Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the role of the development of skills and competences in taking forward the Lisbon goals
Date: 2005-11-24
Institutions: Council of the European Union, Representatives of the Governments of the Member States
Subjects: continuing vocational training, distance learning, education policy, information technology, knowledge economy, professional qualifications, programmed learning

24.11.2005

EN

Official Journal of the European Union

C 292/3

Conclusions of the Council and of the Representatives of the Governments of the Member States,
meeting within the Council, on the role of the development of skills and competences in taking
forward the Lisbon goals

(2005/C 292/02)

THE COUNCIL OF THE EUROPEAN UNION AND THE REPRESENTA-
TIVES OF THE GOVERNMENTS OF THE MEMBER STATES, MEETING
WITHIN THE COUNCIL,

Having regard to:

1. The European Council Conclusions adopted on March
2005 (1), which re-launched the Lisbon Strategy by focusing
on growth and jobs with an emphasis on knowledge, inno-
vation and human capital and on lifelong learning as a sine
qua non for the achievement of these objectives.

2. The Lisbon integrated guidelines for growth and jobs (2005
to 2008) (2), which call for education and training systems
to be adapted through:

— raising and ensuring their attractiveness, openness and

quality standards;

— responding to new occupational needs, key competences
and future skill requirements by improving the defini-
tion and transparency of qualifications, their effective
recognition and the validation of non-formal and
informal learning.

RECALL THAT:

1. As part of the Copenhagen Process, the Maastricht Commu-
niqué of December 2004 called for a focus on ‘linking voca-
tional education and training (VET) with the labour market
requirements of the knowledge economy for a highly skilled
workforce’, and for the development of a European Qualifi-
cations Framework ‘based mainly on competences and
learning outcomes’.

2. As part of
the ‘Education and Training 2010’ Work
the 2004 Joint Interim Report (3) called for
Programme,
increased partnership (national, regional, local and sectoral)
to develop flexible and effective education and training
systems and for a European Qualifications Framework on
which the Commission is currently holding consultations.

results of

formal, non-formal

and
encompassing the
informal
learning. Skills and competences contribute to
personal fulfilment, active citizenship and social cohesion,
whilst providing a foundation for economic growth. They
also contribute to adaptability, innovation and the growth
of entrepreneurship.

2. The performance of the EU economy would be improved
through greater productivity, entrepreneurship and take-up
of research results and innovation.

STRESS THAT:

1. Increases

in workers'

skills and competences

improve
productivity. A skilled workforce is better able to respond to
the changes of a dynamic knowledge economy, while
people with higher levels of skills and competences are
more likely to be socially integrated, fulfilled and active citi-
zens.

2. The knowledge-based society and economy needs an
adequate level of key competences, including digital literacy
and e-skills for its citizens and the capacity to build higher
level skills and competences as required.

3. Economic growth may not be achieved if investment in
skills and competences is limited to the well-educated.
Substantial economic gains may also be achieved by
improving key competences and by addressing the needs of
low-skilled and disadvantaged groups, including through the
better use of existing skills and competences, for example,
of older citizens.

AGREE THAT:

EMPHASISE THAT:

1.

‘Skills and competences’
in these conclusions cover the
range of outcomes from all forms and levels of learning,

(1) Doc. 7619/1/05.
(2) Doc. 10205/05 (to be published in the Official Journal).
(3) Doc. 6905/04.

1. The development of skills and competences is a key element
of
lifelong learning strategies. These should include the
acquisition of key competences and build upon effective
general education and training systems which result in indi-
viduals who are keen to renew and develop their skills and
competences throughout life. Parity of esteem and links
between VET and general education should be fostered. Life-
long guidance is also crucial
in supporting individuals to
achieve and renew their skills and competences.

C 292/4

EN

Official Journal of the European Union

24.11.2005

2. Education and Training Ministers have a key role in
ensuring effective skills and competence strategies. To
achieve this, close collaboration is essential with all relevant
ministries.

2. use future Community instruments in the field of education
and training to support the development of sector-based
approaches to skills and competences in relation to both
VET and higher education.

3. Education and training policies

should also include a
forward-looking approach, in order to anticipate the skills,
competence and occupational needs of society and the
economy.

4. The relevant Ministries should therefore gain the active
involvement of economic and social partners and other
stakeholders, including research bodies, to identify sectoral
needs for skills and competences. Such partnerships can
improve productivity,
skills gaps and provide
employers with incentives to educate and train their work-
forces.

reduce

5. The establishment of a European Qualifications Framework
should result in more transparency and recognition of the
skills and competences that the labour market needs, and
enable sectors at European level to address new education
and training challenges.

6. Innovative methods of delivering learning,

for example
using ICT, allow wider participation in lifelong learning and
so can reduce social exclusion and improve work-life
balance. Flexible learning provision for workers can be
facilitated through improved collaboration with suppliers of
learning and effective use of the ICT infrastructure.

INVITE THE MEMBER STATES AND THE COMMISSION JOINTLY TO:

1. address the issue of sectoral skills in the context of devel-
oping skills and competences, as a part of the ‘Education
and Training 2010’ Work Programme;

INVITE THE MEMBER STATES TO:

1. ensure effective collaboration between relevant ministries in
the development of strategies for skills and competences,
including during the preparation of their annual Lisbon
national
lifelong
learning strategies;

reports and as part of

their national

2. build partnerships, at national, regional, local and sectoral
levels with key stakeholders, including employers and trade
unions, in accordance with national legislation and practice.
These partnerships should create a system which responds
to demand, takes account of long-term skills and compe-
tence needs, encourages investment in skills and compe-
tences and addresses the specific needs of disadvantaged
groups;

3.

instigate collaboration between education and training
providers to exploit existing ICT infrastructures, in order to
widen participation in lifelong learning, and improve the
level of e-skills of their citizens.

INVITE THE COMMISSION TO:

1. establish in 2006 a cluster of those Member States wishing
to develop peer-learning activities on sectoral skills, as part
of the ‘Education and Training 2010’ Work Programme;

2.

invite Cedefop and, where appropriate,
the European
Training Foundation to complete in 2006 an overview of
different sectoral approaches to skills and competences
across the EU and in the accession and candidate countries.