visible. Organisations of all sorts, public authorities, career guidance centres, companies, civil society organizations or education and training providers, design and implement innovative practices for validation and recognition.   This category will recognise innovative organisations that empower learners by putting value to their learning acquired in non-formal and informal learning environments. A specific attention will be paid to the inclusion dimension, reaching disadvantaged learners or specific target groups (low skilled, unemployed). For this category, initiatives can also address measures of staff professionalisation.   3. Best tool: future tools and methods for valuing learning Standardised and traditional assessment methods are not always the best suited to validate learning in non-formal and informal environments. Transversal competences, for instance, require reimagining validation and recognition processes. The digital transition is also not only affecting education but also the way learning outcomes are evaluated. New methods can include AI-based assessment, microcredentials or peer evaluations.   This category will recognise innovative tools and methods that identify, document, assess or certify non-formal and informal learning, particularly (but not restricted to) in the field of new competences, green, digital or transversal. 4. Best learner: celebrating turning points in one’s life Having your skills validated and recognised can really change your life around! This category will award individuals that have gone through processes of validation and recognition of all sorts and that managed to transform their lives afterwards. Do you know of individuals who benefitted from such processes and have opened doors accordingly? Have you seen your skills and competences recognised to the point that it managed to turn your life around? Submit your application!   Eligibility criteria Applicants must be over 18; Applicants must be EU citizens or active in one of the EU Member States. The initiative can be, an entity, or project The initiative may target any age group; The initiative should not be older than three years, counting from its ending; The initiative must not have already been awarded another European prize; Additional points shall be given to initiatives which rely on cross-sectoral cooperation (involving civil society organisations, schools, trade unions, companies, universities, etc.); Award criteria  The submissions will be evaluated against the following criteria: Impact and results achieved  Innovative aspects Sustainable aspects Transferability Questions? Get in touch with us !