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.

DigiCards: Digital Competences Cards (January-December 2024) aims to design a user-friendly and tailored digital competence cards tool for career guidance counsellors. Between March and May 2024, LLLP conducted two research activities, a focus group and an expert interview. The focus group aimed to better understand the needs of the counsellors. The expert interview to know about the state-of-play of the research on the digitalisation of career guidance tools and services. LLLP conducted the focus group with counsellors from different career guidance centres of the International network of Cités des métiers , which is a member of LLLP. The expert interviewed was a policy analyst from an international organisation (OECD) who has expertise on the use of digital technologies in educational and career guidance for young people. The analysis of counsellors’ needs In LLLP focus group, many counsellors had a specific context and target groups as they worked with individuals with low basic skills (literacy, language and digital skills) which hampered their use of digital tools for career counselling. Still many people need support and guidance to use them and cannot do it in full autonomy. The focus group questions revolved around existing use of IT tools by the counsellors and the clients, potential barriers of use, experience with competence cards or other methods for the identification of competences, and questions about work setting and possibilities for using the tool. Counsellors said that they use different IT tools (for sharing or finding Information on jobs and training) but none mentioned the use of competence cards. Counsellors said it is useful if clients can also use the cards autonomously or as “homework”. It did not come as a surprise that young people are more eager to use digital versions of existing physical tools than older generations. An important added value of a digital version of competence cards is that it can be a solution for distant career counselling when people don’t have easy access to the centres. However, it was stressed multiple times that digital skills and literacy can be a barrier. What is the state-of-play of the digitalisation of tools for career guidance? During the expert interview, we discussed the use of digital technologies in career guidance, the risks and opportunities for using them as well as the status of the research and key success factors for using digital tools in career guidance. The OECD is conducting research on tools in the Observatory on Digital technologies in Career guidance for Youth (ODiCY). Digital technologies have been emerging for decades (e.g. online questionnaires, use of computers to access labour market information) but it varies greatly from one country to another and from one organisation to another. The expert mentioned the importance of the issues of equity and access. A trend was observed in a few European countries where marketisation of the tools and the fact they are not free limits their use in large. Some countries are trying to work against this by funding public tools. Although it can be beneficial for remote users it can also contribute to increased gaps in terms of access because of digital literacy levels. It is important to involve counsellors in the tool design and testing and it can support building trust and increase chances it will be used “a lot of research we’ve done says that if you don’t involve career counsellors then it is not going to work” said the expert. We shouldn’t either accept or reject a digital practice solely because “it is digital”. The question is rather “is it needed?”. Besides, the importance of building the capacity of counsellors for using tools like Digicards was discussed. To this date, there is increasing research that aims to map and describe digital tools in career guidance but little on the impact or quality of the tools. Next steps We took all the ideas and suggestions into account for the design of the tool. The launch will be open in August for the pilot testing phase. Interested in knowing more about the project? For more information, look at the official website , read the our project page or follow us on our social media channels! DigiCards is a project co-financed by the European Union within the framework of Erasmus+. Lead coordinator: KARBON Consulting GmbH (Austria) Partner: Lifelong Learning Platform (Belgium) Project period: 01.01.2024 – 31.12.2024 Project number: 2023-2-AT01-KA210-VET-0001758544

The Inclusion and Diversity Charter encourages organisations in the education and training sectors to expand their knowledge about diversity and inclusion, making their organisations a safer space for all and promoting positive change towards respect and dignity. To achieve this, three fundamental actions must be undertaken: understanding , collaborating , and integrating . Actions which are clearly interrelated and indispensable to each other. The Inclusion and Diversity Charter presents a set of steps for each of these actions. Let's see some of these steps: Understanding Diversity and Inclusion The first step is to understand the concepts of diversity and inclusion. Acknowledging differences , and expanding your knowledge of different cultures, is essential to appreciate and respect the backgrounds, behaviours and viewpoints of others. It's important to recognise the barriers and needs of each person, take steps to identify concrete ways to support them and enable a safe space . Collaboration towards diversity and inclusion To collaborate, one needs to actively engage with communities and stakeholders, involving them in discussions and in the development and implementation of strategies. By participating , collaborating and supporting existing initiatives and projects, the ultimate goal is to ensure participatory strategies . Integrating inclusion and diversity Create clear, detailed policies that outline the organisation's values and principles, and continually review and update these policies to ensure its inclusiveness. There are key steps to keep in mind: ensure the language is appropriate ; resources, materials, spaces and technologies are accessible to everyone; implement inclusive recruitment practices to attract and form a diverse workforce and also mentoring strategies tailored to individual needs. These are just a few of the steps to support you and/or your organisation. This Charter aims at being a guiding framework in Education and Training sectors to be reflected on and adapted to different settings and organisations. Interested in knowing more? Just click below to download the full document! In the official iBOX self-paced course , you can find this and other important resources to support you in this journey towards more inclusive organisations or to improve your practice as an individual. Register and enjoy the materials, by following the link: https://platform.alldigitalacademy.eu Deliverable produced by eucen , 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.

LLLP has been engaged in the FIELDS project since 2020, supporting the partnership in connecting their work at national level with the European policy landscape. One of the activities focused on this level was the development of a European Strategy for skills enhancement in the agriculture, food industry and forestry sectors. The strategy includes key aspects and general guidelines that will be further completed by roadmaps at a national level in order to support knowledge transfer and skill creation for these sectors. The strategy is also in line with the European Skills Agenda of the European Commission. The Strategy was fed by the different deliverables of the project such as the skills needs survey and focus groups implemented in each project country (Netherlands, Ireland, Finland, France, Germany, Greece, Italy, Portugal, Slovenia and Spain), the development of different scenarios based on trends analysis. Partners also conducted consultations with experts in the FIELDS project and participants in external foresight exercises ( European Green Deal implementation on employment and skills from the agri-food sector perspective, performed by CEDEFOP in 2023 and European Commission study on Promoting Education, training and skills across the bioeconomy in 2022). The document addresses 6 key elements: training needs, regulatory systems, funding, future VET programmes, VET ecosystem governance and monitoring the VET ecosystem. The second section of the report presents results of the trend and scenario analysis and then moves to some of the key skill needs. The following sections cover labour market requirements and developments in the VET system; the regulatory frameworks and funding challenges as well as key elements and prerequisites of future VET programmes. Closing the report, there is a section on a governance strategy for the European skills ecosystem and concludes with key elements of an overall European skill strategy. You can read here the full report and here the summary! Flexible learning opportunities and more One of the key elements of the project was the co-development of curricula and learning opportunities that address current needs and looks forward to upcoming knowledge, skills and attitudes needed in the agri-food and forestry sectors. In the Learning Management System , learners can find opportunities tailored for farmers, foresters, students, and professionals. The platform aims to offer personalised learning journeys, cutting-edge modules, and sustainable practices. You can read more about the platform here and sign up and start learning here ! Partners have also been focused on the work around building a community as part of the Agri-food Pact for Skills . The Pact for Skills is a strategic response to the rapidly changing global landscape. It was launched by the European Commission, this initiative aims to identify and address current and future skills needs as well as unite efforts, promote lifelong learning and upskilling and reskilling. The agri-food part for skills was born out of the close cooperation among various DGs of the European Commission, specifically by DG GROW, DG EMPL, and DG AGRI, and project partners, led by FoodDrinkEurope and Copa-Cogeca. Read more here !