Between 4 and 12 November, the European Parliament held all confirmation hearings for the Commissioners-designate and Executive Vice-Presidents-designate. Hungary’s proposal for the Commissioner role and the six EVP-designates are a point of contention at the moment among the Political Groups for reasons related to vested interests of the Political Groups rather than any reference to the performance of the candidates in the hearings. The EVP-designate Roxana Minzatu’s hearing was the most important for the education and training sector, and below you can find LLLP’s perspective on her performance. Though she has been lauded by the MEPs on her competences in the sector, the EPP political group raises questions on Minzatu’s integrity due to a controversial expansion of her house in native Romania. Based on the public hearing, Roxana Minzatu appeared, overall, in control of her portfolio, with assured responses and personal stories linked to the different files in education and training, such as her recounting the lack of resources that prevented her from going on an Erasmus+ mobility. Though concerns can be raised that she echoed the general language of the European Commission when it comes to the incoherent split between education (all formal education) and skills (all adult education), she has largely gained a good command of the portfolios entrusted to her. If anything, critical points for civil society in the sector relate to the balance in her portfolio between education and employment priorities. Read the full reflection to her hearing here

Do employers value prior international exposure when hiring? If so, how should students and recent graduates showcase their international experiences in their CV or motivation letter? What competences do employers believe are learnt through such experiences? The new Erasmus Careers Employer Manual , developed by Expertise in Labour Mobility , reflects on these questions and was designed to empower both employers and prospective employees to recognise, appreciate, and capitalise on the competences gained through international mobility. This manual wants to show how the competences acquired by students through international mobility experiences match what employers are actively seeking in potential hires. Previous research points out that merely mentioning one's study abroad experience does not necessarily boost job prospects, but it’s important to leverage and showcase these experiences to captivate prospective employers.  We often forget that the journey of an international student is not merely an academic pursuit; it is a transformative experience that equips individuals with a rich tapestry of competences and perspectives, such as adaptability, communication, teamwork , creative thinking , and self-efficacy – all essential for success in today's global job market. These five are considered the skills most sought after by employers, as identified through previous research.  “I feel like I'm better equipped now to adapt to professional situations where I might not feel entirely comfortable with the culture. And, you know, it's about finding that balance – adjusting when needed but also staying true to myself. That's something I've really learned along the way.” – Marie, Student, 23 But how do these competences manifest through different indicators across the stages of the hiring process (Job Posting, CV, Cover Letter, Interview, Hire)?  Let’s take the example of adaptability . In an application, a candidate is showcasing adaptability by including side & part-time jobs, volunteer work abroad or other international experiences, travelling as a hobby. When facing an interview, adaptability can be shown with a positive, ‘can-do’ attitude, when the candidate can demonstrate open-mindedness and can self-reflect on past (international) experiences and what competences they believe to have acquired.  Check the Employers Manual here to understand how these competences are shown in both application and interview phases, to adapt your approaches on the hiring process. Remember to pay attention to language skills, interest or knowledge on global issues, but also make sure to promote an international workplace!  “(...) And also, what I've found is that generally, if I'm employing candidates with international experience, they normally have a greater sense of self-awareness, a greater sense of maturity. And this is obviously important in a professional organisation” – Vice President, Financial Services Find the full document here . Do you want to know more? Visit the project’s website . This manual was 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.

Reaching its 14th edition, the Lifelong Learning Week is a landmark event of collaboration between education and training stakeholders and decision-makers at EU, national and regional level. I am delighted to host the LLLWeek this year, early in my European Parliament mandate, considering the long road ahead in addressing the 21st century challenges of the educator profession! The educator profession faces mounting challenges across Europe, and addressing these requires strong, targeted actions at the European level. As society and technology evolve, the demands on educators have intensified, making it essential for the European Union to support this vital profession by improving working conditions, providing professional development opportunities, and ensuring sustainable support for educators across all member states. One of the foremost challenges is the need for attractive working conditions and career advancement pathways to make the educator profession more appealing and sustainable in the long term. Educators are increasingly expected to address diverse and complex learner needs, including social inclusion, the integration of children with special needs, and the management of multicultural and multilingual settings. Additionally, the shift toward digital learning tools demands ongoing training, so educators can fully leverage these resources while maintaining high educational standards. Such pressures are faced across all learning environments, with early childhood education professionals, teachers, trainers, adult educators, work-based trainers, youth workers in education and training, higher education teaching staff all experiencing the societal changes. A successful European Education Area requires strong professionals in all sectors. To meet these needs, Europe must establish clear standards and quality benchmarks for education and training. Such standards can provide guidance to member states, ensuring a high level of educational quality and equity for all learners across the EU. At the same time, EU-wide funding programs are needed to support educator training and professional development, enabling teachers to adapt to new challenges and develop their skills effectively. Financial support is also essential for programs that foster social inclusion and diversity in educational settings. Investments in such programs strengthen equality and social cohesion, offering long-term benefits for European society as a whole. Through increased funding, the EU can ensure that educational institutions have the necessary resources to support all students and provide inclusive, high-quality education. Civil society organisations play a critical role in this process. These organisations act as a bridge between policymakers and the realities on the ground, providing valuable insights into the specific needs and challenges educators face. By actively collaborating with the European Parliament and other institutions, civil society organisations can help advocate for the profession, ensuring that educators' voices are heard in the decision-making process. Through partnerships with such organisations, the EU can strengthen support for the educator profession, ultimately enhancing education and training across Europe. By implementing these measures, the EU can support educators in meeting the demands of the 21st century, fostering a stronger, more inclusive educational environment for future generations. Photo source: SPD MV / Photo by Selin Jasmin

Did you know that every year more than 60 000 pupils in Europe go abroad on long-term individual pupil mobility in secondary schools through different programmes offered by public, non-profit or for-profit providers? Through these learning mobilities pupils are able to learn another language, experience another culture, develop key competences such as critical thinking and intercultural skills, and explore active citizenship through living in the local community and attending school abroad. However, few pupils get the learning outcomes of their period abroad recognised or even assessed at all when they return to their school back home! Individual Pupil Mobility can be not only a life changing personal experience for the pupil, but also a key tool to internationalise the whole school. How does IPM benefit the whole school? Pupils gain personal growth, oftentimes having a life-changing experience, knowledge of other cultures and a greater sense of global active citizenship.   Educators gain professional development, new pedagogical practices and tools, as well as the opportunity to cooperate with teachers from other countries. Schools have the chance for cross-border cooperation, learning innovative practices, further motivating their staff and engaging with the local community.  By assessing what the pupil has achieved during their learning period abroad, the learning outcomes are explicitly defined, can be measured and reviewed. Consequently it improves the learning processes of both the pupil and the institution. Assessing the learning outcomes, with the help of tools such as the Transversal Competencies-based Learning Agreement and the Intercultura Assessment Protocol , is the greatest step towards automatic recognition. When the learning outcomes are explicit and assessed, recognition is feasible. On the other hand, the absence of automatic recognition is an obstacle to further promoting pupil mobility and making it accessible to a broad range of pupils.  If you are interested in learning more about the internationalisation of secondary education through learning mobility , EFIL organises training courses for teachers and school heads to prepare and support schools with Individual Pupil Mobility – through Erasmus+ and other programmes – and in designing learning agreements which foster automatic recognition of pupils’ learning outcomes. Teachers and relevant staff will learn how to capitalise on IPM experiences for internationalisation in a whole school approach and improve their ability to formulate and assess intended learning outcomes in terms of competences, which will support them in finding alignments between curricula. On top of that, teachers will also discover ways to apply non-formal education methods within individual pupil mobility programmes to foster the development of transversal competences, notably intercultural learning. Find more information and register for the upcoming training in March 2025 in Thessaloniki, Greece using this link !

The Compendium of Inspiring Practices serves as a resource for NGOs, CSOs, adult educators, and professionals in the Education and Training fields. Its objective is to offer proven frameworks and strategies that embody the values of inclusion it promotes. By highlighting impactful case studies and effective practices, the compendium aims to inspire these organisations to design and implement inclusive policies, helping to build a more just and accessible educational landscape. Let’s see together three of the practices related to the Digital transition and blended work methods area: CONNECTED LITHUANIA The Connected Lithuania Project aimed to equip the citizens, particularly those lacking digital skills , with the knowledge to use the internet safely, effectively, and responsibly. Key activities included digital skills training through public libraries, where more than 100,000 citizens participated in courses ranging from basic to advanced levels. Digital leaders and e-scouts, along with a network of community leaders, helped spread awareness and foster digital inclusion. The project engaged 15% of the population, with nearly 79,000 citizens attending over 50,000 training sessions. Its success shows how digital literacy programs can be scaled across the EU, with Connected Lithuania’s resources such as online courses, video lectures, and hackathon guides offering a model for improving digital skills in other regions. AMeLiE The AMeLiE project combats online hate speech by fostering social inclusion and media literacy and equipping educators, school leaders, and parents with the tools to address hate speech.  Activities such as the Kind Speech Day competition and international workshops raise awareness and promote engagement. AMeLiE has been implemented in Italy, Greece, Romania, and Germany, showing its adaptability across different educational systems. The project’s approach reduces teacher workloads and encourages creative methods for tackling hate speech. With its success reaching beyond pilot countries, AMeLiE also provides policy recommendations to enhance institutional support for educators. THE GOOD MANAGER The Good Manager project responds to concerns on the impact of digital technology. It aims to promote more inclusive, accessible, and eco-friendly online behaviours through a multilingual platform that raises awareness and optimises digital practices. Key features include a European database of best practices in digital inclusion, sustainability, and accessibility, presented on an interactive map. Users can also access three micro-learning modules (short and flexible) focused on eco-design, digital accessibility, and sustainable project management, providing practical guidance for reducing the ecological footprint of digital initiatives. Find these and more practices in the Compendium of inspiring practices, available free of charge for download below: To learn more about diversity and inclusion strategies, attend the next online training course in October-November, facilitated by the ALL Digital . The online course will be held in three days - October 30 & November 4 and 6 with a 'learning lunch' from 12:00 - 14:00 CET (6 hours in total). Don’t miss it, registrations and more information are available here ! Deliverable produced by LLLP, in collaboration with the iBOX partners. 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.

Join us in exploring the DigiCards new tool: digital competence cards  for counsellors or staff working with competences and competence self-assessment & share your thoughts and practices on counselling, competence cards and digitalisation in counselling! This online workshop is divided in two parts: firstly it will focus on the practical testing of a new digital competence cards tool (emerging from a project which LLLP is a partner) and a peer-learning activity, creating a space to exchange of good practices on counselling, competence cards and digitalisation in counselling. Agenda of the event: Introduction: Plenary What is DigiCards? Presentation of the project Presentation of the new tool and Competence Handbook Testing of the new tool: digital competence cards Peer testing with colleagues  Share ideas & feedback of the tool  Exchange of good practices from participants Sharing practices on digitalisation in education and career counselling, digitalisation or on the use of competence cards Register now and join us on 13 November for a ' learning lunch ' from 12:30 to 14:00, completely online! Interested in knowing more about the project? For more information, look at the official website , read the our project page  or follow us on our social media channels! DigiCards is a project co-financed by the European Union within the framework of Erasmus+. Lead coordinator: KARBON Consulting GmbH (Austria) Partner: Lifelong Learning Platform (Belgium) Project period: 01.01.2024 – 31.12.2024 Project number: 2023-2-AT01-KA210-VET-0001758544

Join us on 19 November for a day of collaboration, sharing insights, and learning from diverse experiences and good practices on Diversity and Inclusion. The event, organised by LLLP during the 14th edition of the LLLWeek , will focus on building inclusive education and training systems by addressing important topics such as participation, diversity and inclusion strategies, digital inclusion , and best practices . Let's engage policymakers, academia, and civil society organisations to make a collective impact. The upcoming “Agora: Building inclusive education and training systems” will showcase the key lessons and results achieved by the Inclusion Box (iBOX) project . The event will feature workshops on access and participation, diversity and inclusion strategies, and digital inclusion. The conference will also include presentations of practices from our network and external representatives, and attendees will have the opportunity to network and create synergies, with other educational providers and civil society organisations in the Education and Training sector. This event is organised by LLLP, in collaboration with ALL DIGITAL AISBL , Learning for Well-being Foundation , Cémea France and eucen - European university continuing education network . Agenda and registrations available. 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.

The much awaited moment for EU-level politics has arrived with the calendar of the hearings for the confirmation of the new Commissioners being announced. Between 4 November and 8 November all Commissioners, apart from the Executive Vice-Presidents, will stand in front of the European Parliament Committees responsible for their portfolio. The Executive Vice-Presidents are scheduled for 12 November. The hearings are framed around a set of written questions which the European Parliament has already circulated with the Commissioners-designate. Besides these, MEPs will be allowed to put forward their own oral questions on the day. The Lifelong Learning Platform and the larger education and training stakeholders will primarily await for the hearings of Glenn Micallef (Commissioner for Intergenerational Fairness, Youth, Culture and Sport) on 4 November, of Ekaterina Spasova Gecheva-Zaharieva (Commissioner for Startups, Research and Innovation) on 5 November and Executive Vice-President Roxana Mînzatu on 12 November. These are those Commissioners most directly connected to the sector , though the portfolios of Michael McGrath (Commissioner for Democracy, Justice and the Rule of Law), of Josef Sikela (Commissioner for International Partnerships) and of Executive Vice-President Henna Virkkunen will also touch upon the sector. The LLLPlatform has circulated a set of questions for the Commissioners with the European Parliament. Unfortunately, very few of the proposed questions were considered; regretfully, the questions are not particularly exploring the proposed split between education and youth policy on one side or between education and research & innovation on the other side, and what impact this would have on the Directorate-General for Education, Culture, Youth and Sports. It is concerning to also notice that the increased linkages between education and employment policies are not welcomed with more scrutiny over the potential danger of putting education solely in the service of the labour market. The questions already assume a defeatist tone with regard to the upcoming negotiations for the Erasmus+ budget while no questions are raised on the glaring absence of the European Solidarity Corps, the Citizens, Equality, Rights and Values Programme or the Development Education and Awareness Raising Programme from several Mission Letters . Questions on several specific new initiatives announced in the various Mission Letters or in the Commission Political Guidelines 2024-2029 , the two sets of documents outlining the objectives of the European Commission for this mandate, are also surprisingly missing. Education and training stakeholders look forward to collaborate with the MEPs on their oral questions, ensuring that more clarity is drawn, and expecting clarifications over the new merger of portfolios within the Commission as well as on the exact plans foreseen for the Union of Skills, the follow-up to the European Education Area, the EU Teachers Agenda and the Action Plan on Basic Skills and STEM Education. The European Parliament’s EMPL Committee, which oversees social affairs and employment policies, suggested that the title of Executive Vice-President Roxana Mînzatu changes from People, Skills and Preparedness to ‘quality jobs, social rights, skills and education’: a fitting proposal and a strong statement . In fact, the Commissioner’s title should better reflect the interconnection between education and skills policy, which do not exclude each other, and be actually called ‘quality jobs, social rights and lifelong learning’. It is appropriate to recall that the definition used by EU institutions for lifelong learning is: Learning in all its forms, whether formal, non-formal or informal, taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or participation in society from a personal, civic, cultural, social or employment-related perspective. In any case, the commitments of all MEPs to improve the workings of the College of Commissioners is a welcomed effort, and civil society looks forward to advancing the common agenda when the new College of Commissioners will be set up.

134 MEP’s from all political groups have signed the Manifesto for #FairInternships. The initiative was proposed by the Youth Intergroup and letter was sent to President Tajani, asking him to take concrete steps to have the rules governing internships changed by the Bureau of the European Parliament. We want to thank them for their support in fighting unpaid and unfair internships in the European Parliament! Please find hereafter: The letter The list of MEPs who signed The manifesto for fair internships

Homogeneity of assessment has become a driving force throughout our educational systems, and continues to be widely applied across the majority of EU member states. Such forms of assessment have come under scrutiny for showing an indifference to the learning needs of individuals.   This drawback has ramifications – not only for learning outcomes but for wellbeing too. Learners, irrespective of age, want to meaningfully contribute to the direction of their learning and have a stake in deciding the forms of assessment that are most conducive to their particularlearning needs.   When learners are consulted and meaningfully involved in all or some of the stages of assessment and its elements, the process becomes more clear and transparent. This can mitigate feelings akin to a lack of control, loss of agency and a perceived indifference to individual needs that usually follow from more imposing assessment forms.   It would also appear that ruling out the individual – and applying a uniform assessment model free of consultation or debate – reduces learner motivation and engagement. In the idea of formative assessments we find a potential resistance and escape route from the more uniform mode of summative assessment.   Unlike the latter, formative assessment describes an assessment practice that identifies learners’ needs and then adapts the teaching and learning to these needs. It is therefore, by its very nature, more conducive to wellbeing. Characterised by a plurality of forms including oral, written, presentation, group, project based and portfolios, this form of assessment tends to offer multiple chances as well as avoiding the high-stake nature of more summative assessments – which, in considering wellbeing, has been continuously cited as a main source of stress and anxiety for learners in educational settings.   These early experiences matter. Initial experiences of education, be they positive or negative, greatly influence the likelihood of pursuing education throughout adult life. Adults who have experienced early success in education are considerably more likely to view learning in a positive light – and subsequently continue to avail of learning opportunities throughout adulthood. Conversely, learners who do not experience success in compulsory education are less likely to engage in learning as adults.   Positive learning experiences, it can be said, instils both a desire for more learning and increases an individual’s willingness to view educational environments through a positive lens. Negative early experiences of education have a reverse effect – resulting in a situation whereby education and learning is seen as something to be avoided. The use of more personalised assessments transcends the pigeon-hole, one-size-fits-all approach ingrained in standardised assessments. They offer the individual the opportunity to inject themselves into the equation and take ownership of their learning. From here, an entire landscape of collaboration, dialogue, and participation can become entrenched in the very notion of assessment – all while widening the parameters to facilitate wellbeing and instilling a positive conception of learning and educational settings that is long-lasting.

The 14th edition of the Lifelong Learning Week will take place from 18-22 November and will explore the overarching theme of " 21st century challenges for the educator profession; a call for system change ", the annual theme of LLLP for 2024. More than 20 workshops, events and networking moments will accompany this iconic event as we dive into the needs and challenges of educators today. From digital competences, to the issue of neutrality, from questions of representativeness in decision-making to working conditions, and from teachers in formal settings to all other sorts of educators, this LLLWeek promises to deliver! One highlight? Our EU Lifelong Learning Stakeholders' Forum , running in the afternoon of Monday 18 November, will assess the Erasmus+ programme and its capacity to be inclusive and support all learners in their lifelong journey. Enough, now! Hop on to the LLLWeek main page , browse all events and register to as many as you wish!

On 5 October of every year we celebrate World Teachers’ Day! The recognition provided to our teachers is often falling short, and should not be solely limited to one day a year. At the same time, a day recognising teachers very frequently fails to consider the wider variety of educators in the world: trainers, guidance professionals, support personnel, youth workers, volunteer coordinators, adult educators, etc. In light of this, the Lifelong Learning Platform - European Civil Society for Education (LLLP) focused this year’s annual theme on the 21st century challenges for the teaching profession; a call for system change , the challenges faced by education and training professionals. As we celebrate our professionals in education and training, we must acknowledge that the educator profession is undergoing a vocation crisis. This is acknowledged across the board with crippling shortages across the sector and an aging profession. In this context, it is time to meaningfully address the challenges experienced by a profession considered essential, yet frequently underwhelmingly supported. The upcoming LLLP Position Paper dedicated to its Annual Theme, advocates for comprehensive systemic reforms across various educational sectors, underscoring the importance of recognising and improving working conditions for all those involved in delivering or supporting education in various capacities such as adult educators, trainers (in learning providers or workplaces), youth workers, volunteers, parents, ECEC professionals (including registered and trained childminders and nannies), counsellors (for careers, lifelong guidance), validation professionals, social workers linked to education and training, support personnel (psychologists, nurses, technicians, librarians, administrators), and heads of institutions. Therein lies the problem. Society is providing recognition for teachers, but LLLP will discuss the different professions in the sector and the multitude definitions describing educators. The wheels of the educational system cannot spin without them, but they should not be held responsible for making the entire system successful. They collaborate with a myriad of other professionals and stakeholders in the system. This year's theme spotlights the needs, well-being, passion, and innovation of educators, emphasising that learning functions as an ecosystem in which educators play one essential but interconnected part. Defining Educators To begin addressing the complex challenges faced by educators, it is crucial to first establish a clear and common understanding of the term "educator." According to the Lifelong Learning Platform’s Glossary (LLLGlossary, published in cooperation with CEDEFOP and UNESCO UIL), an educator is defined as anyone who professionally guides and supports learners throughout their learning process. This broad definition goes beyond teachers and instructors in formal education settings to include facilitators, trainers, coaches, and other figures who facilitate learning in non-formal settings or informal settings. Educators emphasise the importance of education across all life stages. When reflecting on who our educators are and how we can help them, defining the term is often forgotten across policymaking and the media. Though the various challenges that teachers confront are correctly identified, these are never expanded towards the diverse staff existing outside teaching in formal education. A first step in introducing our Position Paper is to make the case for those oft-ignored professions and to redefine the systemic challenges in education and training. An outline A sneak-peek of the Position Paper will be offered during the European Lifelong Learning Stakeholders' Forum on 18 November . This annual civil dialogue exercises with the main stakeholders in education and training at the EU level will open the flagship LLLWeek. The Position Paper will set the frame for an entire week dedicated to events discussing the educators and challenges they face. Save the date and keep your eyes peeled for the opening of registrations on 1st October. The way educators should be supported through policy responses is captured in three chapters. The first will identify the systemic reforms needed to improve working conditions and make the profession more attractive to current and future educators. Building on this, the paper explores transformative policies for the educator profession, emphasising the EU's role at the macro level in ensuring education remains a public good through adequate funding and in co-creating policies with educators. Some of the discussed topics will include improving career paths and working conditions, increasing educators' participation in decision-making, and prioritising their well-being. The second chapter will consider organisational (meso level) reforms. Topics approached will include organisational changes needed to professionalise the field, infrastructure improvements, and implementation of distributed leadership. The final chapter turns to the micro level, recognizing the pivotal role that individual educators play in realising the EEA’s goals . While organisational and systemic reforms set the stage, motivated educators are the ones who directly influence teaching quality and student outcomes. This chapter explores how reforms at the individual level can empower educators to innovate, actively participate in decision-making processes, and concentrate on their core teaching responsibilities. On a day for celebrating educators, it is time to think about the essential reforms that they need and officially take action to make them feel valued!