Across the MUS-E® Network coordinated by the International Yehudi Menuhin Foundation (IYMF), teacher and artist training continues to bring the programme's methodology to life in classrooms. In Brussels, IYMF and MUS-E Belgium are organising a two-day training on 7-8 July 2026 at the Théâtre National Wallonie-Bruxelles, led by artist-trainers Isabelle Maurel and Patries Wichers, combining theory with hands-on workshops in movement, dance, music, and visual arts. You can register here. Meanwhile, in Greece, a two-day seminar held in Kalamata on 9-10 May brought together around 35 teachers and artists from four local primary schools, with contributions from IYMF Executive Vice-President Marianne Poncelet and the Greek Children's Art Museum, reaffirming how collaboration between teachers and artists can open the door to a more creative, inclusive school for every child. Read more about it here. You can learn more about MUS-E® here.

Early Bird deadline closing soon! - Join ECSAS 2026 Hundreds of student affairs and services professionals will gather in Seville from 11–13 November for the 8th edition of ECSAS 2026. Under the theme “Centering Student Affairs within the Higher Education Ecosystem,” ECSAS will bring together leading voices from Europe and beyond to address the pressing challenges shaping higher education today, from student well-being and international mobility to digital transformation and institutional resilience. Through inspiring discussions and valuable networking, participants will explore how student affairs can drive more inclusive, supportive, and future-oriented campuses. ● Early Bird Deadline: 30 June 2026 ● Regular Deadline: From 1 July to 6 September 2026 ● When? 11-13 November 2026 ● Where? Seville, Spain ● Who? Student Affairs Professionals Register here EucA Opportunities for Students Now free! - Student Bootcamp: Shaping the Future The Student Bootcamp: Shaping the Future is an intensive program focused on active European citizenship and leadership development. The experience will strengthen critical thinking, civic engagement, and intercultural dialogue through engaging in professional and cultural activities. Now fully covered for international students, EucA is inviting young people to apply to the adventure before 22 July. ● Where? Perugia, Italy ● Who? University students (Bachelor’s Degree), Master’s students, and recent graduates. ● When? 12-15 October 2026 More information here. Madrid Innovation Safari University students from all study areas are invited to discover Madrid’s vibrant social innovation and entrepreneurial ecosystem through an immersive international experience. Participants will engage in expert-led workshops, hands-on activities, and inspiring exchanges with entrepreneurs. Alongside the learning experience, students will also explore the culture, energy, and creativity at the heart of Spain’s capital. ● Where? Madrid, Spain ● Who? University students (Bachelor’s Degree), Master’s students, and recent graduates. ● When? 19-22 October 2026 ● Deadline: 15 July More information here.

It is April 2026 and Split, Croatia, is the setting of the biggest get together of Erasmus Students, the Erasmus Generation Meeting. Young people from all over Europe come together to celebrate the achievements of the Erasmus+ programme on learning mobility and to join forces to further improve its implementation in the future. One detail quickly stands out, Erasmus+ trainees are a lot less represented and the level of awareness of participants about this opportunity appears low. Another detail that came to the fore was the widely different experiences among students who undertook such opportunities. While some students have worked closely with their higher education institutions, preparing together their experience, maintaining check-ups during the mobility period and with appropriate post-mobility assessments; a number of students faced numerous challenges including obtaining little information from their higher education institutions, having to conduct their own search for placements and poor communication throughout the mobility and after. For the partners of the project “Digitalising Erasmus Traineeship Application & Support” (DETAS), these stark differences in mobility experiences were not all new and had led the partners to develop DETAS as their way of raising awareness and addressing the issues around Erasmus+ traineeships. The partnership has ensured to look at the different dimensions of traineeships, delving on one hand into academic research and student experiences and on the other, engaging with employers to find different avenues so that traineeships do not become an insurmountable crossroad for students and employers alike. How are Higher Education Institutions faring when it comes to mobile trainees? Findings from the latest DETAS report show that two thirds of HEIs have resources and supporting mechanisms for students that wish to go on Erasmus+ traineeships and that HEIs mainly support prospective trainees before the student departs. These results show still a long road ahead before achieving seamless traineeship journeys for learners across Europe. This report on the institutional implementation of the Erasmus+ traineeships at the Higher Educational Institutions' level is based on a 2025 survey of 137 HEI staff responses across 39 countries. It maps existing support measures (before, during and after), challenges and perceived benefits for students and HEIs, taking note of any eventual barriers, issues and ways to improve traineeship quality and access. As traineeships represent a mix of learning and working, national legislations have different approaches which then comes down to universities across Europe showing different ways of support to future trainees. For example, in countries with non-compulsory Erasmus+ traineeships, universities have been successful at leveraging the influence of alumni ambassadors who encourage students to participate. However, as seen in the previous paragraph, most efforts concentrate on this pre-departure period. It was found that only in recent years have HEIs been more focused on developing support measures for during and after the traineeship. This situation makes projects like DETAS even more relevant as it represents a key opportunity for peer learning and mutual support among HEIs to better harmonise traineeship processes across Member States. Not surprisingly, as also discussed in the report on student experiences, one of the most challenging parts for students on a traineeship is the financial implications. To help students in this regard, HEIs have been working on two ways: some decided to only accept students who go on traineeships where they get some sort of monetary compensation, while others offer additional funds to students beyond the Erasmus+ traineeship grant. In terms of engaging with the student during the time of mobility, results indicate how just over half of HEIs have feedback sessions with students in case of an issue arising. Post-traineeship, the most common practice for HEIs is to send feedback surveys to students after they return from their host country. …And what about their relationship with employers? The report shows underwhelming results with only a third of European HEIs actively engaging with international employers who could host their students and less than one-third of HEIs asking for feedback from the company. This reality represents a huge challenge which hinders the impact of Erasmus+ traineeships and it is, together with student support, another area that should remain the focus of attention for HEIs moving forward. The DETAS project is showing already a good example of communication among students, HEIs and employers which should continue and be further upscaled in the future in order to turn these figures around and ensure that all HEIs actively engage with international employers and maintain a good level of communication with them before, during and after the traineeship cycles. Working together for better international traineeship experiences While the report clearly indicates that there are positive ongoing developments in Higher Education, the advancements remain slow relative to the ambitions being placed on Erasmus+ traineeships. With ongoing discussions around a new Directive on Traineeships and the debates around the future budget for Erasmus+, it remains to be seen whether students, HEIs and employers will have the resources to achieve the goals set upon by the EU when it comes to traineeships. A properly funded Erasmus+ programme and adequate national budgets supporting quality traineeships are key to facilitate the collaboration among stakeholders to improve and harmonise the traineeship experience and provide young people with the competences needed not only to face the future but to shape it themselves. Read the full report in Zenodo here and the accompanying guidelines for Higher Education Institutions here.

On 11 June, the Lifelong Learning Platform was delighted to be invited by the European Commission Executive Vice-President (EVP) Roxana Mînzatu to the Implementation Dialogue on the upcoming EU Teachers and Trainers Agenda. The Dialogues are highly appreciated and showcase her willingness to engage with all relevant stakeholders prior to the preparation of crucial files. LLLPlatform welcomes the Commission’s initiative to launch an Agenda for the practitioners in the education and training sector after years-long challenges reported in the Education and Training Monitors. LLLPlatform participated in the previous series of consultative workshops organised by the European Commission’s Directorate-General for Education, Youth, Sport and Culture (DG EAC), and we strongly encourage that the outcomes of the workshops be combined with the perspectives from the Implementation Dialogue to ensure that the direction of the upcoming Agenda matches the diverse perspectives of the stakeholders involved. The recommendations of the LLLPlatform have been shared after the Dialogue. LLLPlatform in its contribution at the Implementation Dialogue highlighted in particular the importance of the urgency of Europe to act in broader terms, targeting its intervention towards all educational staff that support the teaching profession. Therefore, we stressed that a narrow perspective on teachers and trainers alone perpetuates the misconception that they are fully responsible, on top of teaching, of administrative procedures, social assistance to learners, increasing inclusive practices in their institutions, digitalising teaching methods, amongst others. As highlighted in our 2024 Position Paper on the educator profession, it is time to look at education and training as a professional ecosystem with multiple roles and stakeholders. The Agenda must include support personnel, and reflect on which other stakeholders can help the education and training staff. If it takes a village to raise a child, then it cannot take only teachers to ensure a culture of lifelong learning across our societies. Moreover, low numbers of adults in learning are linked with an insufficiently developed and supported adult education ecosystem. Trainers, as a term, should have extended to those working with adults as well. The Agenda must focus on providing adapted support to the needs of each educator. As many other stakeholders, LLLPlatform also called for EU programmes such as Erasmus+ and European Social Fund+ to be strengthened and provide concrete solutions to the professionals in all education systems by strengthening their cooperation across Europe, resources, guidance, peer learning, innovation through exchange of practices and co-creation. We all recognised that so far Erasmus+ is the most effective European initiative in support of the teaching professionals. In addition, educators are overwhelmed with the amount of frameworks developed and with the associated guidelines for their implementation. The power of the EU stays in the capacity to develop resources such as the Guidelines on the ethical use of AI and data in teaching and learning, but ensuring it develops only on a few and targeted such Guidelines, while improving their user-friendliness. In our Recommendations, we call for educators to be represented in the relevant decision-making fora of the European Commission, such as its European Education Area Working Groups. We also call for meaningfully leveraging the EU’s economic governance to ensure that educators are supported to deliver the lifelong learning supported by the Union of Skills. The prominence of educators must increase in the European Semester, specifically on two accounts. There is a need for clearer Country Specific Recommendations on how to support the educator profession, providing good practice examples from the existing initiatives mentioned above. Moreover, it is crucial to ensure that the EU is measuring how the situation is changing for all professionals in the sector. This requires a reference in the Country Reports and the Recommendations to all staff members in education and training, monitoring how the professional ecosystem is changing, but also more granular targets on initial teacher education and on continuous professional development, understanding which educators are more likely to pursue training and why. We look forward to working together with the European Commission to make the EU Teachers and Trainers Agenda a reality for all.

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. From interactive digital tools to new evidence on early childhood education and Roma school dropout, the STRIDE consortium meeting in Budapest highlighted how the project is moving from academic research to tangible impact. Partners in the STRIDE project gathered in Budapest from 10–12 June 2026 for the consortium’s fourth in-person meeting, hosted by the TÁRKI Social Research Institute. Over three days, researchers and project partners shared progress across the project and focused on a common goal: turning strong evidence on educational inequality into practical tools for decision-makers and education and training stakeholders that can make a difference across Europe. A major highlight of the meeting was the progress of the STRIDE interactive map developed by the National and Kapodistrian University of Athens (NKUA), one of the project’s key outputs. The map is designed to help users explore the main drivers of educational inequality across countries and groups, using more than 130 indicators. During the Budapest meeting, partners tested the latest version of the platform and reviewed a range of new features, including clearer indicator descriptions, better filters, downloadable outputs, and a more user-friendly design. With final testing now underway, the map is approaching its public launch. The meeting was not only about presenting research findings — it was also about making them easier to use. Partners shared important developments on efforts to create a digital toolbox for policymakers, stakeholders, and knowledge brokers. The goal is to support users who need clear, practical evidence alongside more comprehensive academic reports. The toolbox is being shaped through workshops, expert interviews, and co-creation with education stakeholders, helping the team better understand how policymakers actually work and what tools they need. The prototype presented in Budapest by VIA University College and developed in collaboration with Jagiellonian University (JU), Lifelong Learning Platform (LLLP) and Oslo Metropolitan University (OsloMet), already includes early versions of national case studies, links to the interactive map, and a chatbot that draws on the research and materials developed within STRIDE. Together, these features are intended to help users move more easily between data, research findings and policy ideas. One clear message from the discussion was that evidence becomes more useful when it is organised around real policy questions and presented in a format that supports decision-making. Another central theme of the meeting was STRIDE’s research on early childhood education and care (ECEC). New comparative findings showed that early childhood policies can play an important role in reducing educational inequalities — but only when implementation is strong, and support reaches the children and families who need it most. Across the five national case studies, partners found broad agreement that these reforms can improve children’s development, well-being and future opportunities, especially when early education is linked to wider services such as health, family support and local outreach. At the same time, the research also highlighted shared challenges. These include teacher shortages, limited access to kindergarten places, difficulties in using and sharing data, weak coordination between national and local authorities, and a lack of systematic evaluation. One of the clearest conclusions from the discussions during the consortium meeting was that expanding access alone is not enough. Universal policies matter, but they need to be matched with targeted support, effective implementation, and long-term political and financial commitment to reduce inequality in practice. These findings will be discussed in an upcoming working paper analysing the long-term effects of early childhood education policies in five countries, along with a related policy brief. The meeting also provided space for new findings from research on early school leaving among Roma youth in Hungary. This research brings together survey evidence and interviews to explore why many young Roma leave school early and what helps them stay in education or return later. The findings show that dropout is rarely caused by a single factor. Instead, it is shaped by a combination of poverty, unstable housing, school segregation, discrimination, family hardship, weak transport links, and a lack of meaningful support in school. Importantly, the research highlights several factors that can help young people stay connected to education. These include mentoring, second-chance education programs, financial support, and assistance from NGOs and alternative learning environments. By combining statistical analysis with personal experiences, the study provides a comprehensive understanding of how disadvantage accumulates over time and identifies the types of policies needed to address it. Taken together, the discussions held last week showed how STRIDE is entering a new phase. The project is no longer only analysing inequalities; it is now building practical resources to help others address them. With the interactive map nearing launch, the policy toolbox taking shape, and new findings emerging on both early childhood education and Roma school dropout, the project is developing tools to support better decisions and fairer educational opportunities across Europe. Over the coming months, STRIDE partners will continue testing and refining these outputs in collaboration with stakeholders. As the meeting in Budapest made clear, the project’s strength lies not just in producing knowledge, but in making that knowledge usable.

Civil Society Europe —the European coordination of civil society organisations— has started the social media series ‘The Power of Many’. This series showcases impactful stories of civil society organisations at the national level, bringing their voices to the forefront. Every two weeks, a new civil society organisation becomes the protagonist: providing their perspective on how they improve people’s daily lives, how their tasks bridge citizens and the EU, and how being part of an EU network supports their work. This series is part of Civil Society Europe’s campaign ‘Voices of Millions’, aiming to raise awareness on the representative power of civil society across the EU. Discover all the stories from ‘The Power of Many’ on Civil Society Europe’s website and social media channels (LinkedIn, BlueSky and X).

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.