Member States should foster equal opportunities for all by addressing inequalities in education and training systems, including by providing access to good quality early childhood education. They should raise overall education levels, reduce the number of young people leaving school early , increase access to and completion of tertiary education and increase adult participation in continuing learning, particularly among learners from disadvantaged backgrounds, the least qualified. Taking into account new requirements in digital, green and ageing societies, Member States should strengthen work-based learning in their vocational education and training systems (VET) (including through quality and effective apprenticeships) and increase the number of Science, Technology, Engineering and Mathematics (STEM) graduates both in medium-level VET and in tertiary education. Furthermore, Member States should enhance the labour-market relevance of tertiary education and research, improve skills monitoring and forecasting, make skills more visible and qualifications comparable, including those acquired abroad, and increase opportunities for recognising and validating skills and competences acquired outside formal education and training. They should upgrade and increase the supply and take-up of flexible continuing vocational education and training. Member States should also support low skilled adults to maintain or develop their long-term employability by boosting access to and take up of quality learning opportunities, through the implementation of Upskilling Pathways, including a skills assessment, an offer of education and training matching labour market opportunities , and the validation and recognition of the skills acquired .

Member States should foster equal opportunities for all by eliminating inequalities in education and training systems, including by providing access to good quality and universal inclusive early childhood education. They should raise overall education levels, reduce the number of young people leaving school, increase access to and completion of tertiary education and increase adult participation in continuing learning, particularly among learners from disadvantaged backgrounds, frequently the least qualified. Taking into account new requirements in digital, green and ageing societies, as well as existing gender stereotypes, Member States should strengthen work-based learning in their vocational education and training systems (VET) (including through quality and effective apprenticeships) and , not underestimating the importance of continuous investment in human sciences, increase the number of Science, Technology, Engineering and Mathematics (STEM) graduates through a gender balanced approach both in medium-level VET and in tertiary education. Furthermore, where appropriate Member States should enhance the labour-market relevance of tertiary education and research , strengthen dual and cooperative trainings , improve skills monitoring and forecasting, make skills more visible and qualifications comparable, including those acquired abroad, and increase opportunities for recognising and formally validating skills and competences acquired both in and outside formal education and training. They should upgrade and increase the supply and take-up of more flexible and inclusive continuing vocational education and training. Member States should invest in jobs and social protection schemes for those who are not capable to reskill, and support , through public services, low skilled adults by helping them gain access to stable and quality employment to maintain or develop their long-term employability by boosting access to and take up of quality learning opportunities, through the implementation of Upskilling Pathways, including a skills assessment, an offer of education and training matching labour market opportunities The right to paid educational leave for professional purposes should be encouraged, in line with relevant International Labour Organization (ILO) conventions which allow workers to attend training programmes during working hours. Member States should take the necessary measures to promote universal access to distance learning and training, taking full account of the needs of people with disabilities .