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!

EVTA, the European Vocational Training Association is part of the DIG.I.T.ABLE project funded by the Erasmus+ programme aiming to established a training standard for inclusive digital trainers. The project implements a VET training standard and transfers innovative teaching approaches, engagement strategies, and user-friendly tools to participants. DIGITABLE aims to develop learner-centered inclusive digital training programs by leveraging ICT to support people with disabilities, facilitating the use of online services and content, and removing barriers to access. The project focuses on three primary levels: access to web platforms for users with disabilities, accessibility of learning content, and inclusivity of learning activities. The need to design inclusive and accessible VET programs for vulnerable groups, such as people with sensory disabilities, is pressing. These programs are crucial to increasing their participation in the labor market. Ensuring content accessibility involves specific parameters, but there is a lack of methodological guidelines for designing online educational activities that are accessible and inclusive for all students with disabilities. The primary aim of the Final Multiplier Event taking place on 7 October is to disseminate the materials within the Replicability Toolkit. These materials will be accessible through assistive technologies for people with sensory disabilities and will be available for download from the project website. The event will focus on the following objectives: • Disseminating the Inclusive Digital Trainer Curriculum and the Replicability Toolkit, providing the necessary materials and tools to replicate training for inclusive digital trainers in other training organizations outside the partnership. • Making these organizations inclusive in their training offerings. • Instructing participants on how to create an Inclusive Digital Training Course and deliver the Inclusive Digital Trainer Course to other training organizations. • Enabling these organizations to transfer the knowledge, skills, and tools assimilated through the Replicability Toolkit to other entities and trainers, in a cascading process. • Training the audience to use the materials (templates, models, guides, software) contained in the Toolkit to produce their own independent courses and maximize the value of the produced results. The Replicability Toolkit is designed to create replicable guidelines that include and enhance existing standards by integrating them with new procedures and practical tools. The Toolkit will include: • Guidelines on organizing an inclusive online training course for people with sensory disabilities, covering teaching approaches, methodologies, tools, recommendations, and practical examples. • Support from pilot training provided by new inclusive digital trainers to people with sensory disabilities, aimed at collecting their feedback. • Follow-up activities, including focus groups with new inclusive digital trainers to review their teaching experiences in the pilot course. Register to the event by filling in this registration form ! DIG.I.T.ABLE Training Course The Certified Online Vocational Training Course for Inclusive Digital Trainers, which will involve 120 participants across multiple countries. This course is designed to equip trainers with the knowledge and skills necessary to deliver inclusive, learner-centered digital training for people with disabilities. It focuses on innovative teaching methods, fostering engagement, and creating accessible training environments. Participants will learn to leverage both new and existing user-friendly digital tools to enhance the learning experience, while building on the standards established by previous Erasmus+ projects, such as the Virtual Academy for Professionals in Education and Training of Visually Impaired People. Key Features of the Training Course: • 44 hours of training: o 34 hours of synchronous online training, focusing on methodologies that make content accessible to all learners. o 1 hour of asynchronous video lessons to consolidate key competencies and develop technical skills for using digital tools effectively. • Pilot course design: At the end of the program, participants will create and deliver training modules, working in teams to design courses specifically for learners with disabilities, with expert guidance and mentorship. • Comprehensive Evaluation and Certification: Participants will be assessed through various practical tests, role-playing, and simulations, ensuring their ability to apply the skills learned during the course. The project will conclude with 24 pilot courses developed by the newly trained inclusive digital trainers, offering real-world application of their skills while receiving ongoing support from mentors.

The Compendium of Inspiring Practices document has been designed to offer guidance to non-governmental organisations (NGOs), civil society organisations (CSOs), adult educators, and professionals in the Education and Training Sectors. It aims to provide them with exemplary models and strategies that encourage internal consistency with the principles of inclusion it promotes.  By presenting successful case studies and best practices, the compendium seeks to inspire these entities to develop and implement policies and practices that ensure inclusivity in education and contribute to a more equitable and inclusive learning environment. Guidelines for Inclusive Education ( IGLYO, OBESSU) Everyone has the right to be accepted as they are regardless of their sexual orientation, gender identity or gender expression. School bullying based on any of these factors constitutes a violation of the human right to education This 24-page publication on Inclusive Education highlights the fact that homophobic and transphobic bullying not only impacts individuals while in formal education but can also have longer-term impacts on an individual’s career chances, both through recruitment and in the workplace. These guidelines target school stakeholders, so they can better foster inclusive educational environments that are free from bullying, harassment and discrimination, including a list of valuable resources for working on LGBTQIA+ inclusion in education. Read and download the full document by following the link . The IncluPsy project The project focused on promoting social inclusion and the inclusion of people with mental health problems through an exchange of good practices among partners across several European countries.  People with severe and persistent mental health problems generally suffer from great isolation, a loss of capacity to undertake, to live in an independent home, to hold a job and to carry out the acts of daily life and often a breakdown of family and social ties. These effects, combined with stigmatization and, where applicable, prolonged and repeated hospitalizations in psychiatry, are factors in social disintegration. The project aimed to raise awareness, promote the sharing of practices and reinforce the experience, the voice and the empowerment of people living with mental health problems. In this link , you can find further information. TINESOL: Jeunes solidaires avec les Roms TineSol ( Tineri Solidar’ = ‘young people in solidarity’) supports communities living in deprived areas. The project engages young French and Roma volunteers, aged 16 to 25, in a 9-month civic service focused on fighting stereotypes and discrimination and promoting social integration.  The volunteers contribute four days a week, and also take part in a range of training courses, exchanges and meetings, depending on their individual and/or group projects. By fostering trust and solidarity, TineSol aims to create meaningful relationships and empower disadvantaged individuals to improve their circumstances. Find out their website page by clicking on the link . 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, facilitated by the CÉMEA France . The online course will be held in three days - October 2, 9 and 16 with a 'learning lunch' from 12:00 - 14:00 CEST (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.

In 2019, the Lifelong Learning Platform together with Cedefop organised a policy forum and developed a Joint Briefing Paper focused on the role for Community Lifelong Learning Centres (CLLCs) and their potential to be one-stop-shops for preventing youth at risk from early leaving and recognising VET as a valid, first-choice in learner’s lifelong learning pathway. This year, LLLP partnered with the Educational Masters at the Vrije Universiteit Brussel to further explore this topic with a team of master students. The participating students developed a study focused on CLLCs with the goal to provide an approach for establishing one at the municipality level.  Community Lifelong Learning Centres across the world The study looked at different configurations of CLLCs across the world. The research team looked into examples within the EU (Czechia and Malta), and beyond the EU (Serbia, Russia, Pakistan and Ghana). In the case of the EU the impact of the EU is noticed mainly through funding provided by the Erasmus+ programme. Outside of Europe, global institutions such as UNICEF and cooperation agencies are an important source of funding for developing CLLCs. Regardless of geographic location, most CLLCs and equivalent examples explored in the study have a common characteristic which is a rich diversity in three main areas: different types of providers, varied learning offer and diverse target groups. Among types of providers, the research showcases examples of centres that are funded by the government or cooperation agencies, NGOs and civil society organisations (CSOs), as well as universities-linked centres, etc. While in some cases the learning opportunities and the target groups are determined by specific needs and goals; many of the examples have elements of a CLLC who provide many services, beyond education, in one place and to a diversity of learners.  What are the ingredients for a Community Lifelong Learning Center? Taking into consideration the diverse ecosystem of CLLCs across the world, the research team looked into the process of launching a community lifelong learning centre at municipal level. To plan and manage a CLLC, a very structured approach is needed in order to puzzle together a wide array of disciplines such as Management, Pedagogy, Psychology, and Diversity and Inclusion. These different disciplines allow to develop a complex structure that will address the needs of both communities and individuals. A cycle was identified for establishing a successfully functioning CLLC: 1) Community needs analysis; 2) Satisfying the needs through different activities; 3) Resource mobilisation in the community; 4) Establishing connections with other institutions to respond to the community needs; 5) Carry out quality control and progress monitoring; and 6) Address the strengths and weaknesses of the learning offers. Overall, for the cycle to be implemented successfully CLLCs should be adapted to the local and/or regional context and learners should be allowed to be co-designers of educational programs with the support of community educational experts, creating trust and empowering participants. A Community Lifelong Learning Center for intergenerational learning   The last part of the study looks into the development of a CLLC for non-formal and informal intergenerational learning which can provide employable skills and social interaction to the beneficiaries, while enhancing social inclusion, active citizenship, and personal development. The research team elaborated a guide for collecting and analysing the needs of the community groups to be included in a given CLLC which should be conducted in consultation with secondary resources available and then conducting interviews with all relevant key stakeholders in order to get a better understanding of how such learning environments could work in real-life conditions.   To support in the identification and analysis of stakeholders, the team elaborated a generalised stakeholder questionnaire. This step is essential for collecting inputs from the field and helps elucidate those who might be included in launching and sustaining the work of a CLLC. Afterwards, the team developed an example learning offer targeting vulnerable youth and single-living seniors; consisting of teenagers from vulnerable social groups supporting seniors in developing digital skills. At the end of the learning programme, seniors are expected to become empowered to engage in using digital technology to perform meaningful everyday activities and teenagers are provided with a source of income while attending school full time. The overall aim being to break down both generational and social barriers. To close the study, the research team looked at the different risks that can be encountered when trying to successfully launch and sustain a Community Lifelong Learning Centre. Some of the risks identified were: the local context is not met, there are not enough resources available and the network needed to support the running of a CLLC is not fit for purpose. It was highlighted that the degree of cooperation among stakeholders will determine how fast the learning offer can be adjusted to the needs of the local community as a shared understanding among all stakeholders should be reached. For the cooperation to succeed, clear roles and responsibilities should be defined, including the financial and resources expectations to ensure the sustainability of the CLLC. Another key ingredient is ensuring a quality assurance and monitoring system is established that allows for addressing the strengths and weaknesses of the learning offer and implementing necessary adjustments when necessary.   Read the Community Lifelong Learning Centers: Municipality level launching recommendations study The Lifelong Learning Platform would like to thank the research team: Aqsa Athar, Nicola Battistutta, Katarina Cenic, Anthony Kofi Nyame, Anastasia Petrova and Robert Quansah as well as the VUB staff Prof. dr. Koen Lombaerts, Margaux Pils and Beatriz Rios Zanetti.

On September 17th, President von der Leyen disclosed the composition of the College of Commissioners , a crucial step for the EU. The new College of Commissioners will now go through parliamentary scrutiny : each Commissioner-designate will be invited to appear before the appropriate committee or committees for a single confirmation hearing, publicly live streamed. The Lifelong Learning Platform welcomes the proposal of a Vice President that looks over education and skills altogether; as a matter of fact, LLLP focused a large part of its advocacy efforts during the summer to push a Vice President for Lifelong Learning to Member States’ governments, receiving positive feedback from many - and notably from Romania. It is reassuring to see such an ambitious portfolio that brings together education, social affairs and employment priorities, ensuring synergies between DG EAC-DG EMPL, and presenting a joint European Commission approach to the EPSCO-EYCS and CULT-EMPL dyads in the Council of the EU and European Parliament. Read the full reaction here.

Two programmatic documents place lifelong learning and skills development at the heart of the next European Commission’s priorities The European Commission published two major documents, outlining the sought-after priorities of the Candidate for the European Commission President Ursula Von der Leyen: the Political guidelines for the next European Commission (dubbed “Europe’s choice”) and the report by Mario Draghi, former Italian PM and former ECB President, on EU competitiveness: Looking ahead , requested by Von der Leyen. Both documents, despite an intrinsic different nature and scope, stress the need to boost skills development and lifelong learning opportunities in Europe and call for a “Union of Skills” to boost Europe’s competitiveness. Skills for competitiveness Draghi’s report stems from the need to boost Europe’s competitiveness, to keep up the pace with the US and China. Nonetheless, education and skills development play an important role. In fact, “competitiveness today is less about relative labour costs and more about knowledge and skills embodied in the labour force”. From this standpoint, it is no surprise that a large part of the report suggests actions to close the skills gap, which is made apparent in many productive sectors throughout the report. As a matter of fact, skills shortages are acting as a barrier to innovation and technology adoption and could potentially hinder the green transition and decarbonisation as well. The report rightfully links the undersupply of skills to underfunding in education and training systems, although it maintains a market-driven approach by suggesting that education and training systems adapt specifically according to skills intelligence. However, in the in-depth analysis , the report recommends the funding of the Erasmus+ programme to increase five-fold for the 2028-2034 programming period - an increase much larger than what the EU institutions have been talking about so far. On top of that, it is important to note that Draghi also proposes a stronger focus on adult and lifelong learning opportunities for all. We particularly welcome his call for an increase of the Erasmus+ programme size by 5 times at least. A Union of Skills? All of this was anticipated by the political guidelines for the next European Commission, where Ursula von der Leyen does not shy away from determination. Stemming from the need to “change in ambition and action – for all skill levels and for all types of training and education”, her priorities include a decisive follow-up to the European Year of Skills, i.e. the creation of a Union of Skills. This is more than a symbol. In her guidelines there is a call “to unite Europe through education”. Central to this will be embedding lifelong learning into education and careers and supporting the training and the career prospects of teachers. As part of this new skills strategy, the next Commission will seek to revolutionise skills funding through the EU budget - a welcomed initiative with the next Multiannual Financial Framework in sight for the cycle 2028-2034. Crucially, it will also propose a new European Strategy for Vocational Education and Training, with the goal to increase the number of people with a VET degree. As usual, programmatic documents state intentions, while reality and political compromises might affect them in the longer run. These documents, however debatable, will be steering the work of in the next legislative period of all EU Institutions. Concrete outcomes and most of all their implementation in Member States will be the true compass to assess the direction that the European Union is taking vis-à-vis skills development and lifelong learning opportunities: a true boost in investment guided by people’s needs, or a darning patch to hustle behind international competitors?

The DigiCards team has been working hard on a brand-new and user-friendly digital competence card tool to be used by educational and career counsellors in their counselling process. During the next month, LLLP and Karbon Consulting will be collecting insights from counsellors to further adapt the tool to the real needs of the professionals, while also promoting innovation and digitalisation in the sector. If you want to test the tool, please follow the link: https://app.digicardstool.eu Your feedback is important! Rate the tool by filling out the adequate form to help us improve the tool according to the needs of counsellors and users. Download the Competence Handbook to find out how to better use the tool! And check the infographic below for tips on how to use the tool: For more information on the project, please visit: The official website of the project, by following the link: https://digicardstool.eu LLLP's article on the project, by following the link: https://www.lllplatform.eu/post/digicards-digital-competence-cards Or follow LLLP's social media channels for monthly updates on the activities of this and other projects.

We are thrilled to announce that LLLP, in collaboration with CEMÉA France , eucen , ALL DIGITAL and Learning For Well-Being Foundation , is launching the second round of our highly anticipated online training sessions on inclusion. These sessions are part of the iBOX project , and are specifically designed for those who are passionate about knowing more about participation, diversity and digital transition. Each session will last for 2 hours, ensuring an engaging and in-depth learning experience. In total, each course amounts to 6 hours (3 sessions of 2 hours).  The courses are a fantastic opportunity to deepen your understanding of crucial topics, enhance your skills, and connect with like-minded individuals. Don’t miss out on this chance to learn from experts and from other participants and advance your knowledge in these important areas, transversal to different organisations and work settings. Register now and secure your spot in these courses! We look forward to seeing you there and embarking on this learning journey together. The courses are free of charge and will be held from 12:00-14:00.   Here is the schedule: Access and participation in learning processes: support learning providers to promote active participation and civic engagement through learning Dates: September 9, 16, 23   Time: 12:00-14:00 CEST Facilitator: Learning for Well-being Foundation Inclusion and diversity: support learning providers to improve and remain more inclusive and diversity Dates: October 2, 9, 16   Time: 12:00-14:00 CEST Facilitator: CEMÉA France Digital transition and blended work methods : support learning providers to adapt to the digital transition Dates: October 30, November 4, 6 Time: 12:00-14:00 CET Facilitator: ALL DIGITAL Upon successful completion of the course, participants will be awarded a certificate of attendance. From civil society organisations (CSOs), non-governmental organisations (NGOs), public authorities to educational institutions, formal to non-formal and informal education, at European, national, regional or local level, the courses are designed for all sectors. Registrations can be done here ! These online training courses are integrated in the iBox project, which aims to equip Civil Society Organisations (CSOs) and Non-Governmental Organisations (NGOs) with more inclusive educational approaches and actions, to better face and respond to social challenges. Find the official website page here for more information or follow us for updates! Project Number: 101090952 – Inclusion Box (iBox) ERASMUS-EDU-2022-PCOOP-ENGO

The Compendium of inspiring practices aims at providing NGOs and CSOs, adult educators and staff working in the Education and Training Sectors with inspiration to become internally consistent with the values of inclusion promoted and to ensure inclusiveness in education policies and practices. It is evidence for dozens of existing practices among LLLP’s network which focus on themes related to access and participation, diversity and inclusion strategies and digital transition and blended work methods. Regarding access and participation, the practices gathered inspire organisations to create more accessible and participatory learning processes. Join us in discovering some of these practices: ENABLE: Guide to Inclusive Youth Activities ( OBESSU) The guide focuses on fostering inclusive and quality education by ensuring the rights of people with disabilities are respected within schools. It provides tools and examples to help school student unions create inclusive spaces that cater to everyone’s needs. Key principles include understanding disability, involving diverse voices in decision-making, and applying universal design to accommodate the widest possible audience.  The guide emphasises the importance of creating environments that are accessible, inclusive, and supportive of all individuals’ experiences and needs. Read and download the full document here . Anti-Racist Curriculum (ARC) project This project has been created to support to the Scottish Higher Education and Further Education sector. The project aims to support all stakeholders, colleagues and students, by providing Scottish FE and HE-focused guidance on how to embed race equality in curricula.  The project focuses on the creation and dissemination of a Guide , which includes 16 resources which range from briefings and overviews, provocation pieces with self-reflection, short films and visual sketches, outlines for workshops, and templates for planning to offer varying ways for colleagues to engage.  Find the full Guide here . EuroHealthNet Gender, Equality and Diversity Policy ( EuroHealthNet) EuroHealthNet is a European non-profit partnership of public authorities working on fostering health, equity and wellbeing across Europe, which believes all people from diverse backgrounds should enjoy the same rights, opportunities and protections.  Besides EuroHealthNet’s ‘How We Work Framework’ and ‘Employment Rules’, the ‘ Workplace Gender Equality and Diversity (GED) Policy ’ outlines how EuroHealthNet promotes equality and diversity within the organisation and the more comprehensive partnership, showcasing hiring practices, work environment, events, and communications, as well as the activities of its research, policy, and practice platforms.  Get inspired by the document here . Find these and more practices in the Compendium of inspiring practices, available free of charge for download below: To learn more about access and participation in learning processes, attend the next online training course in September, facilitated by the Learning for Well-being Foundation .  The online course will be held in three days - September 9, 16 and 23 with a 'learning lunch' from 12:00 - 14:00 CEST (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.

In its last plenary session, newly-elected Members of the European Parliament approved the proposal on the number of members in Parliament’s 20 committees and four sub-committees, as well as its 48 standing delegations. When it comes to the committees most relevant for education and training policies, the Committee on Culture and Education (CULT) will be composed of 30 MEPs, while 60 MEPs will seat in the Committee on Employment and Social Affairs (EMPL) . In the week of 22 July, the constitutive meetings of the European Parliament's standing committees and subcommittees took place in Brussels, following the appointment of their members in the plenary sitting of 16-19 July. During their constitutive meetings, each committee and subcommittee elected its respective bureau, made up of a Chair and Vice-Chairs, for a two-and-a-half year mandate. Following that, the newly set up committees will then start holding their regular meetings. The CULT Committee elected MEP Nela Riehl (Greens/EFA, DE) as chair; while the EMPL Committee elected Li Andersson (GUE/NGL, FI), former Minister of Education in Finland, as chair. The Lifelong Learning Platform congratulates the chairs and vice chairs on their respective elections, and looks forward to meeting soon to strengthen cooperation with these two fundamental committees for the advancement of education and training policies.

Education cultivates attitudes, values, and behaviours crucial for building inclusive communities where diversity is not only acknowledged but celebrated. Navigating diversity and fostering inclusion in all educational activities, be they formal, informal, or non-formal, is essential to the development of cohesive societal systems. In the pursuit of a more inclusive Europe through education, the role of education and training providers cannot be overstated. They are responsible for ensuring quality education and training for all across all age groups, as agents of social inclusion and as stakeholders for policymakers, in shaping education policies. Education and training providers serve as advocates for social justice, actively dismantling barriers and biases, thereby paving the way for a learning landscape that is more inclusive.  The Inclusion Box (iBOX) project wants to be a part of building more inclusive societies , starting with education and training stakeholders. For this purpose, the partnership developed 3 innovative online training courses which are already taking place this May and June , tackling three core topics: 1. Access and participation in learning processes; 2. Inclusion and diversity strategies in the sector; and 3. Digital transition and blended work methods . Counting on the experience and expertise of the consortium members, Learning for Well-being Foundation , Cémea France and ALL DIGITAL will facilitate the training courses happening every two weeks, according to each theme. Upon successful completion of the course, participants will be awarded a certificate of attendance. iBOX online training courses   Access and participation in learning processes: support learning providers to promote active participation and civic engagement through learning Dates: May 14, 15 and 16   Time: 15:30-17:30 CET Facilitator: Learning for Well-being Foundation Inclusion and diversity : support learning providers to improve and remain more inclusive and diverse Dates: May 28, 29 and 30   Time: 15:30-17:30 CET Facilitator: Cémea France Digital transition and b lended work methods : support learning providers to adapt to the digital transition Dates: June 11, 12 and 13   Time: 15:30-17:30 CET Facilitator: ALL DIGITAL If you are an educator, manager, practitioner or you work in the education and training sector , register to one or all of the training courses . From civil society organisations (CSOs), non-governmental organisations (NGOs), public authorities to educational institutions, formal to non-formal and informal education, at European, national, regional or local level, the courses are designed for all sectors. Join us by registering to one, two or all three of our trainings in this link ! Check the full programme here : These online training courses are integrated in the iBox project, which aims to equip Civil Society Organisations (CSOs) and Non-Governmental Organisations (NGOs) with more inclusive educational approaches and actions, to better face and respond to social challenges. Project Number: 101090952 – Inclusion Box (iBox) ERASMUS-EDU-2022-PCOOP-ENGO 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.