Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on the future priorities for enhanced European cooperation in vocational education and training (VET)
Date: 2009-01-24
Institutions: Council of the European Union
Subjects: European cooperation, enhanced cooperation, recognition of vocational training qualifications, teaching quality, vocational education, vocational training

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Official Journal of the European Union

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IV

(Notices)

NOTICES FROM EUROPEAN UNION INSTITUTIONS AND BODIES

COUNCIL

Conclusions of the Council and of the Representatives of the Governments of the Member States,
meeting within the Council, on the future priorities for enhanced European cooperation in
vocational education and training (VET)

(2009/C 18/04)

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

means to develop such competences to a level which forms
a sufficient basis for further learning and working life.

AWARE THAT:

1. On 12 November 2002, the Council approved a Resolution
on the promotion of enhanced European cooperation in
vocational education and training (1). This subsequently
served as the basis for the declaration adopted by the Minis-
ters responsible for vocational education and training (VET)
of
the EU Member States, the EFTA/EEA and candidate
countries, and by the Commission and the European Social
on
Partners
29 and 30 November 2002, as the strategy for improving
the performance, quality
and attractiveness of VET,
commonly referred to as the ‘Copenhagen process’.

their meeting

Copenhagen

in

at

2. A first review of the process undertaken in Maastricht on
14 December 2004 (2) noted in particular that progress
had been made in the development of a number of
common tools and principles, and linked the process firmly
to the Lisbon Strategy and the ‘Education and Training’
work programme. A second review carried out in Helsinki
on 5 December 2006 (3) emphasised the need to maintain
impetus and to ensure continued implementation of the
principles and instruments adopted.

3. The Recommendation of the European Parliament and of
the Council of 18 December 2006 on key competences for
lifelong learning (4) advises Member States to develop the
provision of key competences for all as part of their lifelong
learning strategies, in order to offer all young people the

4. The Council conclusions of 25 May 2007 on a coherent
framework of indicators and benchmarks for monitoring
progress towards the Lisbon objectives in education and
training (5) reaffirm that there is a need to continue to
improve
the
of
the
European Statistical System.

produced

quality

data

by

5. The Council Resolution of 15 November 2007 on new
skills for new jobs (6) highlights the urgency of anticipating
future skills needs in order to equip people for new jobs
within the knowledge society, by implementing measures
which aim at matching knowledge, skills and competences
with the needs of the economy and preventing potential
gaps.

6. The 2008 Joint Progress Report of the Council and of the
Commission on the implementation of the ‘Education and
Training 2010’ work programme (7) stresses that further
work is needed to improve the quality and attractiveness of
VET, and that work on an updated strategic framework for
European cooperation in education and training should
begin.

7. The European Council on 13 and 14 March 2008 (8)
outlined the priorities for 2008-2010 and stressed the fact
that ‘investing more and more effectively in human capital and
creativity throughout people's
for
In response to the
Europe's success in a globalised world’.
the
increasing skills shortages in a number of sectors,

lives are crucial

conditions

(1) OJ C 13, 18.1.2003, p. 2.
(2) Council doc. 9599/04.
(3) OJ C 298, 8.12.2006.
(4) OJ L 394, 30.12.2006, p. 10.

(5) OJ C 311, 21.12.2007, p. 13.
(6) OJ C 290, 4.12.2007, p. 1.
(7) Council doc. 5723/08.
(8) Council doc. 7652/08, paragraph 13, p. 9.

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Council invited the Commission to present a comprehen-
sive assessment of the future skills requirements in Europe
up to 2020, taking account of the impacts of technological
change and ageing populations.

4. In order to meet the needs of the labour market, alternance
schemes — which combine learning in educational institu-
tions and at the workplace — should be encouraged, and
training for adults in enterprises and in higher education
establishments developed.

8. The Recommendation of the European Parliament and of
the Council of 23 April 2008 on the establishment of the
European Qualifications Framework for lifelong learning (1)
promotes mobility and lifelong learning by facilitating the
recognition of learning outcomes from one training system
to another and from one country to another.

5. Anticipating skills needs, gaps and shortages — in addition
to identifying new and emerging job requirements at
European and at national levels — are necessary conditions
for implementing VET policies which respond to the needs
of individuals, society and the economy.

9. The Council conclusions of 22 May 2008 on promoting
creativity and innovation through education and training (2)
advocate that greater synergy should be fostered between
knowledge and skills on the one hand and creativity and
innovative capacity on the other, at all levels of education
and training. In addition, the proposal for a Decision of the
European Parliament and of the Council concerning the
European Year of Creativity and Innovation in 2009 (3) is
aimed at supporting the efforts of the Member States to
promote creativity through lifelong learning, as a driver for
innovation and as a key factor for the development of
personal,
social
competences.

entrepreneurial

occupational,

and

10. The Council conclusions of 22 May 2008 on adult
learning (4) recognise the key role which such learning can
play in meeting the goals of the Lisbon Strategy, and parti-
cularly in enabling workers to adapt technologically and in
responding to the specific needs of older workers and
migrants.

UNDERLINE THAT:

1. Vocational education and training (VET) is an essential part
of lifelong learning which covers all relevant levels of quali-
fication and which should be closely linked to general
education and higher education. Lying at the heart of both
employment and social policies, VET not only promotes
competitiveness, business performance and innovation in
the context of a globalised economy, but also equity, cohe-
sion, personal development and active citizenship.

2. To allow the possibility of flexible career paths that may be
adapted to citizens' needs throughout their lives, efforts
should be made to forge closer links between all forms and
contexts of learning.

3. Improving creativity and innovation is particularly impor-
tant for VET. To achieve this, the acquisition of key compe-
tences for lifelong learning should be actively promoted.

(1) OJ C 111, 6.5.2008, p. 2.
(2) OJ C 141, 7.6.2008, p. 17.
(3) Council doc. 8935/08.
(4) OJ C 140, 6.6.2008, p. 10.

6. Information, guidance and counselling services should form
a coherent system which enables European citizens to
manage their learning and career paths and to cope with
transition throughout their lives.

7. To respond to the demand for high-level qualifications, the
role of higher education in vocational education and
training and in enhancing labour market integration should
be increased.

requires

8. Promoting the mobility of workers,

the implementation of

learners and trainers
from one system to another, and from one country to
another,
the common
European tools for the transparency and recognition of
qualifications, such as Europass, the European Qualifica-
tions Framework (EQF),
the European Credit Transfer
System (ECTS) and the future European Credit System for
VET (ECVET).

9. Implementation of the common European tools entails the
use of quality assurance mechanisms and the realisation of
the future European Quality Assurance Reference Frame-
work for VET (EQARF), which are crucial to establishing
mutual trust whilst promoting the modernisation of educa-
tion and training systems.

RECOGNISE THAT:

at
The Copenhagen process defined ambitious priorities
European level and at national
level. It has led to significant
changes in national policies and to the creation of major tools
for the transparency and the recognition of knowledge, skills
and competences, as well as for the quality of the systems.

At European level, updated working methods have raised the
awareness of those involved and encouraged them to make use
of the tools available.

In particular the EQF is a major factor in promoting and facili-
tating the establishment of national qualifications systems and
frameworks on the basis of
learning outcomes, and thus in
modernising and enhancing the status of VET.

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Furthermore,
the Copenhagen process has contributed to
increasing the role of VET in implementing the Lisbon strategy
with regard to its three dimensions: competitiveness, employ-
it needs to take into
ment and social cohesion. Accordingly,
account
the future strategic framework for
European cooperation in the field of education and training, in
which it is fully integrated.

the priorities of

In this context VET should retain its specific nature. It is a
shared responsibility which closely involves the Member States,
the social partners and the sectoral organisations in all stages of
the process — a necessary precondition for the quality and effi-
ciency of VET.

mentation of national qualifications frameworks,
the
European Qualifications Framework and the ECVET
system,

— quality assurance instruments,

— consistency between the various tools.

2. Heightening the quality and attractiveness of vocational

education and training systems

STRESS THAT:

Promoting the attractiveness of VET to all target groups

1. An approach should be adopted which allows the various
tools to be implemented in a coherent and complementary
manner.

2. It is necessary to provide citizens and all other stakeholders
with in-depth information on the common tools in order
to facilitate their use.

3. The measures outlined in these conclusions are voluntary
and should be developed through bottom-up cooperation.
The successful development and implementation of
the
tools requires the commitment of all stakeholders.

AGREE THAT:

The priorities and guidelines established under the Copenhagen
process since 2002 remain valid. Accordingly, it is necessary to
pursue their
implementation, and to address the following
four priority areas for the period 2008-2010:

— promoting VET among pupils, parents, adults (whether
inactive) and enterprises,
employed, unemployed, or
e.g. by continuing to organise skills competitions such as
Euroskills,

— ensuring non-discriminatory access to and participation
in VET and taking into account the needs of people or
groups at risk of exclusion — in particular early school
leavers, low-skilled and disadvantaged people,

— facilitating access to information, lifelong guidance and
counselling services through successful
implementation
of the Council Resolution of 21 November 2008 on
better integrating lifelong guidance into lifelong learning
strategies (1),

— facilitating paths enabling people to progress from one
level of qualification to another by strengthening links
between general education, VET, higher education and
adult learning.

1. Implementing the tools and schemes for promoting
cooperation in the field of vocational education and
training (vet) at national and European level

Promoting the excellence and quality of VET systems

It is important to develop national qualifications systems and
frameworks based on learning outcomes, in coherence with
the European Qualifications Framework, and to implement
the future European Credit System for VET (ECVET), together
with the future European Quality Assurance Reference
Framework (EQARF), in order to strengthen mutual trust.

With this in mind, the following should be developed:

— pilot projects, appropriate methods and support tools,

— schemes

and
informal learning outcomes, combined with the imple-

validating non-formal

and tools

for

— developing quality assurance mechanisms by imple-
menting the future EQARF recommendation; partici-
pating actively in the European Network on Quality
Assurance in VET with a view to developing common
tools, as well as supporting the implementation of the
EQF by promoting mutual trust,

— increasing investment in the initial and in-service training
of those involved in vocational education and training:
teachers, trainers, tutors, guidance officers,

— basing VET policies on reliable evidence supported by
rigorous research and data, and improving the statistical
systems and data concerning VET,

(1) Council doc. 15030/08.

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— developing national qualifications systems and frame-
works based on learning outcomes which are easy to
understand and guarantee high quality, whilst ensuring
European Qualifications
compatibility
Framework,

with

the

— promoting innovation and creativity in VET and imple-
menting the Council conclusions of 22 May 2008 on
promoting creativity and innovation through education
and training,

— developing language learning and adapting it

specific
training,

characteristics of vocational

to the
education and

— improving the permeability and continuity of

learning
education and higher

paths between VET, general
education.

3. Improving the links between VET and the labour market

With this in mind, the following would be desirable:

— continuing to develop forward-planning mechanisms,
aimed at focusing on jobs and skills at national level and
across Europe,
skills gaps and
identifying potential
shortages and responding to the future skills and compe-
tence needs (both in quantitative and qualitative terms) of
the economy and undertakings, particularly SMEs,
in
accordance with the conclusions of the European Council
of 13 and 14 March 2008 and with the Council Resolu-
tion of 15 November 2007 on new skills for new jobs,

— ensuring that the social partners and economic stake-
holders are properly involved in defining and imple-
menting VET policies,

— improving guidance and counselling services in order to
ease the transition from training to employment and thus
contribute to the objectives set out in the Council Reso-
lution of 28 May 2004 on Strengthening Policies,
Systems
field of Guidance
throughout life in Europe (1); participating actively in the
European Lifelong Guidance Policy Network,

and Practices

in the

— strengthening the mechanisms,

including those of a
financial nature (both public and private), aimed at
promoting adult training — in particular in the work-
place, with a special focus on SMEs — in order to contri-
bute to better career opportunities and business competi-
tiveness. In this respect, the measures outlined in the
Council conclusions of 22 May 2008 on adult learning
should be implemented,

— developing and implementing the validation and recogni-
tion of non-formal and informal learning outcomes,

— increasing the mobility of people undergoing work-
related training, by strengthening the existing Com-
munity programmes in support of mobility, in particular
for apprentices. The conclusions of the Council and of
the Representatives of the Governments of the Member
States, meeting within the Council on 21 November
2008, on youth mobility (2) should contribute to this
process,

— increasing the role of higher education in vocational
education and training and in enhancing labour market
integration.

4. Strengthening European cooperation arrangements

— improving European cooperation arrangements in the
field of VET, in particular by increasing the efficiency of
peer learning activities and capitalising on their results in
terms of national policies,

— ensuring the integration and visibility of VET among the
priorities of the future strategic framework for European
cooperation in the field of education and training, while
ensuring a proper link between VET and school educa-
learning policies;
tion, higher
strengthening links with European policies on multilingu-
alism and young people,

education and adult

— consolidating exchanges and cooperation with third
countries and international organisations, such as the
OECD, the Council of Europe, the International Labour
Organisation and UNESCO in particular. The right of
participation of all Member States in this work should be
ensured.

INVITES THE MEMBER STATES AND THE COMMISSION, WITHIN
THE LIMITS OF THEIR RESPECTIVE COMPETENCES,

to implement the measures set out in the above four areas, with
the Copenhagen process for the
regard to the priorities of
period 2008-2010, by means of:

such as

— appropriate public and private funding, using relevant EU
resources
the European Social Fund and the
European Regional Development Fund and loans from the
European
at
national level in accordance with Member States' priorities,
and the Lifelong Learning Programme to support the effec-
tive implementation of Community tools,

Investment Bank

support

reforms

to

(1) Council doc. 9286/04.

(2) Council doc. 16206/08.

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— continuation of work focused on improving the scope,
comparability and reliability of VET statistics, in close colla-
boration with Eurostat,
the OECD, Cedefop and the
European Training Foundation (ETF), and the development
of a more explicit VET component within the coherent
framework of indicators and benchmarks. The right of parti-
cipation of all Member States in this work should be
ensured,

— further developing activities on the anticipation of skills
in close collaboration with

needs and skills mismatches,
Cedefop, ETF and Eurofound,

— information exchange with third countries,

in particular
with the countries covered by the enlargement policy as well
as the European neighbourhood policy.

Cooperation in such work should be inclusive and involve all
Member States, the Commission, candidate countries, EFTA-EEA
countries and the social partners.

Cedefop and the European Training Foundation will continue to
support the Commission, in particular in the monitoring and
reporting of progress in implementation.

Special attention should be paid to progress on VET in the
reports on the future strategic framework for European coopera-
tion in the field of education and training and on the national
Lisbon reform programmes.