The Lifelong Learning Platform is looking for volunteers during the LLLWeek 2019 ! On 2-6 December, the LLLPlatform will engage in its most iconic event in Brussels. With several debates, discussions in the EU Parliament, the LLLWeek Reception, workshops and internal working groups, there will be my opportunities to engage the education stakeholders and policy-makers. We are very ambitious with the LLLWeek, but also short-handed and the Secretariat is looking for extra help! Volunteers will engage in events activities, such as registration of participants, guiding them to the venues, and will take pictures as well as writing short reports. We, unfortunately, do not offer compensation, but lunches wherever possible, reimbursement of public transports costs, a certificate of attendance and plenty of networking opportunities! Are you based in the Belgian capital? Interested in joining the most exciting event on lifelong learning in Brussels? Let us know! Get in touch with communication@lllplatform.eu and get a privileged perspective of the LLLWeek 2019!

The Lifelong Learning Platform is happy to share the results of the Policy Forum held in may with Cedefop. Following the many valuable inputs that the two organisations received, we have come up with a revised Briefing Paper on the potential of Community Lifelong Learning Centres as a gateway to multidisciplinary support teams. The paper explores the cross-sector approach and one-stop-shops as tools to prevent early leaving from education and training. It also suggests recommendations and next steps to policy-makers, and especially advocates for: CLLCs as welcoming, non-threatening education environment, centred around the learner’s needs, and typically focused on non-formal education. The need to create an assertive outreach approach that is able to attract the wider community to the CLLCs where they can engage with others and also receive access to further specialized services and support. The importance of trans-sectoral cooperation (e.g. between different ministries – education, culture, defence, employment and interior affairs, agencies, NGOs and ECEC providers), capacity building at the local level in impoverished areas, and the need to ensure quality transitions (e.g. from education to work) to avoid educational dead ends and decrease early leaving from education and training. 30% of NEETs are short-term unemployed and improving basic skills, decreasing early leaving, and providing apprenticeships could help solve this problem. However, apprenticeships should be fair and of high quality to deliver on the promises. The resurrection of VET as a valid, first-choice pathway (the excellence dimension of VET), with an emphasis on providing quality education, is key to prevent and counter early leaving. Read the paper here

The LLLPlatform is absolutely delighted to announce the dates of the 9th edition of the Lifelong Learning Week, which will be held in Brussels on December 2-6th! This year it will be dedicated to “ Learning Democracy, Values and Participation ”! Debates will focus on the role of civil society organisations working in education to foster democracy: the ways and the places we learn about our society and the key place of common values in education! We are going to be having debates focusing on inclusive education as the key to a learning democracy, community lifelong learning centres, digital citizenship, as well as seminars on the role of VET. Don’t miss the Lifelong Learning Civil Society Forum and the Reception, both to take place on December 2nd! Come debate together with national, European and international representatives, experts, academics, civil society representatives, and much more…! Save the date, and stay tuned on this page for the registrations will come out soon!

The Jean Monnet Prize for European Integration aims at honouring Jean Monnet’s memory and life achievements. It does so by rewarding talented individuals or groups having contributed to supporting or strengthening European Integration through a project they designed and implemented. The winning project receives a 1,500€ grant. Read here the full statute of the Jean Monnet Prize. All projects either implemented (or under implementation at the moment of the application) promoting European integration can apply to the Jean Monnet Prize. EuropeanConstitution.eu takes a broad view of European integration and believe it is as much about the people than about institutions. A wide range of initiatives and projects can, therefore, be considered to contribute to European integration or promote the European spirit. The Jean Monnet Prize is awarded annually on 9 November, on the day of Jean Monnet’s birth. The application period for the 2019 edition will run from 9 August to 9 October 2019, 23:59 CET . During the application period, a link will be provided to the online application procedure. For more information, please visit EuropeanConstitution.eu . For any questions, please contact jeanmonnetprize@europeanconstitution.eu .

Save the date! On 24 of October 2019 policy-makers, civil society, educational stakeholders, researchers and companies will meet in Brussels (Belgium) to share and discuss initiatives that aim to “raise awareness and boost competences for responsible online identity”. The European Conference on Digital Footprint is co-organised by the European Digital Learning Network (Dlearn) and the Lifelong Learning Platform , with the support of the DIGIT project partners. It aims to address the topic of “ digital footprint ”, i.e. the record or trail left by the activities you do online, such as social media interactions, information on your personal website, your browsing history, your online subscriptions, any photo galleries/videos you’ve uploaded — essentially, anything that can be traced back to you online. Digital footprint is closely intertwined with the notion of digital identity : whatever you do online is part of your identity and its image to others. 1 out of 2 employers google their candidates in the process of recruitment. E-reputation , whether from the personal or professional point of view, is an essential aspect of our life and career. Not being aware or conscious about it can have harmful consequences on one’s personal and professional life, as well as that of his or her relatives, friends, colleagues, etc. Hence, raising awareness is the very first step that stakeholders in the field – from the digital sector to the educational sectors – must take. Secondly, it is highly important to build citizens’ competences to have a more responsible use of digital devices . This will ensure a safe internet for all – children, parents, and all citizens -, reason why all stakeholders must be committed to make Internet a safer place, from policy-makers, educational stakeholders, digital experts to business. How can we work together to achieve those objectives? Educational and digital stakeholders will discuss solutions at the European conference on digital footprint. Join us! What? Programme (pdf) Where? DIGTYSER, Boulevard d’Anvers, 40, 1000, Brussels (Metro Yser) When? 24th of October 2019. There will be a networking reception after the conference. Who? Around 70-100 participants from across Europe. Registrations are open! Contact us at info@digitproject.eu for more information.

The Comanity project , in which LLLP is a partner, aims to support the rise of a new profile in youth work related to social inclusion of marginalized youth – the Community Animateur – foresees an integrated set of actions to reach such an ambitious objective. Among these, the planned and implemented online activities and tools such as the Comanity Hub play a crucial role in guaranteeing wide access and further interaction of youth workers on social inclusion and youth matters. The Comanity Hub is a virtual environment where learning, interaction, knowledge creation and knowledge sharing are possible. It goes together with the e-learning platform , where COMANITY training programme is currently being piloted to provide a positive, knowledge-enriching experience to its users with the possibility to read or share post, articles or multimedia resources with other youth workers in the EU. Whereas the online course of Comanity is currently being tested and therefore not accessible to the wider public (will be so very soon, towards the end of 2019), the Comanity Hub is open for anyone interested, to be searched, explored, used and enriched. Accessible at http://comanity-hub.eu , the Hub is the place where stakeholders interested in social inclusion and empowerment for youth at the margins and in developing new skills can share their ideas about how social workers can evolve into Community Animateurs and foster youth’s engagement and empowerment in their communities. The Hub is at the same time a meeting point, where to exchange views and information and a knowledge space, where knowledge can be created and shared among the Hub members. The Hub is also the “gym” where learners of the Comanity training programme can test their skills and knowledge, by interacting with peers and sharing interesting initiatives, project ideas and content. There are many categories available for the content that reflects the themes and issues dealt with daily by youth workers willing to empower young people at risk of exclusion by engaging them actively in their community: Youth (including concepts related to empowerment, needs and safety/security); Social work (poverty, equality and gender issues, social inclusion and exclusion); Community (belonging; impact, engagement); Competences (emotional intelligence, digital literacy and community animateur competences) and learning (educational materials, action-learning activities, experiential learning). Users of the Hub can browse the available content by key word search or by choosing a specific category, or subcategory. When uploading content, stakeholders are also asked to indicate the relevant category(ies)- ideally no more than 3 to help future search by colleagues and peer learners. To become a member of the Hub , interested stakeholders just need to register (for free) and join their preferred space (content is offered in English, French, Spanish, Italian and Greek, and varies depending on the language used, as this in turn is related to the specific needs, challenges and problems of the countries associated to that language). Content in the Hub is mainly shared through video media. It was a conscious choice in order to make the content as entertaining as it is instructive. To this extent, the third component of the Comanity Hub is the Comanity Youtube Channe l , where videos created and collected by the project are classified according to thematic playlists. We really hope you will enjoy the sharing space and find it useful, so please visit the Comanity Hub, register, contribute and tell us what you think about it ! It only takes two minutes of your time to answer to our feedback survey , thank you!

The Lifelong Learning Platform’s Annual Conference took place on 19-20 June in Brussels, the perfect place to take stock of the EU elections and assess the role education will play in the future of Europe. It gathered stakeholders from all education sectors and interests, tackling together the topic of “Learning democracy, values and participation: the added value of lifelong learning”. A very dynamic discussion saw the light, and there was general concordance on some key issues.   1. Our democracy needs all of its actors It should be apparent that democratic systems need all of their gears to work smoothly. And yet, we feel like we need to state once again the key role of civil society organisations in building resilient societies. Organised civil society is the main provider of civic education in Europe. NGOs and other stakeholders allow for civic spaces outside of the public arenas that foster participation and democratic values, filling the gaps left by the state apparatus. Horizontal and vertical partnerships are crucial because democratic behaviours are built and shaped in these spaces, common values are spread here, and not only in the election moments.   2. All learning environments are crucial to a healthy and learning democracy The space where we learn about our society, our institutions and our democratic values are very important. But it is also capital to realise that not all learning environments fulfil the same purpose, and yet they’re all needed to achieve the goal of a more harmonious society. Formal education still has a long way to go, but it represents a unique space for students to learn about civic education; non-formal and informal environments provide a much more flexible space, but also a space that adapts better to the needs of the learners. For instance, our family is the very first learning environment where we experience democracy. Breaking the silos between education sectors remains capital for citizenship as well.   3. Recognise the importance of Global Citizenship Education Global Citizenship Education (GCE) is proven to build better citizens. It shapes more active, involved and aware citizens. However, there is still no formal recognition at European level – nor there is an integration on schools curricula. The SDGs (and their achievement) are the first step in this direction, but more needs to be done at European level to embed the lifelong learning dimension in GCE and then in national systems; the Finnish presidency will be an important interlocutor and we hope it will bring forward concrete actions to this extent.  4. An empowered democracy begins at the local level We live in a system that has multiple levels of governance, all of them with recognisable purpose; and yet the local level is chronically underfunded and insufficiently involved – if compared to the national and European level. Democracy can be taught and learned in a structural way through European curricula but needs to be practised in everyday life and locally. Lifelong learning attitude, in all of its forms, remains a formidable anchor to empower people locally and enable them to make a difference at national, European and global level.  5. Investing in our teachers and educators means investing in our future While education systems need to provide learners everywhere with adequate spaces and tools to both learn and exercise democracy, they also need to empower teachers and educators to serve the same purpose. We place plenty of expectations on teachers and educators when it comes to civic education and the appreciation of democratic systems: let’s match these expectations with adequate funding for their professional training and their learning mobilities.   Only through these measures, we can really see an increased relevance of lifelong learning in our societies and, by the same token, more active citizens and healthier democracies.

DIMELI4AC partners met in Hannover on July 11-12 to wrap up the results of their first nine months of collaboration. After conducting extensive research on the state of digital media literacy in four countries, it was time to evaluate the work done so far and plan the next few steps ahead. DIMELI4AC is an Erasmus+ KA2 project which aims to promote the development of digital media literacy and critical thinking skills among students aged 10 to 15 with the support of their parents, teachers and schools. Over the last six months, DIMELI4AC partners have been busy analysing the level of knowledge and perception of the concept of digital media literacy in their countries, with a specific focus on Cyprus, Germany and Greece. After conducting an initial document and policy analysis, they developed three targeted surveys for students, parents and teachers in order to assess their (real and perceived) level of digital media literacy and investigate how the topic is addressed at school and at home. Read the text of the surveys! Students: EN | DE | GR Parents: EN | DE | GR Teachers: EN | DE | GR The results of the first two stages were subsequently presented to experts and stakeholders in four countries during four focus groups , which allowed partners to gather additional feedback and precious insights. Finally, the wealth of information collected until then was compiled into a Comparative Report which offers an overview of the most interesting results in a comparative perspective and puts forward a few interim recommendations. The information collected so far represents the basis upon which the next project results will be developed: a Competence Framework , which will guide teachers in setting goals and assessing students’ acquisition of digital media-related skills, and comprehensive teaching and learning material for students, parents and teachers. The meeting in Hannover was an important occasion to discuss the next steps in the development of the Competence Framework , which entailed exploring the answer to questions such as: What are the fundamental digital and media-related skills of a responsible digital citizen? How to address fundamental online safety issues in a manner appropriate to a small but diversified target group such as 10 to 15-year-old students? How to align our material to existing European frameworks in order to streamline our efforts and increase our impact? Partners will keep these questions in mind and will dedicate the next few months to the development of a comprehensive and easily implementable plan to support schools, teachers and parents in guiding students to become responsible digital citizens .

On June 27-28 IN-QUAL partners flew to Piraeus (Greece) to wrap up their first six months of work and plan the publication of the EU Baseline Report. IN-QUAL project aims to support entrepreneurship education providers in the implementation of quality assurance systems and to promote a EU-wide culture of quality inspired by the EQAVET standards. Since the project kicked off in November 2018, partners have been busy conducting research on the status quo of quality assurance provisions for entrepreneurship education at national level (Belgium, Greece, Italy, the Netherlands and Portugal). After trying to identify a shared, nation-wide definition of entrepreneurship (which proved hard to come by), partners delved deeper into the legal framework of entrepreneurship education in their countries as well as into existing provisions and tools for the implementation of EQAVET standards. After this first stage, each participating organisation got in touch with a selection of VET providers (with a focus on continuous VET) to further investigate what quality assurance systems are most commonly used and how different providers approach the task of ensuring quality. The interviews produced very interesting results and pointed to the fact that the countries under examination don’t have a homogenous approach to quality assurance. Each organisation adopts its own system and the overwhelming majority of interviewees confirmed that EQAVET standards are still relatively unknown and far from being implemented. Besides confirming that a similar status quo appears in different countries, this exercise served to reconfirm the need to raise awareness about EU-level instruments and promote an effective and systematic approach to quality assurance. The final results of this research phase have been analysed and compiled into a EU Baseline Report , which will soon become available on the project website. Before closing the meeting, project partners reflected on the steps ahead, which will include the publication of a Common Reference Framework and the parallel development of Guidelines , which will become available after the summer. Partners leave this meeting with a renewed sense of commitment and collaboration and look forward to moving on to the next steps to concretize their contribution to the development of an EU-wide culture of quality in entrepreneurship education .

In our modern world, people need a higher and broader set of skills to work, communicate, access information, products and services, and take part in social and civic activities. Under the inputs of civil society and third parties, and upon the thrust of the EU Council revised recommendations on the EQF, the European Commission has now released the revision of the European Qualification Framework for lifelong learning. We are happy to acknowledge another step forward in the European cooperation, and the peak of an effort that modernises European common reference framework. Download here the brochure that illustrates the new European Qualification Framework for lifelong learning and the infographics. EQF_Brochure-Interactive EQF-Infographic_Interactive

On June 21st, LLLP members gathered in Brussels from all corners of Europe: a joyful occasion to discuss important issues within the LLLPlatform and to give a most sought-after input to LLLP daily work. Most of the membership was present, and the agenda made room for some important debates and consequent decisions.   The GA discussed first and foremost the membership satisfaction vis-à-vis the work of the Secretariat. There was a general agreement on the extraordinary quality of the work done: comments covered policy and advocacy, and moved on to touch upon other areas, like projects, networks and communication. Members agreed on the need to strengthen capacity-building activities, introducing web streaming for certain activities to ensure better participation of non-Brussels based members and increasing the number of training courses for the members that are not accustomed to Brussels dynamics. The political direction of the organisation was also discussed ahead of the new Parliament and European Commission.   One of the greatest transformations (after the Extra GA that took place in March ) was the adoption of a new Glossary that clarifies the sectors represented in LLLP. This new formulation will help systematise the work of LLLP in a more harmonious and effective way, and will also help build closer synergies between members as well as serve as a basis for future developments.   The General Assembly was also a moment where the LLLP family welcomed a new member: EMDR Europe (Eye Movement Desensitization and Reprocessing) is now officially an associate member! This is an important step that the LLLPlatform decided to take in order to broaden its horizons and encompass the area of mental health and continuous learning in the field of medicine. Another member, the Learning For Well-Being Foundation stepped up their membership status to full member! We are happy to announce that the LLLPlatform now counts a total of 42 members (28 full members and 14 associate members) and we all look forward to working together to shape the future of education in Europe! LLLP elected four new members to the Steering Committee (three rotation seats and one extra as Laurentiu Bunescu from All Digital stepped down following its future professional developments). The membership has elected Susana Oliveira ( EAEA ), Oonagh Aitken ( Volonteurope ), Jean-Marie Dujardin ( EUCEN , re-elected) and Arja Krauchenberg ( EPA , for the vacant two-year seat). A warm and sincere thank you to all outgoing Steering Committee members – Gina Ebner, Valentina Pomatto and Laurentiu Bunescu – for their energy, their commitment and their enthusiasm in carrying out their duties!   Freek Dhooghe (EMDR Europe) with the outgoing President Gina Ebner and the new President, Luis Costa With the mandate of Gina Ebner coming to an end, LLLP was left in need for a new President: membership unanimously approved Luis Costa ( EfVET ) as new LLLP President! Serving as LLLP Treasurer for the past 5 years, Luis has matured a consistent experience of LLLP highest body, and has shown great commitment to the LLLP cause.   A new year opens up for the LLLPlatform, and we are proud to say that LLLP steps into it with a strong membership, a clear pathway and the usual ambition to shape the future of education in Europe.

On 29 May Cedefop and LLLP in cooperation with the Romanian Presidency of the Council of the EU organised the policy forum “What role for Community Lifelong Learning Centres: the potential of one-stop-shops for preventing youth at risk from disconnecting”. Building on the LLLP briefing paper Community Lifelong Learning Centres a gateway to multidisciplinary support teams and with participation from LLLP members, the event focused on how such centres, based in schools or other spaces in the local community, can meet individuals’ multiple and complex needs (e.g. education, health, psychological) by bringing the work of different services and sectors together in one location. The need for a conducive policy framework – promoting cross-sector cooperation and joint service delivery – was highlighted by several speakers as well as the need to back that framework up with a generous integrated funding model. This holistic approach was likewise reflected in discussions on education specifically with many speakers and participants stressing the importance of parity of esteem between different learning pathways – formal and non-formal, vocational and academic – and the possibility to move smoothly between them in order to prevent early leaving from education or training. In that respect, the cost of “non-education”, i.e. not investing in high-quality and flexible education systems, was also underlined by the representative of the upcoming Finnish Presidency of the Council of the EU. A number of resources were presented at the forum, including the new edition of the Cedefop VET toolkit for tacking early leaving .