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Every six years, the Lifelong Learning Platform (LLLP) conducts a feasibility study on National Lifelong Learning Platforms to understand the needs of civil society and explore potential cooperation. This year, the primary goal of the study is to gather insights from regional and national stakeholders’ networks or organisations representing a spectrum of education stakeholders – including formal, non-formal, and informal education providers, learners, and civil society members. The focus is on collecting perceptions on lifelong learning and cross-sector cooperation in five countries: Hungary, Finland, Slovenia, Poland, and Spain , as well as assess knowledge about EU education policies. Also, the study aims to identify if there is potential for creating national lifelong learning platformsand interest for formalising such cooperation . The study will look into existing related initiatives and structures at national level, while also pinpointing the barriers and enablers to developing such platforms. The survey will be open for until 21 December and is available in Finnish , Spanish , Polish , Slovenian , and Hungarian .

With the Lifelong Learning Awards, LLLP takes a stand to celebrate creative and inclusive practices in education and training. The aim of the Lifelong Learning Award is to give visibility to innovative practices taking place all over Europe in order to attract public attention on lifelong learning as well as to inspire new practices and policies. This year, we follow our annula theme on “Key Competences for All: a Lifelong Learning Approach on Skills“. Because of the large topic, categories and applications were very broad and encompassed lots of cross-sectoral issues. And the winners are…

It is one of the main goals of the TRANSVAL-EU project , that insights from the project implementation (research and experimentation) lead to policy change. With that aim in mind, it was foreseen in the last phase of the project to reflect on the diverse European, national and regional contexts for policy reforms. A central point of interest in this project is the issue of “coherence”, which is defined as how policies are connected between them and across silos, avoiding overlap and inefficiencies. It does not just happen by default. It implies a set of collaborative and knowledge-sharing practices between the responsible authorities in charge of the policy, their institutions and the staff in the institutions (the policy-makers). Four main categories of coherence are reviewed in the Policy Coherence Reports: horizontal coherence (across policies eg between education and employment policies, social and economic affairs), vertical coherence (between the different policy levels, European, national, regional), terminological coherence (using a shared and common language across and within policies) and temporal or historical coherence (lifelong learning approach between youth and adult policies but also between older and recent policies). The aspect of coherence was looked into at European, national and regional levels. Therefore, multiple Reports were produced: a European Policy Coherence Report, and national or regional policy Coherence Reports for Poland (national), Austria (national), Lithuania (national), Italy (national/regional), Belgium (regional) and Nordic countries with a dedicated focus on Sweden and Iceland. The European Policy Coherence Report, elaborated by the Lifelong Learning Platform is a policy review of over 30 European policies and initiatives that address transversal skill and competences between 2010 and 2023. Among other aspects, the policy research looked into are the differential use of ‘competences’ as a concept (versus ‘skills’) in policies, the use of competence frameworks in EU policies (DigComp, GreenComp, LifeComp, EntreComp etc), the mentions of skills and competences with a transversal nature, and inter-institutional cooperation mechanisms that are considered as key for putting coherence into practice. Some key findings include the very common use of the terms “competences, skills and knowledge” which is against the earlier definitions of competences as ‘skills, knowledge and attitudes”; the use of multiple terms to refer to transversal skills and competences eg generic skills, soft skills, transferable skills, etc; a clear focus on coherence, including in policy evaluation but sometimes a lack of implementation in practice and the fact that the European Skills Agenda flagship actions that are relevant for transversal skills and competences as well as validation are not yet fully achieved. Both the European and national reports include a set of recommendations for policy-makers. Read more about the European Policy Report (EN) or the Summary and Key Findings (EN) and also available in other EU languages (SE, IS, PT, NL, GR) . National Policy Coherence Reports (English and local language): Austria – EN – DE Italy – EN – IT Lithuania – EN – LT Poland – EN (tbc) – PL Belgium – EN – FR Nordic Countries – EN (tbc) – SE

European projects like TRANSVAL-EU supports the creation and animation of a European Community of validation and guidance professionals. This Community already exists thanks to the periodic organisation of peer learning activities within the European Qualification Framework Advisory Group, an expert group with Ministry representatives and EU stakeholders run by the European Commission (EC), the Validation Festival organised by the EC, and the Validation for Prior Learning Biennale at international level. TRANSVAL-EU intended to contribute to the existence of the Community with additional online and offline activities such as events, webinars, podcasts, and peer learning. There are two main dissemination channels for news about validation and guidance: the project Linkedin page as well as the dedicated newsletter run by the Lifelong Learning Platform with a mailing list of over 400 subscribers active in the field ( register here ). After 30 months of project work between partners who in some cases knew each other and in some other cases, didn’t know each other helped to reinforce the ties of the Community between EU partners and national or regional partners. It involved a diversity of organisations and sectors: vocational training, adult education, schools, career guidance centres, universities, research centres, civil society organisations and supported the idea that despite having different target groups and context, transnational and national cooperation can greatly contribute to innovate and learn from each other. In the long-run, it is expected that the Community will have more resources to organise punctual activities. LLLP is currently exploring available options for applying to EU funds and further develop the Community with existing networks it cooperated with in the previous years. There are also considerations to add several layers to the Community to not just focus on EU cooperation but also to increase intra-national cooperation. Existing networks from TRANSVAL-EU partner countries and regions, such as in Italy, Austria, Poland, Lithuania, or Belgium are crucial for this Community to arise. In the future it is hoped that the community will have a more formal structure which would consist in a coordinating team, active participants, and observers (see figure below). How to join the Community? Follow the project Linkedin page Register to the validation and guidance newsletter Contact LLLP for more information and cooperation opportunities More news will soon be shared about future Community activities.

Ever since its establishment, the Lifelong Learning Platform (LLLP) has been striving to promote a holistic approach to education and training, spotlighting the undisputed role of lifelong learning in improving individual and societal conditions. A holistic approach to all education sectors is a necessary – yet not sufficient – prerequisite towards a society that privileges human connections, well-being and organic development over economic growth. Early childhood education and care (ECEC) is no exception: this statement defines how this approach should inform ECEC policies in Europe and beyond, and exemplifies LLLP’s position in the sector. Throughout this document, we will advocate for both an evidence-based and a value-based approach to ECEC, in line with LLLP’s vision and mission. Download and read the full statement below

The 13th edition of the Lifelong Learning Week will take place in Brussels on 27 November – 1 December 2023. This year’s edition will be hosted by MEP Dragoș Pîslaru, chair of the Employment and Social Affairs Committee (EMPL) of the European Parliament. Surfing the wave of a fast-paced and ever-changing reality, the European Commission has proclaimed 2023 the European Year of Skills . This decision comes from the need to address the mismatch between employment needs and education sectors but it reveals a vision that places education as a sparring partner of the labour market. Therefore, this year the theme for the LLLWeek revolves around “Key competences for all: a lifelong learning approach to skills.” We hold that transversal competences, encompassing and not being only limited to skills for the labour market, are the way forward for Europe. Transversal competences can be used in a wide variety of situations in life and at work and represent the right mixture of knowledge, skills, and attitudes that ultimately make better, more active citizens that find fulfilment in their work and are able adapt to the fast-paced changes. Through more than 20 different in-person workshops (and more internal meetings), the Lifelong Learning Platform hopes to deliver an engaging week that explores all the facets of this topic. Some highlights? The European Lifelong Learning Stakeholders Forum and and the LLLAwards ceremony on Monday 27 November! Check the programme and register!

The Communication on Achieving the European Education Area by 2025 foresaw the adoption of a recommendation to repeal the 2011 Council Recommendation on policies to reduce early school leaving . Based on the 2011 Recommendation’s assessment, its implementation contributed to a decrease in the rate of early leavers from education and training (ELET) at EU level (from 13.4% in 2011 to 9.7% in 2021), and encouraged changes within educational institutions and policies. To continue, the Commission has published a new Proposal on “Pathways to School Success”, accompanied by an annex proposing a framework for action, see here , and its infographic here . The Proposal is foreseen to be adopted during the Czech Presidency’s Education, Youth, Culture and Sport Council meeting (27-28 November). LLLP is pleased with the Proposal’s potential considering the forward-looking language employed and the diverse approach it encourages for teaching, learning, funding, collaborating and co-creating. The current state of learners’ participation in education and training, compounded by the ever-increasing amount of crises which require transversal competences, makes it urgent to make this Proposal a reality. For this reason, the ambitious solutions suggested in the Policy Framework annexed to the Proposal require a more comprehensive guidance if Member States are to be supported in exacting real change. What does it mean to have a system for early identification of developmental problems? What does the promotion of pedagogical approaches that are interactive and experiential actually entail? How can a curriculum become more learner-centred? Which working conditions of educators need to be improved and how? For all these questions, there is a need to provide more support to Member States. Thus, this statement is associated with an annex of its own. Read the full statement here

Civil Society Europe is making public an analysis of the level of transparency of all Permanent Representations of Member States to the European Union. Such analysis takes into consideration the disclosure of the Permanent Representation internal structure – including civil servant names and contact details – and of the list of meetings held between ambassadors and interest representatives. The analysis shows significant differences in the level of transparency of the Permanent Representations. While some of them make all of the information publicly available, others barely disclose their internal structure and do not reveal which interest representatives the ambassadors are meeting. The disclosure of information relevant to the public is a key element of institutional accountability: as such, we encourage all Permanent Representations to fully commit to the highest standards of transparency and to take the appropriate steps to fill the gaps identified in our analysis. Access the analysis database here.

Civil Society Europe is making public an analysis of the level of transparency of all Permanent Representations of Member States to the European Union. Such analysis takes into consideration the disclosure of the Permanent Representation internal structure – including civil servant names and contact details – and of the list of meetings held between ambassadors and interest representatives. The analysis shows significant differences in the level of transparency of the Permanent Representations. While some of them make all of the information publicly available, others barely disclose their internal structure and do not reveal which interest representatives the ambassadors are meeting. The disclosure of information relevant to the public is a key element of institutional accountability: as such, we encourage all Permanent Representations to fully commit to the highest standards of transparency and to take the appropriate steps to fill the gaps identified in our analysis. Access the analysis database here.

“ Learners’ first: Education for Today’s and Tomorrow’s Democratic Societies ” is title of the ambitious Education Strategy 2024-2030 of the Council of Europe (CoE), covering the next seven years of policy objectives. The Strategy was adopted on 29 September, during the 26th Conference of Ministers organised under the motto ‘The Transformative Power of Education: Universal Values and Civic Renewal’; this programmatic document marks a welcome evolution in the works of the CoE Steering Committee for Education (CDEDU) , as it is the first Education Strategy adopted by the Council of Europe.   LLLP welcomes the vision underpinned by the Strategy, which recognises education and lifelong learning as essential for democratic and resilient societies and as an empowering means for individuals to develop personally and professionally while engaging meaningfully with society. Read the full reaction below:

EUROLTA (European Certificate in Language Teaching to Adults) is an internationally recognized teacher training program to train you to teach languages to adults using up–to-date methodologies. The EUROLTA certificate is developed, issued and recognised by the ICC, a network of leading institutions of adult education in Europe and around the world. Who is EUROLTA for? those who wish to enter the profession of language teaching and gain a recognized teaching qualification. those who have only little language teaching experience and feel they need to upgrade their teaching skills. those who have some years of teaching experience and want to exchange ideas with colleagues from many countries in order to update their views on teaching and learning. What does EUROLTA consist of? EUROLTA online is a part- time course of 120 hours, consisting of 80 hours live synchronous sessions with a tutor and 40 hours self-study for extra reading, lesson planning and the writing of assignments. What makes EUROLTA different from other teaching qualifications? EUROLTA is open to teachers of all languages. EUROLTA is practical and flexible. EUROLTA is learner-centred based on reflection on one´s own teaching practice. New round of EUROLTA Online starts on 21st October 2023! Find out more about EUROLTA: https://icc-languages.eu/eurolta/

In May 2022, TRANSVAL-EU partners organised a pilot test of a curriculum for practitioners as a “train-the-trainers” training on how to integrate transversal skills and competences (TSCs) into their daily work practices. The training was successfully delivered to 29 practitioners from partner organisations. The trainees and partners then evaluated the training and made suggestions for revisions. While it was not possible in the frame of the project to fully revise the entire EU training materials and its content, the design and training programme structure have been reviewed for being freely available to any professionals working in validation and guidance. Additionally, the Lifelong Learning Platform revised the Implementation guidelines in view of the proposed changes. All materials included in the so-called “Toolkit”, i.e. Powerpoint presentations used during the training, and accompanying resources, exercises guidelines etc are now available in an online folder. This EU English version of the training materials can freely be downloaded, re-used, and modified. In the Toolkit, you will find: The Training Outline (general information about the modules/units, learning objectives, etc) The revised training implementation guidelines (to know more on how to reproduce the training) The former Training Units (TUs) Powerpoint presentations (those have not been revised in terms of content) The accompanying training materials (tools and methods for validation, practical exercises for the training, publications and other resources) following the new training units numbering. Access here the training Toolkit Folder National versions of the TRANSVAL-EU training Following the EU training, partners involved in the field trials experimentation from 5 EU countries (Poland, Austria, Lithuania, Italy and Belgium) had to organise a training at the national level using the EU model with adaptations to suit the needs of their trainees, target groups and contexts. The training materials were hence translated in 5 other EU languages: Polish, Lithuania, Italian, French and German. Soon below, you will be able to find more information about whether this training materials are also freely accessible. Training outlines presenting the national versions of the training and its programme will be available in the 5 aforementioned EU languages. To know more about the training, you will also find contact information to get in touch with the organisations who designed and implemented the training. More information about TRANSVAL-EU .