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 crossroad between the Belgian and Hungarian Presidencies of the Council of the EU, while ensuring that the 2024 Annual Theme takes a strong stance on one of the overlooked professions of our societies: In 2019, after long advocacy from education and training stakeholders, including civil society and social partners, the European Commission responded by dedicating the 2019 Education and Training Monitor to the teaching profession. The Monitor recognised the grave teaching shortages across the EU, including those subject-specific. It also considered the training requirements for teachers in a period where the composition of the classroom, the curricula and learners’ needs were changing. It concluded with reflections on the working conditions and career prospects for the profession 1 . A profession under pressure, just when EU institutions started to recognise this, was plunged into the COVID-19 lockdown and the era of online learning and teaching. As teachers were acclaimed for their work in maintaining the education and training systems, societies became increasingly aware of the lack of funding in the sector, the devalued teaching profession and witnessed the toll the pandemic took on educators specifically 2 . In 2024, LLLPlatform will dedicate its advocacy efforts on the educators considering how ever since 2019, their situation, in fact, worsened. In 2018, Eurostat was reporting that 40% of the primary and secondary education teachers are over the age of 50 3 , and, given the demographic changes identified with the EU’s Harnessing Talent in Europe’s Regions Communication , this is bound to worsen since recruitment and retention of young professionals is not yielding positive results. Out of 43 education and training systems studied by a Eurydice report, 35 suffered from teacher shortages and/or oversupply (especially regional and subject-specific oversupply 4 ). In Flanders, the school year 2023 started with an additional 19.000 teachers but still suffered from shortages due to the increasing numbers of pupils 5 . In England almost 9% of the teaching profession quit before retirement in 2022 6 . Over 2022, there were 4.000 vacant teaching roles in France while the shortage will reach 25.000 by 2025 in Germany and 30.000 by 2030 in Portugal. The shortages are, nevertheless, only one issue to be explored. The societal perspective over educators and the value they receive in terms of remuneration will also be explored. Over half of educators and principals active are displeased with their wages, only 26% believe their profession is valued adequately in society and approximately half consider the increasing administrative workload to be the main cause of stress 7 . The profession continues to have entry salaries at a ratio below 1.5 to minimum wage in Hungary, Greece, Romania, Poland, France, Slovakia, Serbia and Albania, with the average in the EU being 1.86 ratio compared to the minimum wage. The Annual Theme will consider the recent trends related to the progression, such as increased violence in the workplace with heinous crimes being committed in France against teachers, with attacks against teachers taking place in 25% of German schools 8 . The insufficient investment in education and training will also be invariably approached considering how it leads to the privatisation of a public good, to educators lacking resources to engage in training and mobility, and to further pressures on educators (increased workload, bigger classrooms, overcrowded curricula) among others. To no surprise, the past year saw strikes in education sectors in Romania (the biggest in modern history), Portugal, Hungary, and England (the biggest in a decade). This situation does not even account for the lack of recognition provided to all educators that are not teachers.  Through this annual theme and related research, LLLP wishes on the one hand to explore the origins of perception of the educator profession and of the inadequate investment which lead to the aforementioned challenges and many others. On the other hand it wishes to identify how the European Education Area , and its specific priority on educators, can be strengthened to support Member States in revaluing and supporting the teaching profession. The Annual Theme will spotlight the educators, their needs, their wellbeing, their passion, their innovation but will mostly emphasise that learning is an ecosystem, of which educators are one part only. The responsibility for learning falls on all stakeholders to support the educators to guide learners. Sub-topics  Enabling environment for education and training professionals (teachers, educators, trainers, mentors, counsellors, guidance professionals, tutors, facilitators, etc) The system they live in and grow   Educators’ wellbeing Relations with learners and other stakeholders Distributed leadership: empowering educators The tools they work with and what for Teaching skills and competence ICT Innovative pedagogies and teaching key competences Recognition Funding the educators Remuneration Resources Who is responsible for funding: education as a public good Want to participate in the definition of LLLP’s position? Get in touch with us at policy@lllplatform.eu . European Commission (2019). Education and Training Monitor 2019, here . European Commission (2023). Education and Training Monitor 2023, here . Education International (2021). Education research in the spotlight: COVID-19 recovery and the status of teachers in 2021, here . Eurostat (2020). Teachers in the EU, here . Eurydice (2021).Teachers in Europe Careers, Development and Well-being, here . L. Walker (2023). Teacher shortages persist despite record number of newcomers, here . R. Adams (2023). Record numbers of teachers in England quitting profession, figures show, here . OECD (2018). TALIS 2018 Results, here . A. Pearson (2018). Teachers attacked at 1 in 4 German schools, here .

European civil society organisations (CSOs) are currently facing an attack coming from certain Members of the European Parliament. Spearheaded by some MEPs from the European People’s Party (EPP) and by far-right groups, this attack resorts to misleading arguments to fabricate a scandal. This portrayal has been amplified through the media, with notable exceptions of articles that attempted to clarify this misleading narrative . European CSOs are crucial to ensure the voices of citizens from different parts of Europe are heard in the EU institutions. Attacks against civil society are unfortunately not new and are exacerbated by this harmful idea. Furthermore, for-profit corporate lobbying is through the roof when compared to non-profit advocacy. In 2024, the 50 corporations with the largest lobbying budgets collectively spent nearly €200 million on lobbying the EU alone (66% more than in 2015). Comparing this to the funding environmental NGOs receive under the LIFE programme – €15.6 million annually of a €700 million yearly budget – truly shows the weakness of this ‘scandal’. This is why over 570 civil society organisations from 40 countries, including all EU Member States, have joined forces to call on those in power to act now and ensure that civil society is adequately funded and enabled to share our crucial perspectives. In this statement, we address: The source of this false narrative; Inaccurate claims made about how CSOs obtain and use funding; Why it’s paramount that CSOs receive sufficient funding; The need for civil dialogue to enable CSOs participation. Democracy is about the right of citizens to be collectively heard for building an inclusive society and a shared European future; properly funded independent CSOs are a crucial tool for that. We call on decision-makers to ensure civil society organisations can thrive and play their role in interacting with policy-makers in order to have a more fully informed decision-making process. Read the full statement and complete list of signatoires including the Lifelong Learning Platform here

The Lifelong Learning Labs 2025 are over! This year, LLLP revamped its training event for civil society organisation to unfold online, in four different webinars aiming to empower education stakeholders to influence EU decision-making processes in education and training. Almost 200 individual participants registered for the different webinars, a testimony of the interest that civil society actors carry for advocacy activities. Guests from civil society, from the European Commission and from Permanent Representations of EU Member States helped shape a successful event. In the first iteration of the LLLAB, LLLP presented its updated Guidebook to European decision-making in Education and Training , a seasonal publication updated with the new European Parliament and European Commission power dynamics. In the second episode, we explored the labyrinth of the EU Budget and related Multiannual Financial Framework. In the third iteration, we shifted towards the national level, assessing how advocacy on funding at national level can have implications at EU level and especially in the European Semester process. In the last episode, colleagues from the past Presidency (Spain, Sweden, Slovenia) were invited to provide their experience on running the Presidency and engaging stakeholders, considering lessons learned and hopes for future Presidencies. This was the most participated edition of the Lifelong Learning Lab, thanks to its flexible format and to a committed, engaged public!

The second training sessions of the iBOX programme , which focused on Inclusion and Diversity strategies, took place this week d uring the afternoons of 28, 29 and 30 May. With a group of 24 participants and facilitated by CÉMEA France , diversity concepts were shared, as well as reflections on inclusion approaches and how to include inclusion and diversity in each workplace or learning environment. iBOX training sessions are divided into three modules, to facilitate learning and sharing practices: from an introduction to diversity and inclusion, sharing inclusive approaches in order to welcome differences in each practice and organisation. From the definition of diversity, and its various dimensions, stereotypes and prejudices and mechanisms of exclusion and discrimination, participants learnt about concrete approaches to improve inclusion and diversity, in different personal and professional settings. When considering diversity, colleagues also discussed stereotypes and prejudices which led to discrimination. A stereotype is a preconceived image, a simplified representation of an individual or a human group, while a prejudice is often linked to our emotions, personal criteria (beliefs, values, education, family, etc.). Debating stereotypes, prejudices and finding practices to address these issues with learners is key, as understanding the origins and dynamics of discrimination is an effective way to combat them within organisations and society. From diversity to inclusion…  A good example of inclusion was shared: Scuolemigranti: Italiano per stranieri . A network of voluntary associations providing Italian lessons to people with a migration background , it provides free Italian courses in 102 locations, 73 in Rome and 29 in other areas of Lazio. Scuolemigranti supports adults with language courses (basic course, level A1, A2, B1 and B2), children, teenagers with Italian workshops in schools, after-school programs and study help, educational centres to develop creativity, and parents, by offering the intervention of a cultural mediator for parent-teacher meetings. The network is based on voluntary work, counting with 900 volunteer teachers. Starting from this practice, and promoting a participatory approach, participants had the opportunity to share their own experiences with inclusive practices in smaller groups and reflect on concrete examples and consequent actions to promote inclusion and take diversity into account in our personal and professional lives.  Thank you to all the participants and their energy and collaboration! If you are also interested in these topics but could not join, the iBOX partnership will hold a new online training programme later this autumn ! 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.

Digitalising Erasmus Traineeship Application & Support The DETAS project is a key initiative with the general objective of supporting students to bridge the gap between their academic and professional lives . The project aims to increase the number of students and recent graduates participating in Erasmus+ mobility placements in a more diverse set of labour conditions and improve their experience on the ground. DETAS aims at improving the quality of traineeships and the interactions between students and recent graduates with employers. A research-based approach Student Perspective and Tools: aims to innovate the Digital Trainee Journey to better support students before, during, and after their exchange. It focuses on understanding student needs and enhancing their overall experience. From theory to practice Support for Hosting Organisations: provides hosting organisations with tools and guidelines to improve the learning experience of Erasmus trainees. This includes enhancing the onboarding process and providing better support and evaluation for trainees. Role of High Education Institutions in Traineeships Institutional Implementation: Focuses on research and developing guidelines for the institutional implementation of Erasmus+ traineeships at the higher education level. It also includes technical solutions to connect institutions to ErasmusIntern.org . Being relevant, being heard  Led by LLLP, the Outreach and Advocacy strategy aims to increase the diversity of students and organisations participating in Erasmus+ traineeships and improve the policy framework supporting these placements. It involves developing recommendations for adapting the Erasmus+ programme and improving visibility of internship opportunities. Main outcomes  DETAS aims at improving the ErasmusIntern portal , a key tool for students looking for traineeships all over the European Union! ErasmusIntern.org : the place where trainees & traineeship meet ErasmusIntern.org provides an integrated market place that aims at bringing together internship providers and students seeking an internship opportunity abroad. ErasmusIntern.org is part of STORY project which is a project by the Erasmus Student Network (ESN). The STORY project has been funded with support of the Lifelong Learning Programme of the European Commission. This project aimed at improving the accessibility and quality of international internships, as well as at increasing the awareness on the existence of such opportunities for youth. The portal provides a place where companies and organisations can publish their internship offers and search for interns, and where students that want to do an internship abroad can have their profiles, search and apply for internships vacancies. Main activities and deliverables Student Perspective and Tools: Innovating the Digital Trainee Journey Report on the current Quality of Erasmus Traineeship placements from the student perspective.  Innovation to the student flow of the internship, increasing support for students and outline focus on the skills assessment and follow up of the mobility flow.  Quality Hosting Experiences for Trainees A Toolkit for Hosting International Trainees: toolkit for onboarding with supporting material for recruitment of Erasmus Interns. A new and improved company profile and overhaul of the way companies are boarded on the ErasmusIntern portal with more quality standards and follow up past internship selection. University's Role in Quality Traineeship placements Research report on the institutional implementation of the Erasmus+ traineeships at Higher Education Institutions’ level. University Roadmap to supporting Impactful traineeship placements abroad Technical Blueprint on technical solutions to connect institutions to ErasmusIntern.org Outreach and Advocacy Report on Quality Framework for traineeships & Recommendations for adapting the next Erasmus+ programme The consortium 1. Erasmus Student Network (ESN): Largest European student organisation focusing on mobility and higher education internationalisation. 2. European University Foundation (EUF): Network of 74 universities aiming to modernise European Higher Education. 3. University of Latvia (UL-LA): One of the largest Baltic research universities.  4. Lifelong Learning Platform (LLLP): A network of 42 European organisations promoting equity and active citizenship in education. 5. University of Limerick (UL-IE): Irish university focusing on innovation and inclusion in education. 6. Expertise in Labour Mobility B.V. (ELM): Consultancy specialising in international labour mobility.  7. West University of Timisoara (UVT): The largest higher education centre in Western Romania. Read more on their website at the following link : https://detas.erasmusintern.org/ DETAS - Digitalising Erasmus Traineeship Application & Support 101134789 — DETAS — ERASMUS-EDU-2023-PCOOP-ENGO January 2024 - December 2026  The project is carried out in the framework of the Erasmus+ Key Action 2 Cooperation Partnership. 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.

The first working paper from the EU-funded BRIDGE Project offers a comprehensive exploration of the challenges and opportunities in fostering multi-stakeholder collaboration within the field of international learning mobility . This paper delves into the intricacies of the research-practice-policy knowledge triangle , emphasising its critical role as a foundation for effective action. By aligning efforts across diverse stakeholders, the paper highlights the potential for creating a cohesive and impactful approach to learning mobility. The paper synthesises discussions from a series of BRIDGE Project events that brought together experts in education internationalisation . These events included participants from civil society, academic research, and policy development, establishing the groundwork for a dynamic learning community. The discussions underscored the importance of improving practices supporting learning mobility at macro, meso, and micro levels. Drawing on educational theories derived from ecology, the working paper introduces the concept of a " learning mobility ecosystem ." This framework emphasises the interconnected practices and people that enable learning mobility. It highlights the need for creating the right conditions for improving practices around mobility, considering cultural, material, and socio-political arrangements. The paper identifies several key challenges in the field, such as the fragmentation of actors and the lack of transparency in communication and collaboration. It also explores the barriers to effective action , including limited capacity for research among civil society organisations and the need for better mechanisms to use research in policymaking. Despite these challenges, there is a strong desire and capacity for collaboration, as evidenced by the interest shown in the BRIDGE project and other EU-funded networks. The paper concludes with reflections on the need for ongoing collaboration and the importance of addressing practices at all levels of the learning mobility ecosystem. It calls for continued efforts to improve intermediary actions that promote cooperation and knowledge exchange, ultimately supporting the evolution and adaptation of practices depending on the local context. The BRIDGE Project's first working paper offers valuable insights into the complexities of multi-stakeholder collaboration in international learning mobility. By emphasising the interconnected nature of practices and the importance of a cohesive approach, the paper provides a direction for future efforts in this field.  For more detailed insights and practical recommendations, go to the BRiDGE website this link: https://thebridgeproject.vdu.lt/post/bridge-project-first-working-paper KEYWORDS : education policy; collaboration; research; civil society organisations; learning mobility ecosystem

VOICES From Migrations is an EU-funded project built around five international events turning real stories into real change. University students will make an impact in the EU by documenting testimonies from migrant people and transforming their meaningful stories into policy recommendations. The project is organized by EucA , Perrotis College , and Comune di Rosarno , in collaboration with My House of European History , across three key events in Brussels (Belgium), Rosarno (Italy), and Thessaloniki (Greece), and culminating in a High-Level Summit in Brussels, and a multicultural festival in Italy. The first event will bring together students and experts and will take place on 11-14 May 2025 in Brussels! Empowering Future Changemakers VOICES isn’t just about storytelling - it’s about making a real impact. Through workshops, advocacy, and intergenerational conversations, students will develop skills in journalism, policy writing, and leadership. Applications are now open! Join the Youth Squads to: Secure a spot in all 3 key events for students plus a Multicultural Festival Redact real policy recommendations Get a chance to participate in the project's High-Level Summit with EU representatives Deadline: 23 March 2025 Link to the project's website: https://www.euchangemakers.com/voices More information about the project and the events in this link .

Every seven years the Lifelong Learning Platform publishes a Feasibility Study on National Lifelong Learning Platforms . This has been first launched in 2011 , followed up by a second edition in 2018 , and a third one in 2025. What is a national lifelong learning platform? The mission of the Lifelong Learning Platform at EU level is to act as a network that facilitates cross-sectoral cooperation in education and training to promote a holistic vision of lifelong learning. The proxy term used in this research for a similar institutionalised cross-sectoral collaboration in education and training is a National/Regional Lifelong Learning Platform. However, our study provides this as only one possible avenue, being aware of the particular national and regional contexts across the EU. Why do we assess their feasibility of such an institutionalised process of collaboration? The premise of the LLLPlatform at EU level is that to ensure policy coherence in education and training, one must assess each level (from early childhood education and care to adult education) and format (formal, non-formal and informal) of learning, conceive of initiatives that place the learner at the centre and provide a multitude of learning pathways. To achieve this, LLLPlatform reunites over 40 EU networks in education and training which cover this entire spectrum of learning, launching cross-sectoral opportunities for advocacy, collaboration, policy implementation and exchanges of experiences. The richness of looking holistically at the learners’ journey can only improve the policy responses provided to ensure that learners access the needed competences to be active participants in society. The model of the LLLPlatform at EU level is quite unique and does not have to be replicated at national or regional level. Nevertheless, there is a need for an institutionalised collaboration of stakeholders across all sectors and formats of education and training at national and regional level as well considering the current challenges and the horizontal nature of the lifelong learning process. To this end, our Feasibility Study on National Lifelong Learning Platforms provides a research into: Education and training stakeholders’ understanding of lifelong learning Education and training stakeholders’ understanding of EU policies and programmes the state of collaboration among education and training stakeholders within one country the state of collaboration of education and training stakeholders with public authorities in one country the perception of education and training stakeholders for the creation of an institutionalised process for collaboration on lifelong learning. The 3rd edition, published in February 2025, focused on Hungary, Finland, Poland, Spain and Slovenia. The study contained a survey which was translated into the national languages and disseminated across education and training stakeholders. This resulted in over 150 institutional respondents across the five countries, covering all sectors of education and training. Below you can access our study and explore the state-of-play in the mentioned countries as well as understand more of which cross-models of collaboration are suitable for each country. Read the full Feasibility Study with this link

Jacques Delors’ 1996 Learning: The Treasure Within report proposed an ambitious and comprehensive approach to lifelong learning, anticipating current challenges. Europe is confronted with educator shortages, underachievement in basic skills, limited participation in learning, rising inequities, barriers to validation and recognition of learning, revealing a system in need of reforms. Delors understood the need to re-envision education and training as an ongoing process for improving knowledge and skills, bringing about personal development, and building relationships among individuals, groups and nations. The ‘global village’ he spoke of is under attack with increasingly siloed views of education and training at the national level and with a deprioritisation of funding . Europe is far from Delors’ vision, with the science community and civil society networks of education and training providers decades-long warnings on our current system’s shortcomings. The Union of Skills (UoS) responds to Delors’ plea: ‘The improvement of education [...] requires policy-makers to face up squarely to their responsibilities. They cannot leave it to market forces or self-regulation to put things right…’. Therefore, the Lifelong Learning Platform stands ready to help achieve this ambitious perspective. Read the full statement using this link

What competences do students get from their mobility periods? How do these competences built into the challenging student life abroad? As part of the Erasmus Careers project, the Autonomous University of Madrid (Spain) team has carried out a systematic literature review on competence development during international mobility experiences which showcases that mobility experiences are positive for students and help them to develop competences (based on the publication analysed and the focus groups held). The research tell us the key motivations for students to participate in a mobility program are related to personal growth, knowing new cultures, improving their foreign language level, reinforcing their academic development or, especially in the case of internships, employability increase. Testing this, during the Erasmus Generation Meeting 2024 , the Erasmus Careers consortium asked students all about their Erasmus+ experience(s). By reflecting on significant moments of their experiences, these 9 students or recent graduates are sharing with us their achievements, frustrations, and both the best and most difficult moments of their Erasmus+ period. Join us in finding out more about their Erasmus+ journeys , that begin long before the first day abroad and continues long after returning home! 🗣️ 🎥 Stress & preparation before Erasmus+ Feeling (a bit) stressed before Erasmus is completely normal. From navigating accommodation arrangements and university requirements to managing the grant, the logistical aspects can be overwhelming. For most students, it’s their first time being away from friends and family in an unknown context, and adjusting to a new language and culture can also add to the stress. Even before Erasmus, students or recent graduates are already acquiring skills such as coping with stress, and organisational and planning skills. A good tip from fellow students: becoming a buddy for other Erasmus+ students can be a great way to prepare yourself for this adventure and build confidence. Competences: #copingwithstress, #organisationalskills, #planning 🎥 Feeling homesick Being away from home can be tough. Students often find themselves missing out on important events from friends and family, craving the culture of their home country, and feeling disconnected. At the same time, life abroad can be so busy and full that homesickness fades into the background. Erasmus is an opportunity for students and recent graduates to work on their emotional management competence. Understanding and managing feelings can help people to stay grounded and fully embrace the opportunity in front of them. Competences: #emotionalinteligence, #independence 🎥 Most difficult moment abroad Erasmus is an incredible journey, but it also comes with its challenges. Challenges are different for everyone who goes on Erasmus. Adjusting to a new reality and then returning home, feeling isolated when life goes back to "normal," navigating the complexities of learning a new language… and even the weather can play its part in these challenges! But here's the upside: overcoming these obstacles builds adaptability and problem-solving skills which are very relevant in other aspects of life and professional career. Competences: #adaptability, #problemsolving, #resilience 🎥 Cultural shock When you move to a new country, you’ll find a new culture, different habits and perspectives. Cultural elements such as language barriers, food and eating habits, and social norms - including personal interactions, time perception or communication styles - can vary significantly in other countries. Students recognise but also appreciate these differences and try to live a full and immersive exchange. These experiences greatly enhance intercultural competence. A good tip from fellow students: research the home country and some of its cultural elements can be a good way to facilitate integration within the local communities. Competences: #culturalawareness, #flexibility, #globalcompetency 🎥 What would you do different? Self-reflection on past experiences is key to making the most of your journey and understanding the competence you’ve acquired during an exchange. Students and recent graduates have shared that they wish they had said ‘yes’ more often to new opportunities and been even more open-minded. Preparing in advance, whether by learning the local language or researching the culture, is also something students say could have made a difference in the experience. Lastly, truly enjoying the city, immersing yourself in the local community and interacting with local people can enrich the experience even further. Competences: #selfawareness, #openmidedness, #growthmindset 🎥 BONUS! Employers perspective on hire an international graduate Why is it important to hire an international graduate? Which skills can they bring to an organisation? 🧳 International experience enhances skills such as adaptability, open-mindedness and the ability to think beyond cultures. Recent graduates who did an exchange are more likely to be able to navigate ambiguity across cultures with ease and step out of their comfort zones. They are adept at solving problems and handling stress and challenging situations, skills that are crucial in today’s dynamic work environment. These videos were developed in the framework of the Erasmus+ Key Action 2 Cooperation Partnership project: Erasmus Careers - 101049436 April 2024, Erasmus Careers Consortium   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.

By now, most Europeans agree on the benefits of the Erasmus+ Programme. Its positive contribution to graduate employability has been established in, for example, two Erasmus Impact Studies (2014 and 2019). However, it is also essential that students are provided with an opportunity to “unpack” what they have gained while abroad. The aim of this project will be to ensure that competences that are gained on mobility contribute to the career prospects of Erasmus+ participants. Erasmus Careers is a three-year long project which seeks to translate the lessons learned during Erasmus+ student mobility into competences, and to have students, employers, higher education institutes recognise and value them. The project’s six partners – ESN, UAM, ELM, AUTH, LLLP, TU – see the value of student mobility and its potential in favouring employment. Indeed, while student mobility unravels new competences, these often remain unnoticed because the students themselves, the employers and higher education institutes, lack awareness on what these competences are. Additionally, when such an awareness exists, their value is often overlooked. By developing guidelines and publications, a digital self-learning tool, staff trainings, and activities on the topic of employment, the Erasmus Careers project seeks to ensure that competencies gained during student mobility are acknowledged and appreciated on the job, by the three target groups above: students (or the Erasmus+ participants), employers, and higher education institutes. Objectives Competences gained by students and trainees during their mobility abroad are identified; A better understanding of the learning that takes place during the International Student Lifecycle; The competences gained by students during mobility are better understood and recognised by employers; Students understand the impact of international student mobility on their career path; Competences gained abroad are recognised and integrated into education policies. Project Outputs The project’s activities are varied and include conducting research, building guidelines and publications, creating a framework and a digital self-learning tool, and organising trainings and local activities. All activities target the project’s three target groups, namely: students, employers, and higher education institutes. The outputs for each target group are listed below. For STUDENTS : 1 – Research Publication on Competence Frameworks in the International Student Mobility 2 – Competence Inventory for International Mobile Students and Trainees 3 – Self-learning tool for Competence and Career Development For EMPLOYERS : 1 – Research Report on Employer Recognition of Skills gained abroad 2 – Employer Manual for Recruitment of International Graduates For HIGHER EDUCATION INSTITUTES : 1 – Roadmap for Learning in an International Student Lifecycle 2 – Internationalisation in Career Guidance: Guidebook ALL the ABOVE , feed and result into: 1 – Implementation of Career Guidance Activities 2 – Policy Impact Some of the Project Activities: Staff Training on the “Roadmap of the International Student Lifecycle" . For Higher Education Staff, organised by Universidad Autónoma de Madrid (UAM) in Spain, in November 22nd to 24th, 2023. Staff Training on the “ Unlocking Opportunities: Internationalisation of Career Counseling " . For Career Counsellors in EU Universities, organised by Aristotle University of Thessaloniki (AUTH) in Greece , in 3-5 June 2024. Read more about it in the following article . Final conference " From Mobility to Employment: Shaping a Competitive Europe ". For students, higher education representatives, employers, researchers organised by ESN and LLLP, and with the participation of all partners, in Brussels, in November 28th and 29th, 2025. Coordinator : Erasmus Student Network (Belgium), the biggest European student organisation acting in the field of student mobility and internalisation of higher education. Partners : Universidad Autónoma de Madrid (Spain), Aristotle University of Thessaloniki (Greece), Lifelong Learning Platform (Belgium), Tilburg University (the Netherlands), Expertise in Labour Mobility (the Netherlands).

Today, 5 February 2025, the Lifelong Learning Platform gets to blow 20 candles! Our network was founded on 5 February 2005 in Brussels, under the name of EUCIS-LLL (European Civil Society for Lifelong Learning); its mission: to advance lifelong learning in Europe and beyond, contributing to building inclusive and democratic education systems. Twenty years have passed since our establishment and a lot has changed in the education landscape. A milestone like this one oftentimes offers the opportunity to look back and see what we achieved together; and, of course, it also prompts us to look beyond and to ask ourselves "where will we be in 20 years?". We are grateful to be able to count on a network of committed members, volunteers, activists, and - overall - education enthusiasts that will help shape the next 20 years (and beyond!) of LLLP. But for the moment, let 2025 be a joyful year! Here's what's cooking in out LLLPot LLLP Manifesto - A review On the occasion of its 20th anniversary, the LLLPlatform will start off the year by updating its Manifesto “Building the future of learning in Europe ”. The Manifesto, published for the first time in 2015 on the occasion of the 10th anniversary, lays the foundation of our mission and advocacy work, and embodies the humanistic and holistic approach to learning that has always been at the core of our work. Despite rapid changes, many of the principles still hold true; at the same time, the advent of AI, the COVID-19 pandemic and the Twin Transitions the EU is invested in beg for an even stronger voice. In 2025, the LLLPlatform will revise its Manifesto, for it to keep guiding LLLP’s impact in the EU arena. LLLP General Assembly - A promise On 1-2 July, 2025, LLLP members will meet in Brussels, as usual for the annual general assembly . This gathering will be the perfect occasion to renew LLLP’s commitment to shaping the future of education in Europe, through the adoption of the updated Manifesto and through a thorough discussion on the Advocacy strategy, the membership will set the stage for the next twenty years to come. With the promise to be an even more ambitious network. LLLShow - An exhibition Throughout the year, LLLP will make sure that relevant stakeholders are informed of all the activities, the milestones, the celebrations and the human beings behind the Lifelong Learning Platform. Several outward-facing communication activities are foreseen: Video testimonies from members An art Gallery during the LLLWeek’opening ceremony (more below) Web articles, memories and much more! LLLWeek - A celebration The Lifelong Learning Week has become a true landmark in the European education arena and the one marking the 15th edition shall be no less. On 8-12 December, LLLP will showcase the achievements and the people behind it in an art exhibition to truly commemorate 20 years of action for education and training. It will gather our founders, our colleagues, our members and our allies: all the people that contributed to making LLLP as it is today: the reference network for education and training in Europe.