On 25 November, the usual Autumn package of documents for the European Semester , brought a new addition: the European Commission’s recommendation for a Council Recommendation on Human Capital . The Recommendation, announced in the Union of Skills Communication , is intended to motivate Member States to effectively combine public and private funding for targeted reforms. LLLPlatform welcomes the ambition to boost financial commitments in education and training . This is overdue for the heavily pressured education and training systems. The recent economic, social and environmental changes are increasing the pressure on education and training while funding is either decreasing or stagnating. However, the LLLPlatform questions the added value of such a proposal and its framing . We are concerned with a number of aspects that are addressed in this reaction, which are all underpinned by our Renewed Lifelong Learning Manifesto . It is clear that key and transversal competences are what learners all over the EU need, which require cross-sectoral cooperation models in lifelong learning (involving formal, non-formal and informal learning). However, the Commission seems to be stuck in traditional ways of viewing learning. As this Recommendation is approved with a fast-track procedure, we provide this Reaction as a blueprint for the next iteration of the Recommendation, as every year, a different angle on Human Capital will be considered under the European Semester.

In 2016, the Lifelong Learning Platform launched the Lifelong Learning Awards to celebrate creative and inclusive practices. The aim of the Lifelong Learning Awards is to give visibility to innovative practices taking place all over Europe in order to attract public attention on lifelong learning as well as to inspire new practices and policies. The Lifelong Learning Platform (LLLP) will select each year its annual specific priority to push forward topics that are underrepresented on the EU agenda.   Theme of the year   The Lifelong Learning Platform seeks to receive practices in the topic of ‘ Reimagining validation and recognition: give value to all learners, learning and competences ’, a theme that will be a yearly focus for LLLP. In fact, 2026 will be an appropriate year to tackle this essential theme: with many EU legislative and non legislative initiatives relating with validation and recognition, it is the perfect time to reveal the work of education and training stakeholders, highlight learner-centred initiatives and put forward best practices. Validation and recognition aim at making people’s learning visible and valued - yet these processes remain little known and shared. LLLP hopes to remedy that with the LLLAwards. What does validation and recognition mean? Recognition (of learning outcomes) can have two different meanings . It can refer to “formal recognition”, a process of granting official status, by an accredited body, to knowledge, know-how, skills and/or competences of a person through award of qualifications (certificates, diploma or titles); or “social recognition”: acknowledgement of the value of knowledge, know-how, skills and/or competences of a person by economic and social stakeholders. Validation (of non-formal and informal learning) is the process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard and consists of the following four distinct phases: 1. Identification 2. documentation 3. Assessment and 4. Certification. The LLLAwards take a broad approach to recognition and validation and are open to any initiatives that fall into the different scopes (including steps of the process and initiatives coming from civil society and non-official bodies). Why apply? Get your innovative practice recognised at European level! Your initiative will be assessed against the very best in the field, by a Jury of policymakers, researchers and civil society organisations. The LLLAwards are the perfect opportunity to get European visibility, network with like-minded partners from all over Europe and seek opportunities to upscale your project. The winners of each category will be invited to present their initiatives during the Opening Ceremony of the Lifelong Learning Week 2026 in Brussels.   Categories 1. Best policy: impactful systems for validation and recognition Since the publication of the Council Recommendation on VNFIL in 2012, EU Member States were encouraged to set up a legal system for validation by 2018. Almost a decade later, while legislations have advanced in several countries, implementation is still insufficient. Validation and recognition systems are often fragmented, and developed at different speeds depending on the socio-economic sectors and target groups (migrants, unemployed, workers, students, etc.).  This category will recognise forward-looking projects / initiatives that have influenced policies at national, regional or local levels that contribute to the wide-spreading of recognition and validation. Initiatives submitted under this category shall look at validation and recognition systems holistically, and support from public authorities should be demonstrated. The scale, impact and type of stakeholders involved in these initiatives will be particularly considered.   2. Best organisation: being at the forefront of validation and recognition When the system is moving slowly towards developing validation and recognition pathways, organisations move forward faster in developing their own system for making learning visible. Organisations of all sorts, public authorities, career guidance centres, companies, civil society organizations or education and training providers, design and implement innovative practices for validation and recognition.   This category will recognise innovative organisations that empower learners by putting value to their learning acquired in non-formal and informal learning environments. A specific attention will be paid to the inclusion dimension, reaching disadvantaged learners or specific target groups (low skilled, unemployed). For this category, initiatives can also address measures of staff professionalisation.   3. Best tool: future tools and methods for valuing learning Standardised and traditional assessment methods are not always the best suited to validate learning in non-formal and informal environments. Transversal competences, for instance, require reimagining validation and recognition processes. The digital transition is also not only affecting education but also the way learning outcomes are evaluated. New methods can include AI-based assessment, microcredentials or peer evaluations.   This category will recognise innovative tools and methods that identify, document, assess or certify non-formal and informal learning, particularly (but not restricted to) in the field of new competences, green, digital or transversal. 4. Best learner: celebrating turning points in one’s life Having your skills validated and recognised can really change your life around! This category will award individuals that have gone through processes of validation and recognition of all sorts and that managed to transform their lives afterwards. Do you know of individuals who benefitted from such processes and have opened doors accordingly? Have you seen your skills and competences recognised to the point that it managed to turn your life around? Submit your application!   Eligibility criteria Applicants must be over 18; Applicants must be EU citizens or active in one of the EU Member States. The initiative can be, an entity, or project The initiative may target any age group; The initiative should not be older than three years, counting from its ending; The initiative must not have already been awarded another European prize; Additional points shall be given to initiatives which rely on cross-sectoral cooperation (involving civil society organisations, schools, trade unions, companies, universities, etc.); Award criteria  The submissions will be evaluated against the following criteria: Impact and results achieved  Innovative aspects Sustainable aspects Transferability Questions? Get in touch with us !

In 2025, the European Commission launched a strategic package to respond to identified threats linked to Russia’s illegal war of aggression against Ukraine, rising geopolitical tensions, state-sponsored hybrid and cyberattacks, sabotage targeting critical assets, foreign information manipulation and interference, and electronic warfare, by treating education and training as a key pillar. The Commission’s strategic package includes the release, in March, of the European Preparedness Union Strategy , and the release, in November, of the European Democracy Shield and of the EU Strategy for Civil Society . Each of these is aiming to boost Europe’s resilience to unexpected crises, while also considering democratic values and civil society as foundations for ensuring safeguarding the EU model. Yet, across the strategies, the Commission has placed education and training as a means to an end, rather than an end in itself. The result has been a failure to safeguard article 26 of the Universal Declaration of Human Rights - ‘Everyone has the right to education’. Though all people will resoundingly agree, the caveat is that universal human rights are not achieved until truly accessible to all. Learning is a social process connecting everyone, as learners together form a fully functioning body. As soon as one part suffers, the whole is in danger. In this sense, education and training is built on solidarity. Does the current situation worldwide allow us to say that article 26 of the Universal Declaration of Human Rights is met?

The Lifelong Learning Platform (LLLP) addresses forward-looking issues in the field of education and training on an annual basis. This year’s theme will be explored during different events and meetings at the crossroads between the Cypriot and Irish Presidencies of the Council of the EU, while ensuring that the 2026 Annual Theme provides a new vision for one of the salient issues in education and training, which has been slightly overlooked in recent years: Reimagining validation and recognition: give value to all learners, learning and competences In 2012, the European Commission and Member States agreed on the Council Recommendation on the Validation of Non-Formal and Informal Learning . This was a momentous decision which put the spotlight on validation and recognition so as to boost people’s inclusion in various learning pathways. Fast forward fourteen years, and the ambitions have not manifested into reality. The 2022 Evaluation of the Upskilling Pathways Council Recommendation has shown that 12 EU Member States have not advanced on this topic, while 8 others have advanced only slowly. Only 7 EU Member States have developed robust validation systems, where validation provisions are available in all three main sectors (education and training; labour market; and third sector). One of the main issues with validation is the general lack of awareness and uptake among adults (European Commission, 2023). Individuals are often made aware of validation and recognition provisions thanks to guidance, however, as noted in the 2023 EC Evaluation report on Upskilling pathways CR implementation, not all guidance services are inclusive and accessible to the groups of learners that need it most. As the new post-2024 EU agenda has started to be implemented, many challenges in the field of education and training are linked with skills mismatches, skills gaps, siloed and rigid learning pathways and people in need of reskilling and upskilling. Education and the labour market are not yet very inclusive if we account for the numbers of early school leaving/drop out, NEETS in youth population, and workers at risk in transition times, there are reasons for concerns that the EU policies are not achieving their aims. Qualifications and diplomas remain the standard for valuing of learning within formal education and in the society and the economy, whereas the learning and competences acquired in non-formal or informal learning environments are still undervalued - if not - invisible. This is not in line with the ideal of an inclusive society and inclusive education and training systems. Many individuals who early on faced adverse experiences in the formal education system continue to suffer throughout their life from many sorts of exclusions, in the labour market but not only. They are deprived of self-confidence/self-worth and learning to learn skills and they are the social groups whose rate of participation in lifelong learning is the lowest. To this end, a series of new initiatives in 2026 provides the opportunity to reflect on what kind of validation and recognition systems Europe needs. The upcoming Skills Portability Initiative , the Proposal for a Council Recommendation on Human Capital as well as the continuation of the Advisory Groups for Europass, ESCO, and EQF open up new policy discussions to reflect on how validation and recognition can be better done. Given the new political impetus, the Lifelong Learning Platform is dedicating its focus in 2026 to validation and recognition of learning as an Annual Theme. As Cedefop indicates that half of the population of the EU is in need of upskilling and reskilling, this will also put new pressures on the systems and professionals for validation and recognition. Access to data on validation users remains scarce and fragmentary in EU Member States (Cedefop, 2023). Beyond awareness, the length and complexity of the process remain strong barriers for uptake. This paper will consider what accounts for validation and recognition, demystifying the processes, but also exploring approaches across a wide spectrum of stakeholders (within formal education, within non-formal and informal learning, within the workplace, etc.).

The European Commission Communication on the Union of Skills launched in March 2025, announced the formation of a new governance body in education and training at the EU level, the European Skills High-Level Board. After much anticipation, on 29 January, Ylva Johansson (former Commissioner for Home Affairs) was appointed as the Chair of the European Skills High-Level Board . Her mission is also set-up according to the vision of the Union of Skills. The Lifelong Learning Platform welcomes Ylva Johansson as the new chair of this governance structure. The civil society is prepared to work together with the former Commissioner and support her in the crucial mission of identifying how to make the Union of Skills a reality across the Member States. Her experience as both Minister for Schools and Minister for Employment in Sweden embodies the new direction of the EU towards bringing together the work on social affairs and education and training, and will provide an excellent guiding light for the members of the High Level Board on Skills. To ensure Ms Johansson and the High Level Board on Skills are successful, the education and training stakeholders need access to the Board’s work . As we wait for more information on the composition of the Board, and how members were recruited, the Lifelong Learning Platform recalls its request submitted to the Executive Vice-President Roxana Minzatu to ensure that the education and training stakeholders receive the mandate to join this Board. The Lifelong Learning Platform is certain that both the Executive Vice-President and Ms Johansson are committed to achieve the EU’s objective and will make sure to actively rely on education and training stakeholders directly within the European Skills High-Level Board. In the meantime, you can see the Lifelong Learning Platform’s Statement on the Union of Skills as well as its newly Renewed Manifesto for Lifelong Learning which underlines what is needed for all learners to thrive and contribute to the EU.

The ImpactBOX project (2025-2028) aims to address the EU's political commitment to a cross-cutting priority across all education and training sectors and levels, focusing on capacity-building with a multi-level approach - starting from EU to local level. Its goal: to improve inclusive , digital , and sustainable strategies and practices in education and training organisations - considered as multipliers - to create transformative change by challenging current inequalities and environmental challenges.  The consortium involves 5 full partners and 6 Affiliated Entities, ensuring impact from international to the local level through their extensive network of members and partners in several EU and non-EU countries. The primary target group of the project are the adult educators and staff working in the education and training sector. From EU to local level, the project focuses on four main areas : Access and participation : supporting providers in breaking barriers and promoting active participation and civic engagement, focusing on vulnerable target groups. Inclusion and diversity : supporting providers implementing inclusion and diversity strategies in each organisation’s culture, practices and outputs. Addressing digital transition through digital skills for inclusion: engaging education providers in adapting to the digital transition by enhancing their digital skills and fostering inclusive practices and digital well-being. To raise awareness of bias and intersectional discrimination—particularly related to gender, ethnicity, and racial origin—exacerbated by AI. And to empower CSOs and educational providers to safeguard fundamental rights in the digital age. Environmental sustainability for inclusion : engaging providers to consider environmentally sustainable methods to strengthen inclusion with a focus on gender equality, social justice, inclusivity, to make the Just Transition truly equitable. ImpactBOX is structured around four key steps: Gathering resources and materials from the four core areas of the project: access and participation , inclusion and diversity , digital skills for inclusion and environmental sustainability . All resources and materials will be included in a free-of-charge upskilling e-learning platform . Capacity-building including a transnational in-person training on the project's 4 core themes, as well as adapted local trainings based on the needs of the local organisation involved. Impact and sustainability , including an impact assessment tool, validated by stakeholders and peer reviewed by education and training providers, CSOs and NGOs, to support them in their own assessment and impact measurement. Communication, policy dialogue and stakeholder engagement , focusing on policy and decision-makers, including the development of policy recommendations using a bottom-up approach. The pedagogical approaches implemented will all make educational staff and managers of CSOs more aware and willing to practise inclusive approaches, also at the internal level. Consortium : LLLP - Lifelong Learning Platform EUCEN - European University Continuing Education Network. Learning for Well-being Foundation ALL DIGITAL LIA - Asociacija Langas i Ateiti, Lithuania MEC - Media Education Center, Serbia CEMEA - Centres D'Entrainement Aux Methodes D'Education Active , France SOLIDAR+ CFPS - Udruge Centar Za Mirovne Studije, Croatia Fundacion CIVES - Fundacion Educativa y Asistencial CIVES, Spain Global Impact Institute , Czech Republic

It is often said that education takes a village, meaning that each individual’s learning process is a shared responsibility involving educators, parents and the wider community with the goal of providing space for the learner to develop their full potential. This shared responsibility doesn’t stop at graduation, it extends beyond the walls of learning institutions, throughout our lives, including traineeships . While at first glance, a traineeship might appear as falling solely under the world of work, its strong learning component makes it a crucial crossroads in a learner’s life. One that needs education and employment actors to join hands with learners and ensure that no one is left lost and without a way forward.   This need for dialogue and collaboration between learners, learning providers and employers is at the basis of the “Digitalising Erasmus Traineeship Application & Support” (DETAS) project. To ensure the different actors that take part in a successful traineeship experience are heard and supported, the project looks into each perspective and aims to bring them together for joint action into effecting positive changes in how Erasmus+ traineeships (and traineeships in general) are implemented. The first report on the students' experience in Erasmus+ traineeships showcased the academic findings and learner’s voices which call for addressing various challenges in their traineeship journey. One such challenge is linked to the barriers faced also by the employers involved in this process.   Taking this into consideration, the DETAS consortium developed and launched last Summer a practical toolkit for employers on recruitment, support and evaluation: “ Managing Erasmus+ Traineeships” . This resource is designed to assist employers in hosting Erasmus+ interns and trainees, offering practical guidance for each stage of the placement process, from recruitment to offboarding . Why an employer toolkit?   While Erasmus+ traineeships are valuable for students entering the international job market, employers often face challenges like unclear procedures, lack of support tools, or last-minute cancellations. Based on results stemming from employer surveys and co-creation workshops, the toolkit directly addresses these needs with validated strategies, downloadable templates, and real-world insights to improve both the trainee experience and employer outcomes. The toolkit includes a recruitment checklist, pre-arrival and onboarding tools (like "First-Day Icebreakers" and mentor templates) , mid-placement check-in and engagement trackers, and evaluation surveys and offboarding tools .   What’s next in employer support for improved traineeships? Naturally, the work doesn’t end here. As with any other innovation, the tools will need to be continuously tested and guidance will be developed in order to ensure that the toolkit becomes a real asset for employers. This work is key to guarantee that the toolkit doesn’t become a burden to small to medium employers or that it is not a repetition of already existing processes within more established employers.   The goal afterall is to empower employers to shape talent: with erasmusintern.org as its digital foundation, the DETAS consortium aims to create a seamless match between motivated students and quality traineeship opportunities . Moreover, the Employer Toolkit supports EU goals for more inclusive, accessible, and high-quality mobility experiences, contributing to a stronger, competent workforce across borders. You can find the Employer Toolkit and all materials here and in the Resources section of detas.erasmusintern.org .

Named after Soviet physicist and political dissident Andrei Sakharov, the 'Sakharov Prize for Freedom of Thought' is the EU’s highest human rights award. For almost 40 years, it has been consistently given out to recognise individuals and organisations that distinguished themselves in the fight for human rights and, in particular, in the fight for the freedom of expression.  In a heartfelt ceremony in Strasbourg on 17 December, EP President Roberta Metsola awarded the Sakharov Prize to representatives of Andrzej Poczobut from Belarus, and Mzia Amaglobeli representing the Georgian pro-democracy protest movement.  During the 2025 Sakharov Prize for Freedom of Thought award ceremony on Tuesday, 16 December, in Strasbourg, European Parliament President Roberta Metsola declared her pride in the recipients. "I am proud to award this year’s Sakharov Prize to journalists Andrzej Poczobut and Mzia Amaglobeli in recognition of their brave fight for freedom of expression and the democratic future of Belarus and Georgia.", she said. Emphasizing the Parliament's support, she added, "this House stands in solidarity with Mzia and Andrzej and calls for their immediate release from prison — because speaking truth to power must never be a crime." The prize honors Poczobut and Amaglobeli's courage in defending freedom of expression despite violent repression. The Lifelong Learning Platform was lucky enough to be selected among a pool of stakeholders to attend the ceremony, thanks to the support of the European Parliament. Among other civil society organisations, LLLP could witness a moment of true European democracy in action.

The 15th edition of the LLLWeek took place in Brussels on 8-12 December 2025. The LLLWeek was held under the patronage of the first-ever Intergroup of the European Parliament on The Future of Education and Skills for a Competitive Europe . The five days of the week saw five different themes - and five different MEP hosts! MEP Victor Negrescu, Vice President of the European Parliament, hosted Monday 8, dedicated to Investment in Education and Training MEP Zoltan Tarr hosted Tuesday 9, dedicated to Inclusion in Education and Training MEP Brigitte van den Berg hosted Wednesday 10, dedicated to Innovation in Education and Training MEP Nela Riehl, chair of the CULT Committee, hosted Thursday 11, dedicated to the Internationalisation of Education and Training.  MEP Marcos Ros Sempere hosted Friday 12, dedicated to Intermediaries in Education and Training During the LLLWeek, LLLP celebrated its 20th anniversary by officially launching a Renewed Manifesto for Lifelong Learning , outlining our commitment for the next 20 years. LLLP and our members organised 18 different events, including the European Lifelong Learning Stakeholders' Forum - the largest informal consultation of EU education stakeholders - as well several networking receptions.  Some figures of the LLLWeek 2025: 18 different events and workshops More than 1100 registered participants, averaging 60 per workshop - a record! 19 members actively involved as organisers of workshops and almost 40 members active during the LLLWeek 8 Members of the European Parliament, 6 official representatives of Member States as well as countless officials of the European Commission were active during the LLLWeek With the support of EU elected officials and the strength of civil society organisations, the LLLWeek 2025 truly became a milestone in the EU education agenda. We can't wait to increase our impact next year!

The train conductor announces the arrival to your home station, with a big sigh you are ready to once again embrace your loved ones and tell them about the great adventure that has been your learning mobility experience in a different country. A truly enriching experience and the excitement can be heard in your voice, so many different things encountered but also so many similarities found in people and in places. For sure, the lessons of this period will stay with you forever. In short, your life has changed! But, does it have to be the end of your mobility journey? Thanks to Erasmus+ support for traineeships this doesn’t have to be the case! The opportunity is open for students currently enrolled in higher education institutions in Programme Countries at Bachelor and Master level, as well as doctoral candidates and also recent graduates!   But, what is happening with Erasmus+ traineeships? Despite the Erasmus+ support and the numerous advantages stemming from an international working experience they account for less than 30% of all Erasmus+ mobility. This situation led to the development of the project “Digitalising Erasmus Traineeship Application & Support” (DETAS) so that a more in depth view into traineeships and the student experience could be obtained in order to foster changes and implement improvements that will benefit not just students but also employers, universities and societies at large.   The research report looking into the Erasmus+ traineeship experience was launched in early 2025 ( From Digital Gaps to Seamless Journeys ), a result of a long process of collecting academic data and providing a space for student voices. Evidence shows the increasing value of international work placements in a rapidly evolving job market, they can provide students with critical real-world experience, improving their employability and intercultural skills while employers benefit from a larger pool of young talent.   However, administrative complexities and unclear expectations pose barriers to students, employers and universities . In order to better support students in their traineeship journeys, student voices underline that it will be essential to address the challenges identified such as digital fragmentation with outdated platforms, financial barriers limiting access for low-income students, lack of support before departure and limited employer engagement due to administrative burdens.   The findings of the report are backed by results coming from the biggest Erasmus+ student survey (ESN surveys) and the Eurobarometer (the European Commission public opinion survey) which confirm the difficulties in securing financial support and housing, as well as inconsistencies in the recognition of the traineeship experience. The challenges faced by trainees and employers, beyond Erasmus+ mobility, has led to a push at EU level for renewing the Council Recommendation on a Reinforced Quality Framework for Traineeships and bringing about legislative changes through a proposed Traineeships Directive . These policy instruments aim to address the challenges in this field by looking into fair compensation, clear learning objectives, and improved social protections. What will the DETAS project do to foster positive changes in Erasmus+ mobilities? With the impetus coming from the policy arena and the calls for action from the student community, the DETAS consortium will work to operationalise the much needed changes to ensure a more streamlined ecosystem through innovations like an upgraded ErasmusIntern.org platform to support students and employers in finding the right match. At the same time, the partners will work to develop strong institutional support: encouraging universities to treat traineeships as a core mobility option rather than a secondary opportunity and to look into improvements in the preparation programmes that help equip trainees with essential cultural and professional knowledge. In this way offering students the best conditions to kick-start their international traineeship experience. Collaborative action among universities, policymakers, and employers is crucial to ensure equitable access to high-quality international work experiences . Whether it is for a student that has already been in mobility and is looking for their next international experience or for students that did not have the chance during their studies and want to move from education to employment by challenging themselves abroad. The DETAS project partners aim to engage all these actors to support all students and to make Erasmus+ traineeships a seamless and rewarding journey, cultivating globally competent graduates across Europe.   For more details, the full report is available here .

Europe is facing many societal changes, family structures and relationships are evolving, society’s demography is greying, and there are multiple divides between generations - in terms of digital skills, employability or green awareness - that are issues that need to be addressed. In that context, intergenerational fairness has become a new priority of the European Union , as stated in the European Commission Political Guidelines for 2024-2029 . After nominating a Commissioner whose title is focused on this very issue, the Commissioner for Intergenerational Fairness, Youth, Culture and Sport, Glenn Micallef, the European Commission has published this year a new Communication on a Strategy on intergenerational fairness . The aim is to ensure today’s decisions do not harm future generations, increase solidarity between people of all ages, and encourage interactions between generations. While many education policies focus mainly on young people, there isn’t any good reason to legitimately exclude older citizens (i.e. over 50 years old) from benefiting from lifelong learning. The data confirm structural age inequalities in participation in learning. Among adults of working age (25-64), the highest participation rate in education and training was observed for younger adults (25-34) at 56.5% (Eurostat, 2022). In the following 10-year age group (age 35-44), the participation rate stands slightly lower at 49.9%. It continues to drop with the following age group (45-54) at 46.2%. Finally, a considerably lower participation rate was recorded for the oldest (working) age group (55-64), at 35.4%, that is almost twice as less than the youngest cohort. Thus, it is time to talk about fairness. This inter-generational dimension is the backbone of lifelong learning (a concept which regrettably but paradoxically keeps being confused with ‘adult learning’). Indeed, lifelong learning means learning at all ages, “from cradle to grave”, as the common formula goes on. Lifelong learning, in its very nature, is essential for all generations. There is ample evidence showing the value of learning for healthy and active aging, social cohesion, and remaining employable in a context where we are being asked to work longer and longer. Those are the main points that we, at LLLP, want to stress in the consultation that the European Commission opened between October and November 2025 on the Strategy. The EC launched a Call for evidence to collect inputs from various stakeholders. The Call, now closed, received 106 contributions, mainly from EU Citizens as individuals and NGOs at various levels of operation (local, national and international). Perhaps regrettably, a very limited number of business organisations, public authorities and academic institutions contributed to the consultation. LLLP and three of its members (Eurochild, ISCA - International Sport and Culture Association, and EAEA - The European Association for the Education of Adults) each made a submission. From LLLP's perspective, there are two main aspects that the intergenerational fairness Strategy should focus on; the value of enhancing intergenerational learning and the promotion of learning for senior citizens ( read our full contribution here ). To strengthen our points, we brought evidence from recognised international institutions such as Unesco and featured many inspiring practices from our membership. We contend that (even more in a context of an ageing Europe), there is an untapped potential to increase participation in lifelong learning and that is by enhancing learning among senior citizens. LLLP members also highlighted crucial aspects. Eurochild ( read here their input ) stressed that this initiative must maintain a strong focus on children's rights, as children are among those paying the highest price for policymakers' decisions (or inaction). ISCA ( read here their input ) saw the Strategy as a timely opportunity to embed physical activity in the policy, given its value for healthy and active ageing. EAEA ( read here their input ) emphasised the role of adult learning and education (ALE) in promoting social inclusion, well-being, active and healthy ageing and provided a set of recommendations on combating ageism. Other EU-wide consultations are taking place in parallel, more directly directed to citizens on the citizens engagement platform and at the citizens’ conference panel. In parallel to the Open Public Consultation and experts consultation, the European Commission organised from September to November a dedicated Citizens’ Panel on the topic. The Citizens panel as well as the online citizen engagement platforms show that public appetite for intergenerational solidarity is growing especially since Covid pandemic. Citizens consistently link fairness to access to learning : political education, digital literacy, sustainability skills, and vocational and community-based learning are all seen as essential ingredients of a fair future. The message across Europe is becoming clear and the recommendations of the Citizen Panel stress that: intergenerational fairness will not be achieved without lifelong learning . Education and learning were the first most voted recommendation from citizens part of the panel. It is the mechanism that allows people of different ages to understand each other, adapt together, and contribute equally to Europe’s future. As the EU prepares to finalise its Intergenerational Fairness Strategy, LLLP will continue to push for one core idea: learning is not only a right, it is the bridge between generations, and Europe needs to strengthen that bridge now more than ever.

On 12 November, the European Commission published the Education and Training Monitor 2025 . This report presents the annual analysis of the recent development and trends on education and training systems across the 27 Member states. The 2025 edition provides a spotlight on STEM education and basic skills attainment, before zooming in on its classic chapters for each sector of learning. The specific focus of this year is aligned with the recent initiatives published under the Union of Skills . The Monitor contains three parts: a comparative report, a toolbox, and country reports. The demand for STEM specialists to improve EU competitiveness appears centrally in this Monitor, despite instrumentalising education and training for specific labour market needs. This shift toward STEM fields risks undermining a more holistic approach to learning which might require the inclusion of arts of humanities, but also of key competences for lifelong learning. Some of the findings are worrisome. The spotlight on basic skills identifies a strong connection between underachievement and socio-economic background of learners , raising concerns regarding equity. Digital skills are strongly related to the socio-economic background, with students whose parents do not hold a higher education degree more likely to under-perform in this area. Learners from affluent families outperform their less advantaged peers on civic knowledge. To mitigate this, the report reminds that trained teachers and parental involvement can address certain of these challenges. On the positive side, the percentage of early school leaving is at an all time low with 9.4% , although there are still multidimensional disparities that impact student success, including their migration and socio-economic status, as well as their location, the overall results highlights that this tendency is declining. Read the full report here